• Korean Architects
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• no.11 s.355
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• pp.57-57
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• 1998

대전의 근ㆍ현대 건축을 돌아보면 우리의 도시건축이 특정한 방향성이 전제되지 않은 채, 좌충우돌 격변의 시기를 겪어온 셈이라 할 수 있다. 좋게 말하면 다양한 경험을 축적할 수 있었던 시기라 할 수도 있지만, 그러한 긍정적인 시선이 정당화되려면 마땅히 그 원인과 결과에 대한 검토와 상철이 뒤따라야 옳은 일이라 여겨진다. 건축을 문화의 자산으로 보는 관점을 유지하면서 그간 우리는 무엇을 잃었으며, 무엇이 복원되어야 할 가치이며, 그 속에 잠재하고 있는 가능성을 구체적으로 점검하는 일이야말로 매우 시급한 과제가 아닐 수 없기 때문이다. 빅토르 위고의 지적처럼 역사는 책으로도 쓸 수 있다는 교훈을 되살려 보면서 우리 도시건축의 미래를 전망하기 위해서는 과거에 대한 이해가 급선무라 할 수 있을 것으로 보인다. 그것도 아주 가까운 과거에 대한 경시풍조는 이 시점에서 다시 한 번 경계해야 할 태도라 할 수 있을 것이다. 가까운 과거를 서구 근대건축의 완성도에 못 미친다는 편협 된 잣대만으로 그 가치를 평가하지 말고 여러 가지 다른 조건과 더불어 재조명함으로써 우리 고유의 가치를 재발견하는 작업을 서둘러 해야 할 일이라고 생각한다. 아울러 도시건축의 구체적인 현상으로서 현재 일어나고 있는 일상의 모습을 통해 우리 고유의 지역성이나 정체성을 재구성해낼 수 있는 가능성 또한 염두에 둘 일이 아닐 수 없을 것으로 보인다.

• Journal of the Korean Institute of Intelligent Systems
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• v.7 no.4
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• pp.48-57
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• 1997

This paper presents the automatic construction and parameter optimization technique for fuzzy logic controllers using genetic algorithm. In general. the design of fuzzy logic controllers has difficulties in the acq~lisition of expert's knowledge and relies to a great extent on empirical and heuristic knowledge which, in many cases, cannot be objectively justified. So, the performance of the controllers c:an be degraded in the case of plant parameter variations or unpredictable incident which a designer may have ignored, and the parameters of fuzzy logic controllers obtained by expert's control action may not be optirnal. Some of these problems can be resolved by the use of genetic algorithm. The proposed method can tune the parameters of fuzzy logic controllers including scaling factors and determine: the appropriate number of fuzzy rulcs systematically. Finally, we provides the second order dead time plant to evaluate the feasibility and generality of the proposed method. Comparison shows that the proposed method can produce fuzzy logic controllers with higher accuracy and a smaller number of fuzzy rules than manually tuned fuzzy logic controllers.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.201-219
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• 2008

The purpose of this study was to provide useful information for teachers by analyzing various levels of teacher-student communication in elementary mathematics classes and students' mathematical thinking. This study explored mathematical communication of 3 classrooms with regard to questioning, explaining, and the source of mathematical ideas. This study then probed the characteristics of students' mathematical thinking in different standards of communication. The results showed that the higher levels of teacher-student mathematical communication were found with increased frequency of students' mathematical thinking and type. The classroom that had a higher level of Leacher-student mathematical communication was exhibited a higher level of students' mathematical thinking. This highlights the importance of mathematical communication in mathematics c1asses and the necessity of further developing skills of mathematical communication.

• Journal of Korean Philosophical Society
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• v.142
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• pp.193-220
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• 2017

In times when identity-principles dominate through culture-industry, it appears to be the idea of the perfect identity-knowledge which Hegel had required for philosophy to become true. By being produced, cultures, according to the principle of production for production itself, became commodities which can be exchanged in the market. So what cannot be exchanged in the market is excluded as worthless and useless. As culture-industry gets rid of room for the new and the experience of it, the experience of what is new became impossible. In such degrees the consciousness is reificated, and the freedom as autonomy becomes an empty concept. But if there is not the freedom of will, conscious thought will not be possible, and human beings will degenerate into a simple species. Nevertheless, freedom which becomes meaningless in reality is an essential element for a human being to be human, so in the times when consciousness is reificated by means of the culture-industry, as the autonomous art awakens a reificated consciousness, it will be the antidote of a reificated consciousness which makes free thought and action possible. In this sense, this study will try to justify the aesthetic experience as shudder through the experience of what cannot be exchanged that becomes possible with critics regarding the constructive imperfection of identity-knowledge. Then it will argue that the aesthetic experience as shudder makes the autonomous art possible.

• School Mathematics
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• v.15 no.2
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• pp.389-404
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• 2013

Researchers have suggested that students should be experienced in progress of geometric thinking set out in naive and intuitive level and deduced throughout gradual formalization rather than completed mathematics are conveyed to students for students' understanding. This study examined naive and intuitive thinking of students by investigating students' geometric problem solving without diagrams. The students showed these naive thinking: lack of recognition of relation between problem and conditions, use of intuitive judgement depending on diagrams, lacking in understanding of role of specific case, and use of unjustified assumption. This study suggests implication for instruction in geometry.

• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.38-48
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• 2020

The purpose of this study was to analysis characteristics and changes of epistemic thinking in middle school students on class-argument activities in an argument-based inquiry(ABI) science class. Data was collected from class recording video and activity worksheets of five subjects argument-based inquiry. Results of the analysis of student epistemic cognition characteristics show that experimental data was presented the most as evidence, and depending on the ABI activity, personal experience-based evidence and evidence based on scientific principles were used. As a result of analyzing the changes between claims made before and after class argumentations on five ABI activities in an argument-based inquiry science class, student claim modifications could be classified, according to reasons for the modification, into three types: correcting incorrect claims, clarifying unclear content, and expanding the concept.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.927-941
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• 2013

In this paper, we investigate and analysis high school students' generalization of cosine rule using analogy, and we study teaching and learning methods improving students' analogical thinking ability to improve mathematical thinking process. When students can reproduce what they have learned through inductive reasoning process or analogical thinking process and when they can justify their own mathematical knowledge through logical inference or deductive reasoning process, they can truly internalize what they learn and have an ability to use it in various situations.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.299-314
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• 2008

The purposes of this study were to investigate what attitudes students have toward learning proofs and what difficulties they have in learning proofs, and to examine how the use of dynamic geometry software, the Geometer's Sketchpad, helps students' proof learning. The study involved 117 9th graders in 2 high schools. According to questionnaire data, over 50 percent of the total respondents(116) indicated negative attitudes toward learning proofs, on the other hand, only 16 percent of the total respondents indicated positive attitudes toward the learning. Memorizing and remembering many kinds of theorems, definitions, and postulates to use in proving statements was the most difficult part in learning proofs, which the largest proportion of the total respondents indicated. The study found that the use of the Geometer's Sketchpad played positive roles in developing students' understanding of proofs and stimulating students' interests in learning proofs.

• Korean Journal of Culture and Social Issue
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• v.13 no.2
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• pp.77-96
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• 2007

The purpose of this study was to investigate characteristics of victims, especially aggressive victims of dating violence, and examine how they constructed the dating relationship and their commitments in dating relationships. The participants were 526 female college students who had the experience of heterosexual dating relationships, whose ages ranged from 18 to 37 (M=20.10, SD=2.70). The psychological tests used in this research included the following: Straus' Conflict Tactics Scale, Foo and Margolin's Justification of Violence Scale, Korean Version of Gender-Role Scale, and Lee and Han's Relationship Measures. Results revealed that aggressive victims of dating violence were more likely to receive mild violence as well as severe violence from their dating partners than victims only, while women who were victim only experienced sexual harassments more than aggressive victims from their dating partners. Aggressive victims of dating violence had experienced fathers' domestic violence more than women who had not experienced dating violence. Victims of dating violence showed less negative attitude toward dating violence than women who had not experienced dating violence. Victims of dating violence showed stronger commitments in their dating relationships than women who had not experienced dating violence. The results of this study may provide valuable information for professionals who help victims of dating violence.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.129-141
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• 2006

The purpose of this study is to explore the content hierarchy of ICT curriculum in elementary school. Korea Ministry of Education has been released the 2nd ICT curriculum by last year. Over the past few years, several studies have been focused on the problem of 1st curriculum. But there has been no study that tried to find the internal justification of computer subject matter. Also there has been different hierarchy each and every textbook. And, we explored a standards of selection and a principles of organization of computer subject matter. then applied it to the content hierarchy of 2nd ICT curriculum. We tried to find relations with the content hierarchy and the types of thinking learner use. We suggests that computer subject can be organized by hierarchy of content and learners experiences. It can be logically organized between different grade, horizontally organized between same grade.