• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.355-366
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• 1999

In this study, the characteristics of science inquiry problem solving were analyzed in the interactions between science process skills and science concepts by each related its category. Nine types of problem solving, which were based on two elements and the thinking aloud were found largely by protocol analysis, but six types when integrated similar thinking processes. There were quite differences in the representative types between students who succeeded and failed when science inquiry items were solved in the abilities of recognizing problems and generating hypotheses or those of drawing conclusions and evaluating. But there were not complete differences in those types between students who succeeded and failed when they were solved in the abilities of designing and performing experiments or those of interpreting and analyzing data. The data were divided into independent variables: $D_1,\;D_2,\;D_3,\;D_4,\;D$ and $C_1,\;C_2,\;C_3,\;C_4,\;C$ and dependant variables; $E_1,\;E_2,\;E_3,\;E_4,\;E$. The former consisted of the content-free science process skill achievement levels by each category of science inquiry skill and the science concept achievement levels, the latter the science inquiry problem achievement levels by each category of science inquiry skill. The regression equations were acquired within the 0.05 significant level by regression analysis: $E_1=0.03+0.16D_1+0.29C_1,\;E_2=-0.203+0.21D_2+0.45C_2,\;E_3=-0.32+0.13D_3+0.47C_3,\;E_4=0.61+0.09D_4+0.29C_4,\;E=-1.41+0.13D+0.47C$(E : the achievement of science problems, D : the achievement of science process skills, C : the achievement of science concepts).

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.36 no.2
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• pp.46-53
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• 2018

The background of this study was to consider regenerative environmental characteristics and develop foundations for conceptual grounds and applications in embodying sustainable garden designs demanded in our age. In doing so, this study aimed to have a conceptual understanding of Clement's garden theory influenced by Robinson's naturalistic distinction and compared it with Robinson's wild garden, and the results are as follows: First, for Clement, garden design included an ecological process to settle in the target site as aesthetics of space being formed by the movement of plants. In this sense, making a 'garden in motion' implies to design possibilities to adapt to nature based on trust in it and allow plant seeds not to be planned but to naturally go and find appropriate habitats. Second, the views to wildness can be separated into microscopic and macroscopic views and each has its own expressive characteristics. Robinson's gardens are small and subordinate and play mollification functions for existing spaces. On the contrary, Clement's gardens are the subject of the space, represent macroscopic strategies, and have top-down approaches embodied as infrastructure to play central roles in the ecology. Third, Robinson's and Clement's views to the operation of garden spaces acknowledge the inseparable relationship between nature's autonomy and gardens' wildness and deliver a value that the preservation of nature is a prerequisite to coexistence with the life we desire. Their gardens are analogized by interventions of environmental possibilism and ecological standpoints mediated by plants based on the perspective of environmental determinism.

• Journal of the Korean Geographical Society
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• v.47 no.3
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• pp.426-439
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• 2012

The goal of this study is to propose a new method to capture the qualitative person spatial behavior. Beyond tracking or indexing the change of the location of a person, the changes in the relationships between a person and its environment are considered as the main source for the formal model of this study. Specifically, this paper focuses on the movement behavior of a person near the boundary of a region. To capture the behavior of person near the boundary of regions, a new formal approach for integrating an object's scope of influence is described. Such an object, a spatio-temporally extended point (STEP), is considered here by addressing its scope of influence as potential events or interactions area in conjunction with its location. The formalism presented is based on a topological data model and introduces a 12-intersection model to represent the topological relations between a region and the STEP in 2-dimensional space. From the perspective of STEP concept, a prototype analysis results are provided by using GPS tracking data in real world.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.51-69
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• 2017

The purpose of this study is to derive educational meaning by analyzing 5-year-olds' activities process in soil-themed activities about 'soil' theme which was investigated by examination and teachers' reflective journals. For this, data of 20 children in 5-year-old class were collected and analyzed. As a result, firstly the value of children's pre-concept evaluation on soil theme was identified. Secondly, 'soil' theme was found to have a positive influence on children's feeling of wonder about nature and their ecological perspective taking ability. Thirdly, children could comprehensively investigate science education fields such as biology, ecology, and earth science in the process of investigating soil theme. Fourth, children came into interest in the process of understanding the relationship between soil and human through media. Lastly, children were found to compose scientific knowledge while investigating soil, through naturally using the method of inference.

• The Journal of the Korea Contents Association
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• v.13 no.10
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• pp.584-593
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• 2013

The purpose of this research is to analyze students' perception of smart learning focusing on its definitions, roles and values in distance higher education. In the online survey, 1,950 students of 'A' open university were participated. The results show that the students viewed the smart learning to be more 'absorbing', 'interactive' and 'collaborative' than the existing e-learning, as it compiles their experiences into learning. However, the respondents' perceptions of smart learning varied among different age groups: more students in their 40s and 50s responded that smart learning was 'customized', 'humanlike', 'interactive', 'comfortable', 'stable', 'familiar', 'unstressful', and 'practical' than students in their 20s and 30s, and they tend to view the main feature of smart learning to be the compilation of learner experiences.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.57-65
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• 2011

The purposes of this study investigated the effects of placement of analogy on the conceptual changes of air of elementary students, while learning the air conceptions. The subjects consisted of 108 students who are in the sixth grade classes in an elementary school in Busan city. For this study, comparative group(37 members), experimental group I(37 members), and experimental group II(34 memgers) were selected. A pre-test and a post-test on the air conception were done both for the comparative group and the experimental groups. The results are as follows. First, the averages of experiment group I and II are statistically higher than comparative group's. By the way, it just has a small gap between the comparative group and the experimental II. In other words, activity of analogy does not keep always constant to change of air conceptions of elementary students. Therefore, it has a different reason that only before or after during the analogy. Second, it shows that experimental group I has effected on a more change of air conceptions as compared with experimental group II. Then, the first group's result shows better than the other group's result. From this result, six grade students showed a change of air conceptions very well by analogy. It means if the analogy is given to students at the beginning state of chapter, they can understand scientific concepts easily.

• Proceedings of the Korea Contents Association Conference
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• 2009.05a
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• pp.759-764
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• 2009

With its rapid growth, the digital contents-related industry is drawing attention as an industry generating a high value added. Specifically, the 3D morphing technology often used in the appearance or movement of each object comprising contents makes it possible to compose various contents by inferring the appearance and movement of the object. For a realistic swimming appearance of fish by using fish that swim in the water, this paper proposes a technique that applies the same speed concept as a physical pendulum to a swimming cycle and applies a frame morphing technique that is able to express the growth process from fry to adult fish. This article is capable of realistically reviving the fish growth process, and can through magnified applying can be applied to in 3D fishes encyclopedias or virtual underwater expressions etc. in the viewpoint which is oceanography.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.25 no.3
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• pp.101-118
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• 2014

Given the context of rapid developing ubiquitous computing environment, it is imperative for users to search and use images based on affective meanings. However, it has been difficult to index affective meanings of image since emotions of image are substantially subjective and highly abstract. In addition, utilizing low level features of image for indexing affective meanings of image has been limited for high level concepts of image. To facilitate the access points of affective meanings of image, this study aims to utilize user-provided responses of images. For a data set, emotional words are collected and cleaned from twenty participants with a set of fifteen images, three images for each of basic emotions, love, sad, fear, anger, and happy. A total of 399 unique emotion words are revealed and 1,093 times appeared in this data set. Through co-word analysis and network analysis of emotional words from users' responses, this study demonstrates expanded word sets for five basic emotions. The expanded word sets are characterized with adjective expression and action/behavior expression.

• The Korean Journal of Applied Statistics
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• v.22 no.3
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• pp.443-461
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• 2009

In order to overcome the lack of Korean credit rating migration data, we consider an empirical Bayes procedure to estimate credit rating migration matrices. We derive the posterior probabilities of Korean credit rating transitions by utilizing the Moody's rating migration data and the credit rating assignments from Korean rating agency as prior information and likelihood, respectively. Metrics based upon the average transition probability are developed to characterize the migration matrices and compare our Bayesian migration matrices with some given matrices. Time series data for the metrics show that our Bayesian matrices are stable, while the matrices based on Korean data have large variation in time. The bootstrap tests demonstrate that the results from the three estimation methods are significantly different and the Bayesian matrices are more affected by Korean data than the Moody's data. Finally, Monte Carlo simulations for computing the values of a portfolio and its credit VaRs are performed to compare these migration matrices.

• School Mathematics
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• v.18 no.1
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• pp.215-229
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• 2016

This study aims to identify Archimedes' idea used while proving proposition 23 in 'Quadrature of the Parabola' and to provide an alternative way for finding the sum of geometric series without applying the concept of limit by extending the idea though metaphor. This metaphorical model is characterized as static and thus can be complimentary to the dynamic aspect of limit concept adopted in Korean high school mathematics textbooks. In addition, middle school students can understand $0.999{\cdots}=1$ with this model in a structural way differently from the operative one suggested in Korean middle school mathematics textbooks. In this respect, I argue that the metaphorical model can be an useful educational tool for Korean secondary students to overcome epistemological obstacles inherent in the concepts of infinity and limit by making it possible to transfer from geometrical context to algebraic context.