• Proceedings of the Korean Information Science Society Conference
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• 2005.11b
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• pp.412-414
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• 2005

유비쿼터스 컴퓨팅 환경의 실현 가능성이 높아지면서 사용자가 존재하는 장소와 그곳의 환경에 따른 맞춤 서비스의 제공이 요구된다. 이러한 맞춤 서비스를 제공하기 위해서는 사용자 주변 환경을 인지 및 판단하여 서비스를 제공하는 소프트웨어가 필요하다. 소프트웨어가 환경을 인지하여 처리하려면 환경은 소프트웨어가 이해할 수 있도록 모델링 되고 언어로 표현되어야 한다. 기존의 Context 모델링 방법은 특정 상황에 초점이 맞추어져있어 다른 상황에의 적용이 쉽지 않다. 본 논문에서는 다양한 도메인에 적용 가능한 다단계 상황 모델링 방법, 이를 ontology언어 OWL을 사용하여 나타내는 방법, 이것을 적용하기 위한 적응형 소프트웨어 개발 framework를 제시한다.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2012.10a
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• pp.377-379
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• 2012

본 연구에서는 항로표지(aids to navigation) 배치를 효율화하기 위한 정량적인 성능 지수(performance index)를 제시한다. 제안된 성능 지수는 항로표지에 대한 항해자(navigator)의 시각적 인식에 기반하였다. 인지 성능 지수는 시각적 인식의 구성요소로서 관찰자, 환경, 그리고 광원에 해당하는 선박 특성, 해상환경, 그리고 항로표지 특성을 반영하여 모델링되었다. 본 연구의 결과를 통하여 효과적으로 항로표지를 배치할 수 있는 수치적 지표를 획득할 수 있을 것으로 판단한다. 향후 항로배치에 대한 현실적 데이터를 바탕으로 제안된 모델링의 유효성을 검증할 계획이다.

• Proceedings of the IEEK Conference
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• 2000.09a
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• pp.807-810
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• 2000

입체음향 시스템에서 모노음에 방향감을 제어하기 위한 방법으로 FIR 필터 형태의 머리전달함수( HRTF : Head-Related Transfer Function)를 사용한다. 그러나 이때 사용되는 FIR형태의 머리전달함수는 높은 차수를 가지고 있어 실시간 음상정위 처리가 어려운 문제점을 가지고 있다. 본 논문에서는 FIR 형태의 머리전달함수를 ARMA 시스템 인지기법을 이용하여 저차의 IIR필터 형태로 모델링하여 실시간 데이터 처리가 가능하도록 하였다. 본 논문에서 제안하는 ARMA 시스템 인지기법을 이용하게 되면 주어진 고차의 FIR형태의 머리전달함수를 다양한 안정성을 갖는 IIR모델들을 얻을 수 있으며, 이들 중 적절한 스펙트럼오차를 갖는 저차의 IIR모델을 선택 할 수 있다.

• The Mathematical Education
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• v.62 no.3
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• pp.363-380
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• 2023

This study analyzed the difficulties and mathematical modeling knowledge improvement that an elementary school teacher experienced in modifying a mathematics textbook task to a mathematical modeling task. To this end, an elementary school teacher with 10 years of experience participated in teacher-researcher community's repeated discussions and modified the average task in the data and pattern domain of the 5th grade. The results are as followings. First, in the process of task modification, the teacher had difficulties in reflecting reality, setting the appropriate cognitive level of mathematical modeling tasks, and presenting detailed tasks according to the mathematical modeling process. Second, through repeated task modifications, the teacher was able to develop realistic tasks considering the mathematical content knowledge and students' cognitive level, set the cognitive level of the task by adjusting the complexity and openness of the task, and present detailed tasks through thought experiments on students' task-solving process, which shows that teachers' mathematical modeling knowledge, including the concept of mathematical modeling and the characteristics of the mathematical modeling task, has improved. The findings of this study suggest that, in terms of the mathematical modeling teacher education, it is necessary to provide teachers with opportunities to improve their mathematical modeling task development competency through textbook task modification rather than direct provision of mathematical modeling tasks, experience mathematical modeling theory and practice together, and participate in teacher-researcher communities.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.317-332
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• 2023

Mathematical modeling activities hold the potential for diverse applications, involving the transformation of real-life situations into mathematical models to facilitate problem-solving. In order to assess the cognitive, affective, and social dimensions of students' engagement in mathematical modeling activities, this study conducted sessions with ten groups of fifth-grade elementary school students. The ensuing processes and outcomes were thoroughly analyzed. As a result, each group effectively applied mathematical concepts and principles in creating mathematical models and gathering essential information to address real-world tasks. This led to notable shifts in interest, enhanced mathematical proficiency, and altered attitudes towards mathematics, all while promoting increased collaboration and communication among group members. Based on these analytical findings, the study offers valuable pedagogical insights and practical guidance for effectively implementing mathematical modeling activities.

• Journal of KIISE
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• v.44 no.3
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• pp.287-294
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• 2017

With the personal-media development that has emerged through various means such as UCC and SNS, many media studies have been completed for the purposes of analysis and recognition, thereby improving the object-recognition level. The focus of these studies is a classification of media that is based on a recognition of the corresponding objects, rather than the use of the title, tag, and scripter information. The media-classification task, however, is intensive in terms of the consumption of time and energy because human experts need to model the underlying media ontology. This paper therefore proposes an automated approach for the modeling of the media-classification ontology schema; here, the OWL-DL Axiom that is based on the frequency of the recognized media-based objects is considered, and the automation of the ontology modeling is described. The authors conducted media-classification experiments across 15 YouTube-video categories, and the media-classification accuracy was measured through the application of the automated ontology-modeling approach. The promising experiment results show that 1500 actions were successfully classified from 15 media events with an 86 % accuracy.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.313-323
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• 2015

The purpose of this study is to investigate the cognitive process of student's modeling on a modeling-emphasized argument-based general chemistry experiment. The participants were twenty-one freshman students. Six topics were carried out during the first semester and semi-structured interview was implemented at the end of the semester. Semi-structured interview questions were used to elicit elements of effective model, modeling strategies, difficulties that students have experienced during modeling, and resolving the difficulties that students have experienced during modeling. All student interview data were collected and transcribed. The results of this study are summarized as follows: (1) Elements of effective model were considered to be visual expression, persuasive explanation, and rhetorical structure. (2) Modeling strategies included arranging important keywords or writing the outline, and during the modeling process, students used various data, suggested data after reconstructing, suggested definitions and explanations of core concepts, used meta-cognition, and considering rhetorical structure. (3) Difficulties students have experienced during modeling could be categorized as lack of modeling strategy and understanding. (4) Resolving difficulties students have experienced during modeling could be categorized as modeling strategy and understanding. Students learn the strategy by feedback, modeling experience, evaluation of experimental report, models which they constructed previously and references, and the understanding of contents were achieved through arguments which occurred during classes and during the process of writing the experimental reports. These results suggest that when using modeling in teaching and learning, the argument-based learning strategy can be effective in enhancing students' modeling by helping them to understand meta-modeling with scientific concepts.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.201-214
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• 2022

The purpose of this study is to examine the characteristics of model of the experiment in students' open inquiry. The research is a reinterpretation of the data collected from the performance of a three-year research project under the theme of 'school science inquiry' the perspective of model of the experiment. The inquiry activities of a focus group made up of four students have been recorded seven times. The recorded files and transcribed copies were analyzed according to interpretive methods. Students' activities were divided into three modeling of the experiment units, considering the modeling unit that includes the process of starting from the problem until it gets solved. The results of the study include illuminating the dynamic process and characteristics of modeling of the experiment and discussing its educational meaning as a distributed cognitive system at each modeling unit. First, students, instruments, and the primitive form of calculation represented by the interaction between them turned out to be important factors in the distributed cognitive system that constitutes model of the experiment. Second, in the early stages, non-verbal activities were carried out in which students became familiar with instruments, and verbal quantitative signs were created when the activities were sufficiently carried out. The generated quantitative signs became a source of data and confidence that can be referenced in subsequent activities. Third, the specialization of instrumentalization occurred, and factors that were important in inquiry, such as variable control, appeared. The results of the study provide new implications for science education research and education, which have been centered on explanatory models, by unfolding the characteristics of model of the experiment that have not been noticed in science education through students' inquiry.

• Communications of Mathematical Education
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• v.9
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• pp.187-201
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• 1999

본 논문에서는 사회적 구성주의(social constructivism) 관점에서 고등학교 수준에서의 수학적 모델링 (mathematical modelling) 자료를 개발, 적용, 활용함으로써 학교수학과 실생활 문제를 관련시켜 학생 스스로 관찰 ${\cdot}$ 해석 ${\cdot}$ 사고 ${\cdot}$ 분석하여 구조화하는 고차원적인 인지능력의 형성과 문제 해결력을 배양할 수 있는 학습방법을 고찰한다.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.583-592
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• 2014

The purpose of this study is to investigate the impact of argument-based modeling strategy using scientific writing on student's modeling ability. For this study, 66 students (three classes) from the 7th grade were selected and of these, 43 students (two classes) were assigned to two experimental groups while the other 23 students (one class) were assigned to comparative group. In the experimental groups, one group (22 students) was Argument-based multimodal Representation and Modeling (AbRM), and the other group (21 students) was Argument-based Modeling (AbM). Modeling ability consisted of identifying the problem, structuring of scientific concepts, adequacy of claim and evidence and index of multimodal representation. As for the modeling ability, AbRM group scored significantly higher than the other groups, AbM group was significantly higher than comparative group. The four sub-elements of modeling ability in the AbRM group was significantly higher than the other groups statistically and AbM group scored significantly higher than comparative group. From these results, the argument-based modeling strategy using scientific writing was effective on students' modeling ability. Students organized or expressed the model and evaluated or modified it through the process of argument-based modeling using scientific writing and the exchange of opinions with others by scientific language as argument and writing.