• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.293-305
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• 2012

The purpose of this study was to analyze the secondary school students' reasoning types in regards to measurement and to get implications for science education. The subjects were 197 middle school students and 200 high school students. The PMQ1 written instrument was used to explore students' ideas. Students' ideas about measurement were classified in two types of point and set reasoning. The reasoning types distribution were analyzed by grade and measurement step such as data collection, data processing, and data comparison. Reasoning types distribution by measurement step indicated that set reasoning type showed high figures in data processing, but point reasoning type appeared in data collection, and data comparison. Set reasoning type increased significantly by grade in data comparison. The majority of students recognized that the true value of the measurand can not be determined.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.405-422
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• 2017

Nim games were divided into three stages : one file, two files and three files game, and inquiry activities were conducted for middle school mathematically gifted students. In the first stage, students easily found a winning strategy through deductive reasoning. In the second stage, students found a winning strategy with deductive reasoning or inductive reasoning, but found an error in inductive reasoning. In the third stage, no students found a winning strategy with deductive reasoning and errors were found in the induction reasoning process. It is found that the tendency to unconditionally generalize the pattern that is formed in the finite number of cases is the cause of the error. As a result of visually presenting the binary boxes to students, students were able to easily identify the pattern of victory and defeat, recognize the winning strategy through game activities, and some students could reach a stage of justifying the winning strategy.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.205-221
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• 2019

The study aimed at investigating preservice elementary school teachers' statistical reasoning when they posed survey questions as they engaged in statistical problem solving, and analyzing how their statistical reasoning affect the subsequent stages. 24 groups of sophomore students(80 students) from two education universities conducted statistical problem solving and completed statistical report, and 22 of them were analyzed. As a result, 9 statistical reasoning were shown when preservice teachers posed survey questions. Among them, question clarification oriented reasoning and variability based reasoning were not exclusively focused upon in the previous research. In order to investigate how statistical reasoning in posing survey questions affected subsequent stages, we examined difficulties and issues that preservice teachers had when they engaged in analyses and conclusion stage described in their report. Consequently, preservice teachers' difficulties were related to population relevant reasoning, category level reasoning, standardization reasoning, alignment to question reasoning, and question clarification oriented reasoning. While previous studies did not focus on question posing stage, this study claimed the necessity of emphasizing various statistical reasoning in question posing and importance of teaching and learning method of appropriate statistical reasoning in question posing.

• School Mathematics
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• v.14 no.1
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• pp.85-107
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• 2012

Problem solving is important in school mathematics as the means and end of mathematics education. In elementary school, inductive reasoning is closely linked to problem solving. The purpose of this study was to examine ways of improving problem solving ability through analysis of inductive reasoning process. After the process of inductive reasoning in problem solving was analyzed, five different stages of inductive reasoning were selected. It's assumed that the flow of inductive reasoning would begin with stage 0 and then go on to the higher stages step by step, and diverse sorts of additional inductive reasoning flow were selected depending on what students would do in case of finding counter examples to a regulation found by them or to their inference. And then a case study was implemented after four elementary school students who were in their sixth grade were selected in order to check the appropriateness of the stages and flows of inductive reasoning selected in this study, and how to teach inductive reasoning and what to teach to improve problem solving ability in terms of questioning and advising, the creation of student-centered class culture and representation were discussed to map out lesson plans. The conclusion of the study and the implications of the conclusion were as follows: First, a change of teacher roles is required in problem-solving education. Teachers should provide students with a wide variety of problem-solving strategies, serve as facilitators of their thinking and give many chances for them ide splore the given problems on their own. And they should be careful entegieto take considerations on the level of each student's understanding, the changes of their thinking during problem-solving process and their response. Second, elementary schools also should provide more intensive education on justification, and one of the best teaching methods will be by taking generic examples. Third, a student-centered classroom should be created to further the class participation of students and encourage them to explore without any restrictions. Fourth, inductive reasoning should be viewed as a crucial means to boost mathematical creativity.

• The Proceedings of the Korean Institute of Illuminating and Electrical Installation Engineers
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• v.10 no.1
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• pp.46-55
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• 1996

본 논문에서는 변전소의 변전설비에 대한 고장진단을 위한 전문가 시스템을 개발하였다. 제안된 전문가 시스템에서는 변전소의 구조적 특성을 효과적으로 이용하기 위하여 두 종류의 새로운 자료 구조를 제안하였다. 먼저 설비 연결자료로, 이는 변전소의 수전단에서 배전단으로 이어지는 계층적 구조를 이용하여 소내 설비들의 전기적 연결상태 인식을 효과적으로 수행할 수 있도록 한다. 다음으로, 각 보호 계전기의 보호 영역 자료를 제안하였는데, 이것은 전문가 시스템 가동시에 자동으로 구성되면, 보호계전기의 주보호 설비 뿐만 아니라 후비보호와 2차 후비보호 등의 설비들을 탐색하여 자료구조에 포함함으로써 추론의 효율을 높였다. 본 전문가 시스템에서는 2단계 추론을 수행하는데, 1단계에서는 설비 연결자료와 보호 영역 자료를 이용하여 고장 후보들을 선정하고 2단계에서는 보호기기 동작간의 인과관계를 이용하여 고장 위치를 파악하고 동작한 보호기기들에 대한 설명을 하도록 하였다. 제안한 전문가 시스템은 실제 154[kV]급 변전소 모형에 적용하여 도출된 결과의 타당성과 수행시간의 실효성을 보였다.

• Journal of Science Education
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• v.37 no.2
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• pp.323-337
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• 2013

The purpose of this study was to analyze the scientific reasoning ability during open-inquiry activities of science-gifted 2nd middle school students. Open-inquiry activity is similar to process of scientists' science knowledge generation. Identifying and analyzing the scientific reasoning process and the scientific reasoning ability during open-inquiry activities of science-gifted students, will be able to provide implications for future research. CSRI Matrix(Dolan & Grady, 2010) was used to analyze the complexity of the scientific reasoning ability. The higher degree of complexity of the scientific reasoning is similar to process of scientists' science knowledge generation. The results showed that each process of the open-inquiry activities were distributed by various steps of complexity of the scientific reasoning. Particularly, 'The generating questions' and 'Connecting data to the research question' were 'most complex' step in all teams. On the other side, 'Posing preliminary hypotheses', 'Selecting dependent and independent variables', 'Considering the limitations or flaws of their experiments' were low steps in most teams. And 'Communicating and defending findings' was distributed by most various steps of complexity of the scientific reasoning.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2006.11a
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• pp.232-235
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• 2006

본 연구는 규칙베이스와 사례베이스를 이용하여 은행의 내부감사 방법을 제시하고자 한다. 감사의 1단계에서는 규칙베이스를 이용하여 감사대상의 거래를 탐색하고 2단계에서는 사례베이스를 이용하여 감사대상의 거래를 심층 분석하여 감사결과를 도출한다. 규칙을 이용한 추론은 내부규정 및 가이드라인을 이용하여 추론하여 잠재적인 위험을 가지고 있는 거래를 발견하는 것 이 다. 사례베이스를 이용한 추론은 유사도를 개발하여 현재의 문제와 가장 유사한 사례를 탐색하여 감사를 하도록 한다. 본 연구에서 제시한 방법은 실제 은행 내부감사에 적용하여 분석하였다.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.14 no.2
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• pp.41-49
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• 2008

임상추론은 환자를 평가하고 관리하는데 사용되는 임상가의 필수적인 생각 또는 동적인 인지과정이라고 할 수 있다. 임상추론은 환자의 문제를 인식하고 식별하며 더 나은 환자관리가 이루어지도록 환자의 상태에 대처하며 정보를 해석하고 분석하는 것으로서 이를 위해 임상가는 적절한 지식을 가지고 있어야 하며 임상추론 기술과 관련된 폭넓은 이해가 요구된다. 임상추론은 치료사, 환자, 그리고 환경간의 상호관계를 가진 복잡한 과정으로 임상추론과정에서 치료사와 환자간에는 충분한 협조가 이루어져야 한다. 임상추론에서의 해석적 모델로는 진단적 추론, 상호작용의 추론, 이야기적 추론, 협조적 추론, 예언적 추론, 윤리적 추론, 추론의 교육 등이 제시된다. 임상추론 과정에서 필수적인 주요 요소는 충분한 지식, 인지와 초인지 기술을 포함하며 이들 요소는 치료사와 환자간의 관계에서 발달되어야 한다. 이들 기술 중에 어떠한 실수라도 임상추론의 오류를 초래할 수 있다. 추론에서 오류의 원인으로는 암시된 정보의 잘못된 인지, 임상페턴에 대한 지식부족, 특정 상태에 대해 알려진 사실을 잘못 적용하는 경우를 들 수 있다. 오류는 임상추론 과정의 어떤 단계에서도 일어날 수 있으므로 효과적인 학습전략을 통하여 이들 오류를 예방할 수 있을 것이다.

• Journal of Korean Home Economics Education Association
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• v.24 no.4
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• pp.133-144
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• 2012

The purpose of this study was to investigate Home Economics(HE) teachers' stages of concern, levels of use, and needs about the practical reasoning instruction focusing on the Concerns Based Adoption Model(CBAM). Questionnaires were administrated to HE teachers who worked for middle or high school in Korea and used HE textbooks according to the revised 2007 HE curriculum through mailing and visiting HE teacher training centers. 350 data collected from the responses were finally analyzed using SPSS 12.0. The results of the study were as follows: First, HE teachers' stages of concern about the Practical Reasoning Instruction(PRI) were demonstrated by the following order: awareness stage 0(97.05%), informational stage 1(87.06%), personal stage 2(86.23%), management stage 3(79.85%), refocusing stage 6(63.22%), consequence stage 4(61.26%), and collaboration stage 5(60.12%). Second, HE teachers' levels of use for PRI were demonstrated by the following order: preparation level 2(30.3%), orientation level 1(18.30%), refinement level 5 (18.30%), mechanical level 3: (16.0%), routine level 4(10.09%), nonuse level 0(4.0%), integration level 6(1.70%), and renewal level 7(0.60%). Third, needs for HE teachers' practical reasoning process were shown as the following order: '(O)Outline and implement a plan for action'(1.89), '(A)Analyze choices and consequences'(1.75), '(N)Note the results of your action(s)'(1.57), '(E)Evaluate information needed to solve the problem'(1.44), '(R)Recognize the problem'(1.39), and '(S)Select the best choices'(1.36).

• Journal of the Earthquake Engineering Society of Korea
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• v.5 no.2
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• pp.1-11
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• 2001

내진성능평가 시스템은 구조시스템의 합리적인 분류, 적절한 평가 기준, 그리고 종합적인 평가방법을 포함하여야한다. 외국의 현행 내진성능 평가방법은 데이터의 수집과 주요 평가 항목을 위한 약산식 그리고 평가 점수를 이용하여 전문가의 판단에 근거한 평가 방법을 제시하고 있다. 본 연구는 국내 건축구조물에 예비 내진평가 방법에 중점을 두고 퍼지추론 시스템에 근거한 내진평가방법의 전형을 개발한다. 평가항목의 위계는 건무의 수직, 수평방향을 불규칙성, 비대칭성, 여용성, 그리고 건물 연한을 포함한 전체적인 특성과 부재 단계에서의 상세한 평가 항목으로 구성한다. 퍼지추론방법에 대한 기존의 연구결과를 근허가혀 이용한 내진성능 평가방법에 적절히 적용하기 위하여 4가지 주요 모듈을 설정한다. (1) 퍼지 입력 (2) 퍼지에 근거한 규칙기반 (3) 퍼지추론, 그리고 (4) 퍼지출력으로 구성된다. 더욱이 개별적인 성능 수준에 종합적인 평가지수를 끌어내기 위하여 퍼지추론방법을 적용하였다.