• Journal of Korean Society of Industrial and Systems Engineering
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• v.28 no.4
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• pp.63-68
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• 2005

주어진 시스템에서 정보와 정보흐름에 대한 패턴인식을 하기 위해서는, 정보를 내포하고 있는 문맥이 내용에 따라서 다른 단어나 다른 정보를 추론하여 원래의미를 전달함에 있어 오도할 수 있기 때문에, 문맥의 분해에서 정보 조각의 묶음 형태로 전환하는 작업에서부터 연구는 시작되어야만 한다. 많은 연구자들이 정보의 저장, 재표현, 부호화, 검색 등에 관해 효과적인 방법론을 찾고자 노력해 오고 있다. 유사한 노력의 일환으로 본 논문에서는 군이론과 상황이론을 응용해서 정보 및 정보흐름의 패턴인식에 관한 새로운 모델링 기법을 제안하고자 한다. 정보처리에 관련된 선행연구와 비교해서, 본 연구에서 제안하는 방법은 수학이론인 군이론과 상황이론에서 사용되고 있는 개념과 정의를 사용하였다는 점에서 매우 새로운 접근방법이라 할 수 있다. 본 논문에서는 정보흐름의 패턴인식을 위한 모델링 기법으로 Abelian Pattern Semi-Group을 제시하는데 이러한 접근방법은 최근 중요한 연구 분야가 되고 있는 유비쿼터스 컴퓨팅 환경에서도 활용될 수 있을 것이다.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.619-633
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• 2010

To offer insights in organizing professional development programs to promote teachers' substantial ongoing learning, this paper provides an overview of situative perspectives in terms of cognition as situated, cognition as social, and cognition as distributed. Then, it describes research findings on how mathematics teachers can enhance their knowledge and thus improve their instructional practices through participation in a professional development program that mainly provides opportunities to learn and analyze students' mathematical thinking and to perform mathematical tasks through which they interpret the understanding of students' mathematical thinking. Further, it shows that a knowledge of students' mathematical thinking is a powerful tool for teacher learning. In addition, it suggests that teacher-researcher and teacher-teacher collaborative activities influence considerably teachers' understanding and practice as such collaborations help teachers understand new ideas of teaching and develop innovative instructional practices.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.1-11
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• 2012

Unlike traditional cognitive theory, situated cognition theory has been understood as a pedagogical theory that highly reflects the constructivist nature of learning. In order to practice situated learning in school, situations in the classroom are very important in which real teaching and learning occurs. Due to the fact that learning is the process of mental activities which is considerably dependent on conditions and context, it focuses more on the learning process and real-situation experiences rather than the result itself. In mathematics education, teaching students the ability to solve given problems in a conventional way is not enough anymore. The purpose of this research is to suggest the direction of mathematical education in the classroom by analyzing the implications of situated cognition theory and situated learning for 'doing mathematics' in classroom teaching. In this research, we introduce briefly about situated cognition theory and situated learning, compare the phenomenon of mathematics in the classroom to that in the mathematician's mind, and finally propose the applications of situated cognition theory in the mathematics education based on three perspectives of situated cognition theory the embodiment thesis, the embedding thesis, and the extension thesis.

• Journal of Digital Convergence
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• v.10 no.9
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• pp.111-122
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• 2012

In this study, we consider the integration of cognitive components and emotion to account for communication behaviors and activism on a consumer advocacy website. The challenge of integrating situational theory and anger activism model was empirically explored utilizing an online survey with the members of the virtual community, which was designed to raise issues and to protest against the product defects of a product. Our findings indicated that along with the cognitive perception in the situational theory, anger as a negative emotion was the most significant predictor strongly associated with communication behaviors and activism on the organization. More interestingly, the model that integrates anger with cognitive components significantly improves its explanatory power compared with one including only cognitive components as explanatory variables.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.9-17
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• 2021

This study test a situational action theory for explaining online download and upload digital piracy and examines the moderating effect of self-control and punishment. Then it tests the moderating effect of self-control in high morality and low moral rule environments and tests the moderating effect of perceived punishment in low morality and high moral rule environments. Using data from 317 college students in Seoul, In case of download, results show that self-control does not control the effects of high morality and low moral rule on it. In addition, it is found that perceived punishment does not control the effects of low morality and high moral rule on it. In case of upload, results show that self-control does not control but increase the effects of high morality and low moral rule on it, while perceived punishment controls the effects of high morality and low moral rule on it.

• Asia Marketing Journal
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• v.12 no.1
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• pp.31-50
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• 2010

People have competing desires. Hence, people not only chase others' choices due to the need for assimilation but also avoid others' choices due to the need for differentiation. This study attempts to uncover under which conditions consumers assimilate with or differentiate from others' choices. Specifically, the study extends previous research about the effect of others' choices by focusing on the effect of a choice situation (purchase vs. usage) based on the conformity theory and the uniqueness theory. It was found that purchase (vs. usage) situation makes people more conform to others in case of identity-irrelevant product (e.g., USB memory stick). Also, the effect of the choice situation was moderated by the perceived identity-relevance level in case of identity-relevant product (e.g., jeans).

• Journal of the Korean earth science society
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• v.27 no.6
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• pp.606-619
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• 2006

In this paper we investigated the types of the explanatory consistency of preservice secondary teachers in explaining the lunar phase. The explanatory consistencies were proposed into four discrete mental models depending on their attributes. The four types based on the explanatory consistency by the preservice secondary teachers' explanations are as follows: ad hoc expansion, competitive theory addition, transition of unexplainable each, and transition using in context of several situations.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.67-77
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• 2013

The purpose of this study was to develop teaching-learning plans for the 7th grade technology-home economics classes, applying situated learning theory. In addition, the effect of developed teaching-learning plans were examined, in terms of students' perception and attitude toward clothing habits and the degree of satisfaction with the lessons. In order to carry out the research, the teaching-learning plans for the 3 lessons on "clothing and self-expression" unit were developed. Experimental study was done at a middle school in Seoul to examine the effect of the teachig-learning plans developed based on the situated learning theory. Two classes taught with the developed teaching-learning plans served as a experiment group, and another two classes taught with traditional lecture-based plans served as a control group. As a result, teaching-learning plans developed based on situated learning theory had a positive impact on students' satisfaction with the lessons and the perception and attitude toward clothing habits.

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.369-371
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• 2006

Reform vs. Public Choice framework has long been a primary pattern for the debate on Organization of Government in Metropolitan Areas (OGMA). As one of the significant theoretical issues in contemporary Public Administration, the framework has reached at the state of intellectual impasse in that there seemed no decisive winner between the two camps[1]. In order to break this unentertaining balance, the article tries to reconstruct a theoretical conflation, a conceptual logic embedded in the conventional dichotomy. Moreover the result can help us start to imagine a system-like functioning of polycentric arrangement of local polities within a metropolitan region.

• Science of Emotion and Sensibility
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• v.5 no.1
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• pp.79-90
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• 2002

The role of memory is viewed as central to developing and maintaining flight situation awareness (SA). The present research examines constituent memory processes that underlie flight SA sensitivity as a function of pilot expertise. In Experiment 1, pilot memory for different forms (spatial or verbal) of cockpit situational information was tested immediately after presentation of the information (immediate recall) or after 30-s delay filled with an intervening task (delayed recall). In Experiment 2, pilot SA sensitivity was examined and correlated with memory measures obtained in Experiment 1. Results suggest that an expertise effect occurs in delayed recall but not in immediate recall and that memory representation of situational information required to develop high levels of SA sensitivity varies as a function of expertise. Theoretical accounts of results are discussed in the context of psychological theories of expertise.