• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.855-874
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• 2012

This research aimed to obtain basic data for elementary school students to form proper concepts by comparing the science gifted students and the ordinary students of elementary school with regard to the groundwater concept, formation process, existence forms, and movement. The research subjects were 65 fifth and sixth graders of the elementary school students and the spatial ability test was conducted on the subjects, and 4 science gifted students and 8 ordinary students chosen from the subjects were analyzed using half-structured interview data and ground water drawing drawn by the students. The conclusion derived in accordance with the research purpose is summarized as follows. It was found that there were no great differences in the answers to the question asking what groundwater is between the science gifted elementary school students with high spatial ability and the ordinary elementary school students with moderate spatial ability. The ordinary students with low spatial ability tended to regard groundwater as the concept of water and sewage. In the concept of the formation process of groundwater, the science gifted elementary school students with high spatial ability explained it by citing diverse surface water such as rainfall, river water, lake, and waterfall, and the ordinary elementary school students with moderate spatial ability all mentioned only rainfall and river water and could not explain diverse spatial factors. The ordinary elementary school students with low spatial ability mentioned rainfall and river water and perceived that groundwater was formed artificially. In the concept regarding the existence form of groundwater, the ordinary elementary school students with low spatial ability could not think of space perception that small pore space exists in earth or soil in the ground. The science gifted elementary school students with high spatial ability knew that groundwater exists in pore space with regarding groundwater movement, the ordinary elementary school students with low spatial ability thought that there was no groundwater movement and that it could be moved only by artificial facilities. There were differences in the perception of pore space and in the perception of existence and non-existence of groundwater movement accordingly, but for most of the elementary school students, the concept of groundwater was formed differently from the scientific concept. It is considered that most of the elementary school students formed erroneous concept about groundwater and could not connect ground water under the surface of the earth with the substances forming its surroundings with regard to the concept of groundwater.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.255-261
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• 2009

오늘날 웹은 급속도로 확산되어 교육에 있어서 필수적인 존재로 강력한 힘을 발휘하게 되었다. 사이버 교육 환경의 시대를 맞이하여 웹을 이용한 학습 활동의 비중은 점점 더 증가되었지만 대다수의 웹기반 교수 (Web-based Instruction : WBI)학습 사이트들이 비장애인 중심의 사용자 인터페이스로 설계됨에 따라 청각 장애인을 학습 공간에서 격리 시키고 학습 능력을 저하시키는 이중 장애를 발생시키고 있다. 따라서 본 논문에서는 최근 청각 장애인의 교육방법으로 대두되고 있는 이중언어-이중문화 접근법 (Bilingual Method : 2Bi 이론)을 활용하여 청각 장애인의 WBI 학습 능력을 신장시킬 수 있는 사용자 인터페이스를 설계하였다. 본 사용자 인터페이스의 특징은 다음과 같다. 첫째, 청각 장애인의 웹접근성을 고려한 인터페이스를 설계하여 청각 장애 학습자가 보다 쉽게 학습 공간에 접근하게 하였다. 둘째, 청각 장애인의 장애 정도 및 학습 성취 정도에 따라 3단계 사용자 인터페이스를 제공하여 수준별 학습이 가능하다. 셋째, 순차적 반복 학습이 가능하여 청각 장애인의 학습 능력뿐 아니라 의사소통 기능 향상에도 긍정적인 영향을 제공한다.

• Proceedings of the Korea Water Resources Association Conference
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• 2005.05b
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• pp.299-303
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• 2005

일반적으로 소규모 댐은 용수전용 댐으로 홍수조절능력이 없고, 대규모 댐 관리와 같은 운영 기준이 정립되어 있지 않은 현실이다. 따라서 최근 이상기후에 대해 가뭄과 홍수피해가 빈번히 발생하고 있으며 정주권의 변화와 농촌용수의 다양화로 피해 규모도 증가하고 있다. 따라서 본 연구에서는 소규모 댐 중 가장 많은 비중을 차지하는 관개용 댐을 대상으로 유역의 용수수급 현황을 분석한 후 저수위의 효율적 운영이 가능하도록 일년을 4개의 기간으로 결정하여 기간별 관리수위와 운영기법을 연구 하였다. 소규모 댐은 대부분 방류능력이 부족하여 예비방류의 적용이 불가능하다. 따라서 기간별 관리수위를 사용하여 홍수조절 공간을 사전에 확보하고, 무효 방류량을 최소화 하고자 하였다. 각 관리기간은 관개기와 홍수기를 기준으로 구분되며 최소유출량 계열과 용수수요량의 빈도분석을 통해 용수확보에 문제가 없으며, 홍수기 대비가 가능한 관리수위로 결정하였다. 관리수위를 기준으로 운영한 결과 실제 관리보다 추가 사용 가능량이 발생하였고, 저수공간의 폭이 넓었다. 따라서 넓은 저수공간의 활용으로 홍수조절능력을 향상시켜 제한수위의 적용이 가능하였다. 홍수영향 분석을 실시하고 제한수위 따른 수문조작 기법을 적용한 결과 홍수조절능력이 향상되는 것으로 나타났다.

• Communications of Mathematical Education
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• v.15
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• pp.87-92
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• 2003

본 연구의 목적은 초등학교 5학년의 도형 영역에서 도형의 모양과 변환을 대상으로 공간 시각화하는 과정에서 나타나는 교구의 역할을 알아보고자 '공간 과제'를 수행하는 과정에서 학습 능력 수준에 따라 나타나는 교구 활용 의존도 및 교구의 역할을 비교 ${\cdot}$ 분석하고자 질적 연구를 수행하였다. 양적 측면에서 아동 C(학습능력 하: 33%), 아동 A(학습능력 상: 18%), 아동 B(학습능력 중: 15%) 순으로 나타났지만, 문제 해결 과정의 단계에서 나타나는 교구의 활용은 서로 간의 다른 특징을 보였다. 친근감을 느낄 수 있는 교구 사용을 통해 아동은 과제 해결을 위한 수학적 사고를 시작하였고, 새로운 방법 모색에 관심을 가졌으며, 유익한 시행착오를 제공하여 아동에게 자신의 사고에 대한 반성과 구체화를 촉진시켰다.

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.254-260
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• 2005

이 논문에서는 산사태 취약성 분석을 목적으로 확률론적 공간통합의 틀 안에서 범주형 자료와 연속형 자료를 효율적으로 처리할 수 있는 비모수적 우도비 추정 모델과 모수적 예측적 판별 분석 모델을 적용하였다. 적용 모델의 비교를 위해 1998년 여름철 산사태로 많은 피해를 입은 경기도 장흥 지역과 충청북도 보은 지역을 대상으로 사례연구를 수행하였다. 장흥 지역에서는 두 모델이 유사한 예측 능력을 나타내었으나, 보은 지역에서는 모수적 예측적 판별 분석 모델이 상대적으로 높은 예측 능력을 나타내었다. 결론적으로 제안한 두 모델은 산사태 취약성 분석을 위한 연속형 자료 표현에 효율적으로 적용될 수 있으며, 두 모델이 개별적인 연속형 자료 표현의 특성을 가지고 있기 때문에 다른 사례 연구를 통한 검증 작업이 병행되어야 할 것으로 생각된다.

• The Mathematical Education
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• v.60 no.2
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• pp.133-157
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• 2021

Ill-structured problems have drawn attention in that they can enhance problem-solving skills, which are essential in future societies. The purpose of this study is to analyze and evaluate students' spatial reasoning(Intrinsic-Static, Intrinsic-Dynamic, Extrinsic-Static, and Extrinsic-Dynamic reasoning) and problem solving abilities(understanding problems and exploring strategies, executing plans and reflecting, collaborative problem-solving, mathematical modeling) that appear in ill-structured problem-solving. To solve the research questions, two ill-structured problems based on the geometry domain were created and 11 lessons were given. The results are as follows. First, spatial reasoning ability of sixth-graders was mainly distributed at the mid-upper level. Students solved the extrinsic reasoning activities more easily than the intrinsic reasoning activities. Also, more analytical and higher level of spatial reasoning are shown when students applied functions of other mathematical domains, such as computation and measurement. This shows that geometric learning with high connectivity is valuable. Second, the 'problem-solving ability' was mainly distributed at the median level. A number of errors were found in the strategy exploration and the reflection processes. Also, students exchanged there opinion well, but the decision making was not. There were differences in participation and quality of interaction depending on the face-to-face and web-based environment. Furthermore, mathematical modeling element was generally performed successfully.

• The KIPS Transactions:PartB
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• v.8B no.3
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• pp.319-326
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• 2001

오차확산법은 중간조 처리에서 우수한 영상의 재현능력을 갖는 기법이다. 그러나 이의 기법은 경계재현 능력이 미약하며, 주기적인 패턴이 발생하여 영상의 화질을 저하시키는 단점이 있다. 본 논문에서는 경계재현의 능력을 개선하기 위한 경계강조법과 주기적인 패턴 발생을 감소시키기 위한 적응형 임계값 변조를 적용하는 방법을 제안하였다. 경계강조를 위한 임계값을 변조는 원영상의 공간적 기울기 정보를 활용하여 수행하였고, 동시에 기울기 정보를 이용하여 청색잡음 마스크를 적응적으로 적용하는 임계값 변조로 주기적인 패턴의 발생을 감소시키도록 하였다. 적응형 임계값 변조를 적용한 실험에서 영상의 주기적인 패턴이 감소된 보다 선명한 경계강조의 중간조 영상을 얻을 수 있었으며, 객관적인 특성분석을 위한 표시오차의 RAPSD, 거리에 따른 경계상관도 및 로컬 평균 일치도의 분석에서 제안한 기법이 효율적임을 확인하였다.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.308-322
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• 2017

It is the purpose of the study to investigate how high school students understand the concept of carbon cycle according to their spatial perception ability. For this, a total of 30 male students and 33 female students, who belong to the science course of the 2nd grade at a general co-education high school located in a megalopolis of Korea and have finished the class of Earth Science I in the first semester, took part in the spatial perception ability test, and four male students and four female students were selected as members of two groups : one group of higher spatial perception ability and the other group of lower spatial perception ability, and they agreed to participate in the study and have got the test of the carbon cycle concept. The results are as followings. It was found that the students who had higher spatial perception ability recorded more scores in the carbon cycle concept, state change concept, and process concept at the factor of word association and the carbon cycle concept, state change and process concept at the factor of drawing than those who had lower spatial perception ability. Connecting link used in the systemic viewpoint was disclosed like this in the factor of causal map of those who had higher spatial perception ability : one student 2 and another one student 1 and the other two students 0 : and in the factor of drawing three students 1 and the other 0 ; But nothing was found in the factors of causal map and drawing of those who had lower spatial perception ability. In addition, it was also found that those students who had higher spatial perception ability, when compared with those students who had lower spatial perception ability, have understood the fact that carbon moves through the interaction of the earth system's lower parts; Three students, who showed higher spatial perception ability, had a low level of systemic thinking concept, and one student who had higher spatial perception ability and four students who had lower spatial perception ability did not have a systemic thinking concept.

• Journal of Digital Convergence
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• v.14 no.8
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• pp.555-564
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• 2016

Space perception is generally treated as a problem relevant to the ability to recognize objects. Alternatively, the data from shape perception studies contributes to discussions about the geometry of visual space. This geometry is generally acknowledged not to be Euclidian, but instead, elliptical, hyperbolic or affine, which is to say, something that admits the distortions found in so many shape perception studies. The purpose of this review article is to understand perceived shape and the geometry of visual space in the context of visually guided action. Thus, two prominent approaches that explain the relation between perception and action were compared. It is important to understand the fundamental information of how human perceive visual space and perform visually guided action for the convergence on embodied cognition, and further on artificial intelligence researches.

• Journal of Korea Game Society
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• v.20 no.4
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• pp.33-46
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• 2020

As the part of a research project, we examined the causes of game addiction. Traumatized infants may project into virtual space a variety of mental symptoms such as aggression and delusion, division and depression, lack of integrated ego, low emotional awareness, compulsive obsession with objects, rebellion against social norms, and low reality awareness. Game space plays various roles in exhibiting presence of self, omnipotence and hopelessness, division of the self-image, emotional duality, immersion, and motility. This roles have both functional and dysfunctional effects.