Earticle

본 연구에서는 Computational Thinking 기반의 인공지능(AI)교육에 대한 학습자의 내재적 사고의 변화를 살펴보 기 위한 평가도구 개발의 기준과 프레임워크를 구성하여 제시하고자 하였다. 이를 위해 데이터수집을 위한 인지적 학습보조(Agency)의 단계, 수집된 데이터의 특징을 분해하여 데이터의 패턴을 인식하고 카테고리화 과정을 수행하 는 추상화(Abstracting)의 단계, 추상화과정을 수행한 정제된 데이터를 토대로 알고리즘을 구성하는 모델링 (Modeling)단계의 일련의 순차적 과정이 평가요소로 구성되었다. 또한 학습자의 인식, 학습, 행동, 결과에 대한 인지 적영역에 대한 평가가 구성되었으며, 학습자의 문제해결의 과정과 결과에 대하여 지식, 역량, 태도의 영역에 대하여 측정을 하게 됨으로써 AI교육에 대한 학습의 내재적인 인지영역의 변화와 결과에 대한 평가를 할 수 있도록 프레임 워크가 설계되었다. 연구의 결과는 교수학습의 맥락에 따른 개별화된 평가도구 개발에 대한 프레임워크를 구성하였 다는 점에서 의미가 있으며, 향후 AI교육의 다양한 영역에서 활용될 수 있는 기준으로서 활용될 수 있을 것이다.

The purpose of this study is to design the framework of evaluation on learner’s cognitive skill for artificial intelligence( AI) education through computational thinking. To design the rubric and framework for evaluating the change of leaner’s intrinsic thinking, the evaluation process was consisted of a sequential stage with a) agency that cognitive learning assistance for data collection, b) abstraction that recognizes the pattern of data and performs the categorization process by decomposing the characteristics of collected data, and c) modeling that constructing algorithms based on refined data through abstraction. The evaluating framework was designed for not only the cognitive domain of learners' perceptions, learning, behaviors, and outcomes but also the areas of knowledge, competencies, and attitudes about the problem-solving process and results of learners to evaluate the changes of inherent cognitive learning about AI education. The results of the research are meaningful in that the evaluating framework for AI education was developed for the development of individualized evaluation tools according to the context of teaching and learning, and it could be used as a standard in various areas of AI education in the future.

본 연구에서는 Computational Thinking기반의 인공지능교육을 위한 프레임워크와 인지적 학습환경 구성의 절 차를 구현하고자 하였으며, 추후 인공지능교육을 위한 교육과정 설계의 이론적 근거를 제시하고자 하였다. 연구 의 결과를 토대로 데이터수집 및 발견의 단계에서 추상화 과정을 통해 알고리즘과 문제해결의 모형을 선택하는 학습모형을 제시하였고 이를 자동화하여 평가하는 단계를 기반으로 문제해결 및 예측하는 과정을 수행함으로써 인공지능을 활용한 문제해결력을 기를 수 있는 Computational Thinking 기반 AI의 교수학습모형을 제시하였다. 인공지능교육에 대한 인지적 학습환경과 관련된 연구를 분석하여 Computational Thinking의 핵심 사고과정 중 하나인 추상화의 단계를 중심으로 절차를 구성하였으며, Agency(학습보조)에서 Modeling(인지적 구조화)으로의 전이를 토대로 학습구성의 단계를 제시하였다. 본 연구에서 제시한 인공지능교육의 프레임워크와 인지적 학습환 경 구성의 절차는 Computational Thinking을 기반으로 제시되었다는 점에서 특징을 갖고 있으며 추후 인공지능 기반 교수학습연구의 근간이 될 것으로 기대한다.

The purpose of this study is to design an instructional framework and cognitive learning environment for AI education based on computational thinking in order to ground the theoretical rationale for AI education. Based on the literature review, the learning model is proposed to select the algorithms and problem-solving models through the abstraction process at the stage of data collection and discovery. Meanwhile, the instructional model of AI education through computational thinking is suggested to enhance the problem-solving ability using the AI by performing the processes of problem-solving and prediction based on the stages of automating and evaluating the selected algorithms. By analyzing the research related to the cognitive learning environment for AI education, the instructional framework was composed mainly of abstraction which is the core thinking process of computational thinking through the transition from the stage of the agency to modeling. The instructional framework of AI education and the process of constructing the cognitive learning environment presented in this study are characterized in that they are based on computational thinking, and those are expected to be the basis of further research for the instructional design of AI education.

2018학년도부터 초중고등학교에서 소프트웨어 교육이 시행될 예정이다. 소프트웨어 교육의 목표는 학생들에게 Computational Thinking 능력을 길러주는 데 있다고 할 수 있다. Computational Thinking은 크게 추상화와 자 동화로 구성되는데 추상화와 관련된 개념을 국가마다 전공마다 다르게 정의하고 있어 학생들과 교사들한테 혼란 을 주고 있다. 따라서 본 논문에서는 추상화에 대한 여러 정의들을 비교하여 합리적으로 정의하였다. 합리적인 정의를 바탕으로 초등학교에서에서의 추상화 교육 방법과 평가 기준에 대하여 제안하였다. 본 논문에서 제시한 추상화에 대한 정의는 앞으로 소프트웨어 교육을 진행하면서 만나게 되는 문제에 대한 해결 방법을 제시할 수 있을 것으로 기대된다.

Software Education will be implemented at elementary, middle and high schools starting in 2018. The goal of software education is to help students develop Computational thinking skills. Computational thinking is largely composed of abstraction and automation. However, the concepts related to abstraction are defined differently for each country, giving confusion to students and teachers. Therefore, in this paper several definitions of abstraction are compared and defined reasonably. And we proposed an abstraction teaching method and evaluation criteria in elementary school based on a reasonable definition. The definition of abstraction presented in this paper is expected to be able to present a solution to the problems encountered in the course of software education in the future.

MIT의 App Inventor 2는 스크래치나 Alice와 같은 블록-기반 프로그래밍 언어로 학생들이 CT의 개념과 기능을 갖추도록 하는데 있어 매우 유용하게 사용될 수 있는 도구이다. 스크래치 프로그래밍은 프로그램 작성과실행이 대부분 컴퓨터상에서 이루어지는 반면에 App Inventor 2는 컴퓨터상에서 프로그램을 작성하는 중간에스마트폰으로 그때까지의 결과를 직접 확인하고 즉각적인 피드백을 받으면서 프로그래밍을 하기 때문에 더 좋은학습 효과를 기대할 수 있다. 이 연구에서는 학생들의 App Inventor 2 학습이 학생들의 CT 기능 향상에 기여하는지를 규명하기 위해 CT 개념 중 네 가지 핵심 개념을 추출하여 App Inventor 2 학습에서 이 네 가지 개념이어떻게 구현되는지를 보인다.

MIT App Inventor 2, much like the other block-based programming languages such as Scratch and Alice, is a useful tool that can be utilized to improve the computational thinking skills for students. The coding and the execution of program are done mainly on the computer in Scratch programming, but in App Inventor 2 programming, the students can execute the program and get immediate feedback on the smart-phone in the middle of the programming. Therefore, we can expect better enhanced learning effect. In this study, it has been claimed that the learning of App Inventor2 can strengthen the computational thinking skills of our students by extracting four core concepts of the computational thinking and then showing how these concepts are applied through the learning of App Inventor 2.

본 연구는 SW교육에서 학습자의 Computational Thinking 역량을 효과적으로 평가하기 위한 방법으로써 서술형 수행평가 방법에 관한 내용이다. 본 연구에서 개발된 서술형 수행평가도구는 MIT에서 제시한 창의컴퓨팅 평가 문항들을 델파이 기법을 통해 조사한 후 문항을 선별 및 수정하였다. 이 서술형 수행평가 도구는 실험하기 및 반복하기, 테스팅과 디버깅, 재사용과 재구성, 추상화와 모듈화의 4가지 영역으로 구성되어 총 4문항으로 개발되었다. 이 서술형 수행평가도구는 예비교사를 대상으로 소프트웨어 강좌에 적용하였다. 적용결과 평가 도구는 Cronbach-α값이 0.6 이상으로 신뢰도가 높았으며 전문가 대상의 델파이 검사 결과 타당도도 높게 나타나 본 연구에서 제안하는 서술형 평가 도구는 학생들의 CT 역량을 효과적으로 측정하는 유용한 평가 도구로 확인되었다.

This paper proposes a method to effectively evaluate learner competencies of computational thinking in SW education. Proposed assessment method in this research is the descriptive performance assessment method. Developed descriptive performance assessment tool in this study is the use of assessment items presented in a creative computing MIT. The evaluation tool is selected and modify items through expert delphi technique. The performance assessment tool is composed of four areas that are an experimenting and iterating, testing and debugging, reusing and remixing and abstracting and modularizing. We apply to software classes for the pre-service teachers and conducted this descriptive performance assessment. Applying result of the assessment, the developed assessment tool shows the reliability Cronbach-α values higher than 0.6. In addition, the validity of the test results is higher in experts delphi test. Descriptive assessment tool suggested in this study are identified as a useful assessment tool to effectively measure student CT competencies.

본 연구에서 알고리즘 능력을 측정하여 정보 영재를 판별할 수 있는 도구를 개발하였다. 판별 도구는 Computational Thinking의 Concept을 재구성하여 해당 영역이 중점적으로 포함되어있는 문항을 제작하였다. 문항의 유형을 단일 속성 문항, 복합 동일 속성 문항, 복합 집중 속성 문항으로 나누어 세분화하였으며 문제 해결 방식을 전체 스크립트 제작, 스크립트의 일부 수정, 스크립트의 결과 추측하기로 나누어 스크래치 프로그램으로 개발하였다. 개발한 판별도구를 영재학생들에게 적용한 결과 문항의 타당도와 신뢰도가 높은 것으로 나타났다.

This study proposed new approach for the information gifted discrimination test using EPL. We tried to distinguish high level thinking in the information gifted through test of this study. We categorized testing tool according to context type: simple attribute problem, complex same attribute problem, complex focus attribute problem, mathematic-verbal ability required problem. And testing tool divided into modifying scripts, guess scripts’s result, using scratch program. In the effectiveness test of proposed tool, we confirmed content validity and credibility.

본 연구의 목적은 SW 교육의 목표인 Computational Thinking(CT)의 증진을 위한 학습자 중심의 교수학습 전략을 적용하고 그 효과성을 검증하는 것이다. 컴퓨터 비전공자들이 CT를 증진하기 위해서는 쉽고 재미있는 교육내용과 함께 적절한 교수학습 전략이 적용되어야 한다. 본 연구에서는 컴퓨터 비전공자를 위한 CT 교육에 서의 학습자 중심의 교수학습 전략인 협력, 공유, 자기주도학습 등의 요소를 적용하고 그 효과성을 검증하였다. 연구 결과 CT 교육에서 학습자 중심의 교수학습 전략은 컴퓨터 비전공 학습자들의 재미와 흥미에 영향을 주었 고, 이는 후속 학습의도에 영향을 주는 것으로 나타났다. 본 연구에서 적용한 학습자 중심의 교수학습 전략은 CT 교육에서 효과적인 교수학습 전략으로 활용할 수 있다.

The purpose of this study is to verify the effectiveness of teaching and learning strategies of learner-centered learning for the computational thinking that is the educational purpose of SW education. For improving computational thinking, funny and easy educational contents and appropriate teaching and learning strategies are needed. In this study, I applied and verified the learner-centered strategies for non-computer major learners in computational thinking education: collaboration, sharing, self-directed learning. As the result, the teaching and learning of learner-centered learning affects the pleasure and the interest of learners; they affect computational thinking efficacy; it affects intention to use. It is able to apply this learner-centered learning strategies to computational thinking education as an effective educational strategies.

2019학년도부터 초등학교에서 소프트웨어 교육이 실시될 예정이다. 초등학교 소프트웨어 교육의 주된 내용 중의 하나는 학생들이 프로그래밍을 체험하는 것이다. 프로그래밍에 대하여 관심을 보이는 학생들에게는 보다 높은 수준의 프로그래밍 교육이 필요하며 동아리 활동을 통하여 시행할 수 있다. 그러나 초등학교에서의 동아리 활동을 위한 프로그래밍 교재는 많지 않다. 따라서 본 연구에서는 초등학교의 동아리 활동을 위한 프로그래밍 교재를 개발하였다. 따라 하기 형태의 매뉴얼 방식을 지양하고 학생들이 문제를 이해하고, 문제 분할 및 추상화 과정을 따라 설계하며 이를 프로그램으로 작성할 수 있도록 하여 자연스럽게 Computational Thinking 능력을 배양하도록 하였으며 시범 수업을 통하여 개발한 교재가 초등학생들에게 적절한 내용과 수준임을 입증하였다. 따라서 본 연구에서 제시하는 교재 집필 방법들이 초등학교의 소프트웨어 교육에 기여할 것으로 기대한다.

The software education to elementary students will be conducted from 2019. One of highlights of software education is a programming experience. It requires a higher level of programming education to students that are interested in programming. This problem can be solved by the club activities. But the materials for programming education for elementary students is not much. Therefore, we developed a programming material for club activities of the elementary school. We did not develop it as a programming manual. The students can understand a problem, can design through decomposition and abstraction processes, and can write a program when they are learning with this material. As a result, we expect that they can enhance their computational thinking abilities. We proved that our material is suitable for elementary students through a demonstration class. Therefore, we expect that our development methodologies for the material for programming education will contribute to develop a material for programming education.

본 연구의 목적은 최근에 큰 주목을 받고 있는 Computational Thinking(CT) 개념과 세부 역량에 대해 문헌연구를 수행하고 CT역량을 계발하기 위한 초등예비교사를 위한 수업 내용과 평가 방법을 고안하는 것이다. 이를 위해 CT관련 문헌, 프로그래밍 효과성 관련 문헌, 스크래치 교육용 프로그래밍 언어 2.0버전의 기능을 분석하여 예비초등교사를 위한 6개의 CT세부 요소(절차 및 알고리즘, 병행화 및 동기화, 자료 표현, 추상화, 문제 분해, 시뮬레이션)를 도출하였다. 도출된 6개의 CT세부 역량의 계발을 위해 교원양성기관에서 한 학기에 진행할 수 있는 수업을 설계하고 각 차시의 수업내용과 CT요소와의 관련성을 분석하여 제시하였다. 또한 PECT(Progression of Early Computational Thinking)모형과 CT평가 프레임워크를 분석하여 학습자의 산출물에 나타난 CT역량 습득 정도를 기초, 발달, 능숙 세 단계로 평가할 수 있는 루브릭을 고안하였다. 본 연구의 결과는 향후 실증적 효과성 검증을 통해 교원양성기관에서 CT역량 계발 프로그램으로 활용될 수 있을 것으로 기대한다.

This study aims to suggest lesson plans and evaluation methods for primary pre-service teachers by reviewing the concept of computational thinking(CT) skills and its sub components. To pursue this goal, a literature review has been conducted in regards to CT and the effectiveness of programming courses. In addition, the Scratch educational programming functions were analyzed yielding six CT elements(data representation, problem decomposition, abstraction, algorithm & procedures, parallelization, simulation). With these six elements, one semester lesson plans for 15 weeks that represent the connections with six CT elements were designed. Based on the PECT(Progression of Early Computational Thinking) model and the CT framework a rubric to evaluate learners' proficiency levels(basic, developing, proficient) revealed in their final projects was developed as well. Upon a follow-up empirical study, the lesson plans and the rubric suggested in the current study are expected to be utilized in teachers' colleges.

본 논문에서는 Computational literacy교육에서 Computational Thinking을 향상시키기 위하여 디자인 기반학습을 제안하였다. 디자인 기반 학습은 CT를 길러주기 위하여 CL교육에서 시도하는 학습 방법으로 MIT의 연구를 바탕으로 본 연구에 맞게 수정, 보완하여 적용하였다. 초등학교 4학년 단위 영재학급 학생을 대상으로 EPL교육을 실시한 후 교육전략 및 시사점을 도출하였다. 교육효과를 검증하기 위해 설문조사 및 관찰, 인터뷰를 실시하고 그 결과를 분석하였다. 연구 결과, CL학습에서의 디자인 기반 학습은 self-프로그래밍 능력과 흥미도를 긍정적으로 변화시켰고 학습자들이 자신의 아이디어를 창작물로 제작하고 의미있는 결과물을 만드는 교육에 효과적인 것으로 나타났다. 본 연구가 컴퓨터 교육에서 디자인 기반학습을 효과적으로 적용하는데 필요한 기초자료로 제공되길 기대한다.

In this paper, we studied a design-based learning for Computational Thinking in Computational Literacy. The design-based learning for computational thinking in computational literacy education started from a MIT media laboratory in 2011. We revised the design-based learning and applied it to educational field. We considered educational strategies and derived the implications, after teaching fourth grade gifted students. Moreover we conducted and analyzed a questionnaire survey, observations and interviews. As the result, the design-based learning in computational literacy is effective for creative computational thinking that students create their ideas and make a meaningful artifacts from it. We expect that this study provides the basic data to apply a design-based learning for computational thinking to Computer education.

다양한 전문영역에서 계산사고의 개념이 확산되고 있는 추세이다. 이에 따라 이제 컴퓨터 교육 분야에서도 정규교육에서 계산사고를 교육해야 할 필요성이 대두되고 있다. 본 논문에서는 Computational Thinking이라는 용어의 번역에 대한 논의와 계산사고의 특성과 필요성 및 중요성을 알아보고, 계산사고의 학습 유형으로 컴퓨팅 도구를 사용하는 학습과 사용하지 않는 학습에 대해 살펴본다. 초등교육에서의 계산사고 활용 방향을 탐구할 목적으로 계산사고의 학습목표를 논의하고, 계산사고의 학습내용을 제시한다. 초등교육에서 계산사고의 활용에 대한 방향을 모색하기 위하여 초등교사 33명을 대상으로 계산사고의 활용에 대한 의견을 조사하였다. 조사 결과에서 거의 모든 응답자들이 정규교육에서 계산사고 교육의 필요성에 동의하였고 다른 흥미 있는 결과도 논문에 제시하였다.

The notion of computational thinking is currently gaining much attention from a variety of disciplines. Accordingly, computer education community needs to address this issue for formal education. In the paper, the translation issue on the terminology - 'computational thinking' - is discussed. As a brief introduction to computational thinking the characteristics and necessities as well as its importance are presented. The types of learning computational thinking are presented, which are learning with computing tools on one hand and without them on the other hand. Furthermore, learning objectives of computational thinking as well as the contents are also investigated for the application of computational thinking in elementary education. A survey was conducted for thirty three elementary school teachers on behalf of investigating directions of teaching computational thinking in elementary education. It shows that almost all respondents agree to teaching computational thinking in formal education and it also shows other interesting results as stated in the paper.

One of the main problems of Mediterranean climates is the large diurnal amplitude of temperature, with too low temperature during winter nights and too high temperatures during summer days. This is particularly felt in the north of Portugal, where the low temperature during winter nights can be compensated by the introduction of a heat source. The objective of this is work is to simulate the effects in the temperature and velocity fields by the introduction of hot water tubes along a greenhouse in night conditions. Three different situations are simulated: natural convective heating (case A), artificial heating tubes (case B), artificial heating tubes, and natural ventilation (case C). The commercial CFD package $ANSYS^{(R)}$ (FLOTRAN module) is used for this propose. The turbulence is modelled by the RNG turbulence model. The numerical results are compared with experimental values, the procedure for which is also presented. The average increase in air temperature for cases A, B and C was $2.2^{\circ}C,\;6.7^{\circ}C\;and\;3.5^{\circ}C$, respectively. Turbulence is lower in case A, increases slightly when the heating system is introduced (case B), and increases significantly in case C due to the effect of natural ventilation. A very good agreement between experimental and numerical temperature values was verified. This allows validating the RNG turbulence model as suitable to simulate arch-shaped greenhouse microclimates. Some improvements can be done to this work: introduction of night-time crop transpiration, 3D simulations, or optimizing the size of the element mesh in order to reduce the computation time.

Recently, the follower force concept was introduced in the field of biomechanics to elucidate how the stability of the human spine could be maintained under substantial compressive loads. However, it has been controversial if the follower load concept is feasible to maintain the spinal stability by coordinating the appropriate trunk muscles. The purpose of this paper is to propose a computational model of the human spine and trunk muscles based on finite element method combining with an optimization formulation subjected to the follower force constraint in order to confirm that the follower force is related to the spinal stability and can be generated by the activation of trunk muscles. Spinal motion segments were modeled as linear elastic beam elements and trunk muscles were assumed to be static. In the optimization formulation, the muscle forces, the follower forces and shear forces, and the deformed shape of the spine model were investigated minimizing the sum of the magnitudes of follower forces under the constraints for the equilibrium equations, the directions of resultant forces, and the physiological bounds of muscle forces. Through a numerical example, it was confirmed that there was a combination of muscle activations transmitting external forces and moments along the follower force direction and the spinal stability was maintained with little change of spinal shape.

A shunt from the left ventricle to the left anterior descending artery is being developed for coronary artery occlusive disease, in which the shunt or conduit connects the the left ventricle (LV) with the diseased artery directly at a point distal to the obstruction. To aid in assessing and optimizing its benefit, a computational model of the cardiovascular system was developed and used to explore various design conditions. Computational fluid dynamic analysis for the shunt hemodynamics was also done using a commercial finite element package. Simulation results indicate that in complete left anterior descending artery (LAD) occlusion, flow can be returned to approximately 65% of normal, if the conduit resistance is equal for forward and reverse flow. The net coronary flow can increase to 80% when the backflow resistance is infinite. The increases in flow rate produced by asymmetric flow resistance are enhanced considerably for a partial LAD obstruction, since the primary effect of resistance asymmetry is to prevent leakage back into the ventricle during diastole. Increased arterial compliance has little effect on net flow with a symmetric shunt, but considerably augments it when the resistance is asymmetric. The computational results suggest that an LV-LAD conduit will be beneficial when the resistance due to artery stenosis exceeds 27 PRU, if the resistance is symmetric. Fluid dynamic simulations for the shunt flow show that a recirculating region generated near the junction of the coronary artery with the bypass shunt. The secondary flow is induced at the cutting plane perpendicular to the axis direction and it is in the attenuated of coronary artery.

Narratives arouse diverse and rich affective responses to recipients, and this is one of the reasons why narratives are universal and popular. Computational studies on narratives have established a formal model or system of the affective response based on the theory in psychology or media research, and have analyzed or generated a narrative that can evoke a specific affective response. In this paper, we propose a new computational model that can detect the affective response expected to appear in the narrative based on the narrative agent's knowledge. First, we designed a narrative representation model that can elaborately express the event structure and the agent's knowledge as well. Additionally, an analysis method was proposed to detect the three affective responses and the related situational information. Then, we validated the model through a case study about an actual movie narrative. Through the case study, we confirmed that the model captures the affective responses of the audience. The proposed model can be effectively used for the narrative analysis and the creation that must consider the affective responses of the recipient.

All the imputation techniques proposed so far in literature for data imputation are offline techniques as they require a number of iterations to learn the characteristics of data during training and they also consume a lot of computational time. Hence, these techniques are not suitable for applications that require the imputation to be performed on demand and near real-time. The paper proposes a computational intelligence based architecture for online data imputation and extended versions of an existing offline data imputation method as well. The proposed online imputation technique has 2 stages. In stage 1, Evolving Clustering Method (ECM) is used to replace the missing values with cluster centers, as part of the local learning strategy. Stage 2 refines the resultant approximate values using a General Regression Neural Network (GRNN) as part of the global approximation strategy. We also propose extended versions of an existing offline imputation technique. The offline imputation techniques employ K-Means or K-Medoids and Multi Layer Perceptron (MLP)or GRNN in Stage-1and Stage-2respectively. Several experiments were conducted on 8benchmark datasets and 4 bank related datasets to assess the effectiveness of the proposed online and offline imputation techniques. In terms of Mean Absolute Percentage Error (MAPE), the results indicate that the difference between the proposed best offline imputation method viz., K-Medoids+GRNN and the proposed online imputation method viz., ECM+GRNN is statistically insignificant at a 1% level of significance. Consequently, the proposed online technique, being less expensive and faster, can be employed for imputation instead of the existing and proposed offline imputation techniques. This is the significant outcome of the study. Furthermore, GRNN in stage-2 uniformly reduced MAPE values in both offline and online imputation methods on all datasets.

A transonic/supersonic axisymmetric backward facing step nozzle flow in an air-jet loom has been analyzed numerically by using a time accurate characteristic based upwind flux difference splitting compressible Navier-Stokes method. The unsteady pressure and Mach number behavior along the center line of the main nozzle were analyzed by periodic inlet condition changes to simulate the intermittent flow inside main nozzle of an air-jet loom.

The development and implementation of an appropriate methodology for the accurate geometric description of track models is proposed in the framework of multibody dynamics and it includes the representation of the track spatial geometry and its irregularities. The wheel and rail surfaces are parameterized to represent any wheel and rail profiles obtained from direct measurements or design requirements. A fully generic methodology to determine, online during the dynamic simulation, the coordinates of the contact points, even when the most general three dimensional motion of the wheelset with respect to the rails is proposed. This methodology is applied to study specific issues in railway dynamics such as the flange contact problem and lead and lag contact configurations. A formulation for the description of the normal contact forces, which result from the wheel-rail interaction, is also presented. The tangential creep forces and moments that develop in the wheel-rail contact area are evaluated using : Kalker linear theory ; Heuristic force method ; Polach formulation. The methodology is implemented in a general multibody code. The discussion is supported through the application of the methodology to the railway vehicle ML95, used by the Lisbon metro company.

In this paper, end devices are considered here as agent, which makes its decisions on whether the network will offload the computation tasks to the edge devices or not. To tackle the resource allocation and task offloading, paper formulated the computation resource allocation problems as a sum cost delay of this framework. An optimal binary computational offloading decision is proposed and then reinforcement learning is introduced to solve the problem. Simulation results demonstrate the effectiveness of this reinforcement learning based scheme to minimize the offloading cost derived as computation cost and delay cost in industrial internet of things scenarios.

소프트웨어 교육이 학습자의 Computational Thinking(CT) 역량 계발을 지향하고 있지만 CT역량 계발을 위해 수업을 설계하고 CT역량 계발 효과를 측정하는 것에는 아직 많은 연구가 필요한 실정이다. 본 연구의 목적은 예비교원의 CT 역량을 계발하기 위해 CT기반으로 설계된 교재를 활용하여 SW교육을 진행하고 본 수업이 예 비교원의 CT 역량에 미치는 영향을 알아보는 것이다. 본 연구에서는 문헌 연구를 통해 CT의 다섯 가지 주요 세부 역량을 알고리즘적 사고, 평가, 분해, 추상화 및 일반화로 설정하였다. 본 연구의 대상은 국내 한 교육대학 교에서 한 학기 동안 수업을 수강한 47명의 예비교원이며, CT관련 설문을 개발하여 실시하고 팀프로젝트를 CT 의 세부 핵심 역량에 초점을 두고 질적으로 분석하여 연구 결과를 도출하였다. 본 연구의 결과는 예비교사가 지 각한 CT경험과 프로젝트를 통해 나타난 CT세부 핵심 역량 측면의 질적 분석을 통해 향후 교원양성기관에서의 소프트웨어 교육의 교수설계 및 운영에 대해 시사점을 제공하고 있다는 점에서 의의가 있다.

Although software education pursues developing learners' computational thinking skills, more studies are needed in terms of designing software education lessons to enhance CT skills and to measure the effects of the lessons. This study aims to investigate the effects of a course designed to enhance pre-service teachers' CT skills by using CT-based teaching materials. Through a literature review the study has selected the five core competencies of CT: algorithmic thinking, evaluation, problem decompositions, abstraction, and generalization. The participants of the study are 47 pre-service teachers who took the one-semester course in a national university of education. A survey was developed and conducted and qualitative analyses on the team projects were performed focusing on the core competencies of CT. The results revealed pre-service teachers' perceived degree of experiencing CT and their competencies represented in their projects. The present study provides important implications to future soft-ware education programs in terms of designing and implementing of software education.