• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.21-42
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• 2003

The Interdisciplinary-Multistrategic Science Education Program(IMSEP) is designed as an efficient program for the education of the gifted in science. An example of the contents is developed, which encompasses mathematics, physics, chemistry, astronomy, and biology. In the program, the complexity(interdisicplinarity) of scientific contents and instructional strategies used to deliver the scientific contents are designed to be correlated to each other in such a way that as the scientific contents gets more complex, the scientific skill to be taught by the instructional strategy becomes deeper. Through the careful balance between the scientific contents and the instructional strategies student's scientific knowledge and scientific skill will develop balanced and the effectiveness of science education will be maximized.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.11-22
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• 2011

The purpose of the research is examine the effect of STEM integration education using educatinal robot on academic achievement and subject Attitude of mathematics and science. The participants were 73 students of two classes, sampled from 6th graders of an elementary school. They were divided into a control group who learned a traditional mathematics and sciences education based textbooks and an experimental group who learned STEM integration education using educational robot during 12 sessions. The results are summarized as follows : First, there is a significant difference in academic achievement between two groups. STEM integration education using educational robot based group accomplished higher achievement than textbook based instruction group. Especially, post test analyzes results on the three factors of academic achievement, knowledge, understanding and adaptation, indicate statistically meaningful difference between two groups in understanding and adaptation area except knowledge area. Second, it shows that it greatly affected a positive influence on experimental group's attitude toward subjects in affective area. So we can expect STEM integration education using educational robot to be an alternative for stimulating children's higher learning interest on mathematics and science subject.

• Proceedings of the Korea Water Resources Association Conference
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• 2011.05a
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• pp.382-382
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• 2011

최근의 극심한 기상이변으로 인하여 발생되는 유출량의 예측에 관한 사항은 치수 이수는 물론 방재의 측면에서도 역시 매우 중요한 관심사로 부각되고 있다. 강우-유출 관계는 유역의 수많은 시 공간적 변수들에 의해 영향을 받기 때문에 매우 복잡하여 예측하기 힘든 요소이며, 과거에는 추계학적 예측모형이나 확정론적 예측모형 혹은 경험적 모형 등을 사용하여 유출량을 예측하였으나 최근에는 인공신경망과 퍼지모형 그리고 유전자 알고리즘과 같은 인공지능기반의 모형들이 많이 사용되고 있다. 하지만 유출량을 예측하고자 할 때 학습자료 및 검정자료로써 사용되는 유출량은 수위-유량 관계곡선식으로부터 구하는 경우가 대부분으로 이는 이렇게 유도된 유출량의 경우 오차가 크기 때문에 그 신뢰성에 문제가 있을 것으로 판단된다. 따라서 본 논문에서는 수위를 직접 예측함으로써 이러한 오차의 문제점을 극복 하고자 한다. Neuro-Fuzzy 모형은 과거자료의 입 출력 패턴에서 정보를 추출하여 지식으로 보유하고, 이를 근거로 새로운 상황에 대한 해답을 제시하도록 하는 인공지능분야의 학습기법으로 인간이 과거의 경험과 훈련으로 지식을 축적하듯이 시스템의 입 출력에 의하여 소속함수를 최적화함으로서 모형의 구조를 스스로 조직화한다. 따라서 수학적 알고리즘의 적용이 어려운 강우와 유출관계를 하천유역이라는 시스템에서 발생된 신호체계의 입 출력패턴으로 간주하고 인간의 사고과정을 근거로 추론과정을 거쳐 수문계의 예측에 적용할 수 있을 것이다. 유전자 알고리즘은 적자생존의 생물학 원리에 바탕을 둔 최적화 기법중의 하나로 자연계의 생명체 중 환경에 잘 적응한 개체가 좀 더 많은 자손을 남길 수 있다는 자연선택 과정과 유전자의 변화를 통해서 좋은 방향으로 발전해 나간다는 자연 진화의 과정인 자연계의 유전자 메커니즘에 바탕을 둔 탐색 알고리즘이다. 즉, 자연계의 유전과 진화 메커니즘을 공학적으로 모델화함으로써 잠재적인 해의 후보들을 모아 군집을 형성한 뒤 서로간의 교배 혹은 변이를 통해서 최적 해를 찾는 계산 모델이다. 이러한 유전자 알고리즘은 전역 샘플링을 중심으로 한 수법으로 해 공간상에서 유전자의 개수만큼 복수의 탐색점을 설정할 뿐만 아니라 교배와 돌연변이 등으로 좁아지는 탐색점 바깥의 영역으로 탐색을 확장할 수 있기 때문에 지역해에 빠질 위험성이 크게 줄어든다. 따라서 예측과 패턴인식에 강한 뉴로퍼지 모형의 해 탐색방법을 유전자 알고리즘을 사용한다면 보다 정확한 해를 찾는 것이 가능할 것으로 판단된다. 따라서 본 논문에서는 선행우량 및 상류의 수위자료로부터 하류의 단시간 수위예측에 관해 연구하였으며, 이를 위해 유전자 알고리즘을 이용항여 소속함수를 최적화 시키는 형태의 Neuro-Fuzzy모형에 대하여 연구하였다.

• Proceedings of the Korea Water Resources Association Conference
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• 2010.05a
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• pp.1159-1163
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• 2010

최근의 극심한 기상이변으로 인하여 발생되는 유출량의 예측에 관한 사항은 치수 이수는 물론 방재의 측면에서도 역시 매우 중요한 관심사로 부각되고 있다. 강우-유출 관계는 유역의 수많은 시 공간적 변수들에 의해 영향을 받기 때문에 매우 복잡하여 예측하기 힘든 요소이다. 과거에는 추계학적 예측모형이나 확정론적 예측모형 혹은 경험적 모형 등을 사용하여 유출량을 예측하였으나 최근에는 인공신경망과 퍼지모형 그리고 유전자 알고리즘과 같은 인공지능기반의 모형들이 많이 사용되고 있다. 하지만 유출량을 예측하고자 할 때 학습자료 및 검정자료로써 사용되는 유출량은 수위-유량 관계곡선식으로부터 구하는 경우가 대부분으로 이렇게 유도된 유출량의 경우 오차가 크기 때문에 그 신뢰성에 문제가 있을 것으로 판단된다. 따라서 본 논문에서는 선행우량 및 수위자료로부터 단시간 수위예측에 관해 연구하였다. 신경망은 과거자료의 입 출력 패턴에서 정보를 추출하여 지식으로 보유하고, 이를 근거로 새로운 상황에 대한 해답을 제시하도록 하는 인공지능분야의 학습기법으로 인간이 과거의 경험과 훈련으로 지식을 축적하듯이 시스템의 입 출력에 의하여 연결강도를 최적화함으로서 모형의 구조를 스스로 조직화하기 때문에 모형의 구조에 적합한 최적 매개변수를 추정할 수 있다. 따라서 정확한 예측이 어려운 하천수위를 과거의 자료로 부터 학습된 신경망의 수학적 알고리즘을 통해 유출량의 예측에 적용할 수 있을 것이다. 유전자 알고리즘은 적자생존의 생물학 원리에 바탕을 둔 최적화 기법중의 하나로 자연계의 생명체 중 환경에 잘 적응한 개체가 좀 더 많은 자손을 남길 수 있다는 자연선택 과정과 유전자의 변화를 통해서 좋은 방향으로 발전해 나간다는 자연 진화의 과정인 자연계의 유전자 메커니즘에 바탕을 둔 탐색 알고리즘이다. 즉, 자연계의 유전과 진화 메커니즘을 공학적으로 모델화함으로써 잠재적인 해의 후보들을 모아 군집을 형성한 뒤 서로간의 교배 혹은 변이를 통해서 최적 해를 찾는 계산 모델이다. 따라서 본 연구에서는 인공신경망의 가중치를 유전자 알고리즘에 의해 최적화시킨후 오류역전파알고리즘에 의해 신경망의 학습을 진행하는 모형으로 감천유역의 선산수위표지점의 수위를 1시간~6시간까지 예측하였다.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.183-197
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• 2012

Geometry having long history of mathematics have important role for thinking power and creativity progress in middle school. The regular polygon included in plane geometry was mainly taught convex regular polygon in elementary school and middle school. In this study, we investigated the denotation's extension of regular polygon by mathematical basic knowledge included in school curriculum. For this research, first, school mathematical knowledge about regular polygon was analyzed. And then, basic direction of research was established for inquiry. Second, based on this analysis inductive inquiry activity was performed with research using geometry software(Cabri Geometry II). Through this study the development of enriched learning material and showing the direction of geometry research is expected.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.105-114
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• 2001

This paper illustrates a calculus module which generates step-by-step solutions using J/Link that connects Java and Mathematica. Such a module provides intermediate and low level students with a practical environment where they can easily follow the solution paths on their own paces. The extra feature of this module depicts graphical images for a given function and its differentiated result to enhance the visual understandings of calculus concepts. Mathematica as a mathematical expert system that provides systematic mathematical knowledge to students with step-by-step solutions will be possibly extended to the tutorial or CMI development. The proposed module is implemented in a Java servlet that links to Mathematica FrontEnd. This approach results in adopting font systems to express two dimensional mathematical expressions in web documents as an alternative typesetting tool.

• Education of Primary School Mathematics
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• v.8 no.2 s.16
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• pp.97-113
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• 2004

The purpose of this study is to develop instructional methods for the formalized algorithm through informal knowledge in teaching division of fractions. The following results have been drawn from this study: First, before students learn formal knowledge about division of fractions, they knowledge or strategies to solve problems such as direct modeling strategies, languages to reason mathematically, and using operational expressions. Second, students could solve problems using informal knowledge which is based on partitioning. But they could not solve problems as the numbers involved in problems became complex. In the beginning, they could not reinvent invert-and-multiply rule only by concrete models. However, with the researcher's guidance, they can understand the meaning of a reciprocal number by using concrete models. Moreover, they had an ability to apply the pattern of solving problems when dividend is 1 into division problems of fractions when dividend is fraction. Third, instructional activities were developed by using the results of the teaching experiment performed in the second research step. They consist of student's worksheets and teachers' guides. In conclusion, formalizing students' informal knowledge can make students understand formal knowledge meaningfully and it has a potential that promote mathematical thinking. The teaching-learning activities developed in this study can be an example to help teachers formalize students' informal knowledge.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.407-423
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• 2006

The reason why creativity becomes the important subject in 21th century is that it does an important role which solves many problems surrounding our whole life in this internationalization, globalization, knowledge-information age. But scholars who formerly researched the creativity-field explain the necessity of creativity with the internal and fundamental reasons. That is, scholars say that creative activities produce originative products and originality itself. And it is the root of which will be able to discover meaning of life and it -creativity - is successive activities that is demanded when individual life want to obtain important value by expressing one's inner world to the outside using creative resource. Recently, with the trends of present age and the educational needs, research about creativity is actively carried out and it draws out the results that creativity can be developed and enhanced through education and training. So, now many researches have focused on how to develop the creativity. Investigating those researches, we found that the recent issues of researches on creativity were changing and now they focused on creative instruction methods and behavioral factors. Especially, they were selected as the subject related to the creative education - creative instructional method and program, atmosphere in classroom, and factors of teacher. It means that the past researches which were a little bit conceptive have been changing to material ones which will be able to enhance creativity and its effect. So, in this research, we have developed the program for CPS(Creativity Problem Solving) and verified its effect.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.215-241
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• 2017

This study analyzed teachers' Pedagogical Content Knowledge (PCK) regarding the pedagogical aspect of the instruction of ratio and rate in order to look into teachers' problems during the process of teaching ratio and rate. This study aims to clarify problems in teachers' PCK and promote the consideration of the materialization of an effective and practical class in teaching ratio and rate by identifying the improvements based on problems indicated in PCK. We subdivided teachers' PCK into four areas: mathematical content knowledge, teaching method and evaluation knowledge, understanding knowledge about students' learning, and class situation knowledge. The conclusion of this study based on analysis of the results is as follows. First, in the 'mathematical content knowledge' aspect of PCK, teachers need to understand the concept of ratio from the perspective of multiplicative comparison of two quantities, and the concept of rate based on understanding of two quantities that are related proportionally. Also, teachers need to introduce ratio and rate by providing students with real-life context, differentiate ratios from fractions, and teach the usefulness of percentage in real life. Second, in the 'teaching method and evaluation knowledge' aspect of PCK, teachers need to establish teaching goals about the students' comprehension of the concept of ratio and rate and need to operate performance evaluation of the students' understanding of ratio and rate. Also, teachers need to improve their teaching methods such as discovery learning, research study and activity oriented methods. Third, in the 'understanding knowledge about students' learning' aspect of PCK, teachers need to diversify their teaching methods for correcting errors by suggesting activities to explore students' own errors rather than using explanation oriented correction. Also, teachers need to reflect students' affective aspects in mathematics class. Fourth, in the 'class situation knowledge' aspect of PCK, teachers need to supplement textbook activities with independent consciousness and need to diversify the form of class groups according to the character of the activities.

• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.179-199
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• 2007

The purpose of this study was to discover differences between mathematically gifted students (MGS) and non-gifted students (NGS) when making probability judgments. For this purpose, the following research questions were selected: 1. How do MGS differ from NGS when making probability judgments(answer correctness, answer confidence)? 2. When tackling probability problems, what effect do differences in probability judgment factors have? To solve these research questions, this study employed a survey and interview type investigation. A probability test program was developed to investigate the first research question, and the second research question was addressed by interviews regarding the Program. Analysis of collected data revealed the following results. First, both MGS and NGS justified their answers using six probability judgment factors: mathematical knowledge, use of logical reasoning, experience, phenomenon of chance, intuition, and problem understanding ability. Second, MGS produced more correct answers than NGS, and MGS also had higher confidence that answers were right. Third, in case of MGS, mathematical knowledge and logical reasoning usage were the main factors of probability judgment, but the main factors for NGS were use of logical reasoning, phenomenon of chance and intuition. From findings the following conclusions were obtained. First, MGS employ different factors from NGS when making probability judgments. This suggests that MGS may be more intellectual than NGS, because MGS could easily adopt probability subject matter, something not learnt until later in school, into their mathematical schemata. Second, probability learning could be taught earlier than the current elementary curriculum requires. Lastly, NGS need reassurance from educators that they can understand and accumulate mathematical reasoning.