• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.635-647
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• 2018

Motivated reasoning refers to biased reasoning that is affected by motivation to achieve a particular result or goal. In this study, we attempted a theoretical study on motivated reasoning that hinders the development of scientific thinking and empirical study on actual context of motivated reasoning in the research experiences of next-generation Korean researchers in the field of science and technology. To be specific, literature reviews were conducted to explore the psychological meaning of motivated reasoning and its negative impact on scientific thinking and science research. To understand the substantial meaning and context of motivated reasoning in the field of real science and technology research, we conducted in-depth interviews with eight graduate students and one young science and technology researcher. As a result of the literature reviews, we found out that motivated reasoning can interfere with the proper theory and data coordination, which is the core process of scientific thinking at the individual level. At the socio-cultural level, it can lead to cessation of constructing scientific knowledge and it can act as a mechanism in the process of using science for specific socio-cultural beliefs or purposes, thereby hindering the development of science and technology based on rationale and objective scientific thinking. Quantitative analysis with in-depth interview data showed that graduate students and the young researcher's experienced motivated reasoning results in trying to protect prior beliefs, make hasty conclusions, protecting socio-cultural belief or rationalizing decisions made by their community. Their motivated reasoning could become an obstacle in constructing valid science and technology knowledge through appropriate theory and evidence coordination. Based on these findings we discussed science education for improving scientific thinking.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2015.07a
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• pp.195-198
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• 2015

최근 TV 서비스의 가입자 및 TV 프로그램 콘텐츠의 급격한 증가에 따라 빅데이터 처리에 적합한 추천 시스템의 필요성이 증가하고 있다. 본 논문은 사용자들의 간접 평가 데이터 기반의 추천 시스템 디자인 시, 누적된 사용자의 과거 이용내역 데이터를 저장하지 않고 새로 생성된 사용자 이용내역 데이터를 학습하는 효율적인 알고리즘이면서, 시간 흐름에 따라 사용자들의 선호도 변화 및 TV 프로그램 스케줄 변화의 추적이 가능한 토픽 모델링 기반의 알고리즘을 제안한다. 빅데이터 처리를 위해서는 분산처리 형태의 알고리즘을 피할 수 없는데, 기존의 연구들 중 토픽 모델링 기반의 추론 알고리즘의 병렬분산처리 과정 중에 핵심이 되는 부분은 많은 데이터를 여러 대의 기계에 나누어 병렬분산 학습하면서 전역변수 데이터를 동기화하는 부분이다. 그런데, 이러한 전역데이터 동기화 기술에 있어, 여러 대의 컴퓨터를 병렬분산처리하기위한 하둡 기반의 시스템 및 서버-클라이언트간의 중재, 고장 감내 시스템 등을 모두 고려한 알고리즘들이 제안되어 왔으나, 네트워크 대역폭 한계로 인해 데이터 증가에 따른 동기화 시간 지연은 피할 수 없는 부분이다. 이에, 본 논문에서는 빅데이터 처리를 위해 사용자들을 클러스터링하고, 클러스터별 제안 알고리즘으로 전역데이터 동기화를 수행한 것과 지역 데이터를 활용하여 추론 연산한 결과, 클러스터별 지역별 TV프로그램 시청 토큰 별 은닉토픽 할당 테이블을 유지할 때 추천 성능이 더욱 향상되어 나오는 결과를 확인하여, 제안된 구조의 추천 시스템 디자인의 효율성과 합리성을 확인할 수 있었다.

• The Journal of Korean Association of Computer Education
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• v.13 no.5
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• pp.29-38
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• 2010

In this study we developed an ontology-based e-learning system for supporting self-directed learning. In this system, a domain ontology of a learning topic was constructed and relation properties were defined to indicate the relations among the learning concepts. The learning concepts and their relationships are structured visually through the domain ontology. It also boosts understandabilities of students by means of the visualization of relationships among the pre and post concepts. In addition, the system provides reasoning so that learners can do intelligent query when they want to learn more or they are curious about the high-level knowledge while they are learning a topic. These features of the system would help learners' self-directed and active learning.

• Journal of the Korea Society of Computer and Information
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• v.16 no.3
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• pp.175-187
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• 2011

Since insects play important roles in existence of plants and other animals in the natural environment, they are considered as necessary biological resources from the perspectives of those biodiversity conservation and national utilization strategy. For the conservation and utilization of insect species, an observational learning environment is needed for non-experts such as citizens and students to take interest in insects in the natural ecosystem. The insect identification is a main factor for the observational learning. A current time-consuming search method by insect classification is inefficient because it needs much time for the non-experts who lack insect knowledge to identify insect species. To solve this problem, we proposed an smart phone-based insect identification inference system that helps the non-experts identify insect species from observational characteristics in the natural environment. This system is based on the similarity between the observational information by an observer and the biological insect characteristics. For this system, we classified the observational characteristics of insects into 27 elements according to order, family, and species, and proposed similarity indexes to search similar insects. In addition, we developed an insect identification inference prototype system to show this study's viability and performed comparison experimentation between our system and a general insect classification search method. As the results, we showed that our system is more effective in identifying insect species and it can be more efficient in search time.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.63-70
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• 2019

We extract the symptom of panic disorder from the context awareness environment. It extracts body context information through natural movement that exists in everyday life and uses a component of panic disorder. The ontology theory can be used to provide information on the degree of symptoms of panic disorder through inference process. For the components of panic disorder to the information processing based on ontology are defined as Classes. Panic disorder index is expressed through ontology modeling so that the condition of panic disorder can be known. The derivation of panic disorder component and panic disorder index will enable context awareness based information service for panic disorder. The context information is periodically synchronized with the context awareness on based device. Panic disorder can be used to improve the lifestyle of panic disorder.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.371-390
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• 2021

The purpose of this study is to develop a neuropsychological model for the spatial ability factor and to divide the brain active area involved in the light & shadow problem solving process into the domain-general ability and the domain-specific ability based on the neuropsychological model. Twenty-four male college students participated in the study to measure the synchronized eye movement and electroencephalograms (EEG) while they performed the spatial ability test and the light & shadow tasks. Neuropsychological model for the spatial ability factor and light & shadow problem solving process was developed by integrating the measurements of the participants' eye movements, brain activity areas, and the interview findings regarding their thoughts and strategies. The results of this study are as follows; first, the spatial visualization and mental rotation factors mainly required activation of the parietal lobe, and the spatial orientation factor required activation of the frontal lobe. Second, in the light & shadow problem solving process, participants use both their spatial ability as a domain-general thought, and the application of scientific principles as a domain-specific thought. The brain activity patterns resulting from a participants' inferring the shadow by parallel light source and inferring the shadow when the direction of the light changed were similar to the neuropsychological model for the spatial visualization factor. The brain activity pattern from inferring an object from its shadow by light from multiple directions was similar to the neuropsychological model for the spatial orientation factor. The brain activity pattern from inferring a shadow with a point source of light was similar to the neuropsychological model for the spatial visualization factor. In addition, when solving the light & shadow tasks, the brain's middle temporal gyrus, precentral gyrus, inferior frontal gyrus, middle frontal gyrus were additionally activated, which are responsible for deductive reasoning, working memory, and planning for action.

• The Journal of Korean Philosophical History
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• no.32
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• pp.395-432
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• 2011

The purpose of this study is (i) to explore arguments of post-kohlbergian approach in moral psychology and; (ii) to analyze Blasi's and Lapsley's positions regarding the relationship between moral philosophy and psychology in terms of reflective reasoning and; (ⅲ) to suggest their's implication concerning the future development of moral identity theory. Moral identity theory has emerged as an alternative approach of the Kohlberg's moral development theory. Theorists of moral identity theory commonly criticize Kohlberg's theory as a philosophical psychology and insist the autonomy of moral psychology. However, one can find different positions within this trend, especially concerning he meaning and role of the reflection in moral functioning. Blasi emphasizes the importance of the reflective reasoning of moral agent, while Lapsley supports moral automacy contrary to Kohlberg's phenomenalism. Although Blasi had been negative about building moral psychology based on the moral philosophy, he has articulated the moral identity theory based on the concept of free will by Frankfurt. However, recently he criticizes intuitionist theory of Haidit and suggests the notion of the moral agent with the skill of reflective reasoning, or post-conventional thinking in Kohlberg's terms. Blasi's perspective of moral identity has two version. The one emphasizes the moral understanding which means strong evaluation, while the other refers to reasoning with weak evaluation. This leads to an inevitable inner contradiction within his theory of moral identity. Lapsley considers moral identity as a heuristic idea and suggests moral chronic as a new model of moral identity. This model is based on the social cognitive theory. His social cognitive model of moral personality provides the account for implicit, tacit, and automatic of moral functioning, while reflecting the core of moral identity. Lapsley suggests that moral function involves conscious and unconscious processes. The former occurs in normal situations of life, while the latter in rare and unusual situations. He does not highlight reasoning in moral functioning as Blasi do. In consequence, I will argue the notion of the moral agent with the skill of reflective reasoning, or post conventional thinking in Kohlberg's terms in the moral functioning like Gibbs and Turiel positions in the Journal of Moral Education' s 2008 special issue. Moral philosophy and psychology should be in complementary relations. It means we explore not only more interdisciplinary researches on the moral functioning, but also researches based on the moral philosophy.

• Journal of Korea Game Society
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• v.20 no.5
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• pp.21-30
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• 2020

The purpose of this study is to analyze the educational effect of social studies lesson in elementary school using gamification. the social studies lesson using gamification was divided into an experimental group and a control group, and then the cognitive and affective areas were evaluated and their impressions of the lesson were investigated. the experimental group students who experienced the gamification class showed significant growth and change in social studies learning academic achievement, learning motivation, learning interest, and learning efficacy compared to the control group.

• KIPS Transactions on Software and Data Engineering
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• v.11 no.11
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• pp.479-488
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• 2022

In recent years, with the rapid development of machine learning technology, research utilizing machine learning has been actively conducted in fields such as cognition, reasoning and judgment, and action among various technologies constituting intelligent systems. In order to utilize this machine learning, it is indispensable to collect data for learning. However, the types of data generated vary according to the environment in which the data is generated, and the types and forms of data required are different depending on the learning model to be used for machine learning. Due to this, there is a problem that the existing data collection method cannot be reused in a new environment, and a specialized data collection module must be developed each time. In this paper, we propose a specification-based methology for data collection in artificial intelligence system to solve the above problems, ensure the reusability of the data collection method according to the data collection environment, and automate the implementation of the data collection function.

• Journal of Digital Contents Society
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• v.13 no.1
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• pp.67-74
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• 2012

Students with learning disabilities need special education programs. In the traditional class, those students may not be satisfied with their studies. Thus, it is important to provide individualized class for those students. Classes using smart devices may give one of the solutions for individualized class. Unlike the typical mathematical problems, written problems require students to use various cognitive strategies, mathematical reasoning, inference ability, and so on. In this sense, written problems are good tools to develop the logical minds for students with learning disabilities. In this paper, a WOE-based smart learning system is proposed to help those students develop learning abilities. The proposed system has the following characteristics. First, students can learn naturally problem-solving abilities by following the work-out examples given from experts. Second, the proposed system can invoke motivation and interests of students using attractive icons and guidance rules provided with smart phone. Third, the proposed system can provide self-directed study for those students. The proposed system is applied for some students with learning disabilities. The following results are obtained. First, the individualized study can be possible since the system can provide continuous feedbacks and level-differentiated classes. Second, students can increase written problem solving abilities with natural understanding of study contents from smart phone. Finally, satisfaction, study motivation, and self-concept of students are increased through their successful experience during study processes.