• The Transactions of the Korea Information Processing Society
• /
• v.2 no.2
• /
• pp.229-236
• /
• 1995

The conceptual world of sentence is composed f substantives(nouns) and verbal. The verbal is a semantic center of sentence, the substantives are placed under control of verbal, and they are combined in a various way. In this paper, the structural relation of verbal and substantives are analyzed and the phrase unit sentence which is derived from the result of morphological analysis is interpreted by a variable pattern net. This variable pattern net analyzes the phrases syntactically and semantically and extracts conceptual units of clausal form. This paper expands the traditionally restricted Horn clause theory to the general sentence, separates a simple sentence from a complex sentence automatically, constructs knowledge base by clausal form of logical conceptual units, and applies it to a question-answering system.

• Korean Management Science Review
• /
• v.25 no.3
• /
• pp.101-122
• /
• 2008

A wide variety of convergent digital products are emerging through the combination of multiple independent digital technologies. Digital convergence provides new revenue sources for businesses and new ways of satisfying individual needs of consumers. Despite its business and consumer implications, little research has addressed how people perceive or evaluate convergent products. This study aims at understanding how consumers interpret and evaluate convergent digital products by conducting two consecutive studies. Firstly, a survey was conducted to understand how people interpret convergent products in three ways suggested by the conceptual combination theory based in cognitive science. Secondly, an experiment was conducted to investigate the impact of combination strategies and product similarities on user evaluation of convergent products. Study results indicate that similarity of constituent products has a substantial effect on the interpretation of concept combination strategies. Moreover, combination strategy and product similarity were found to have substantial effects on user comprehension, perceived newness, and preferences for convergent products. This paper ends with an examination of the implications and limitations of the study results.

• Communications of Mathematical Education
• /
• v.23 no.1
• /
• pp.129-144
• /
• 2009

The purpose of the study was to investigate the effects of the use of RNP curriculum based on Lesh translation model on third grade students' understandings of fraction concepts and problem solving ability. Students' conceptual understandings of fractions and problem solving ability were improved by the use of the curriculum. Various manipulative experiences and translation processes between and among representations facilitated students' conceptual understandings of fractions and contributed to the development of problem solving strategies. Expecially, in problem situations including fraction ordering which was not covered during the study, mental images of fractions constructed by the experiences with manipulatives played a central role as a problem solving strategy.

• Journal of the Korean Society of Earth Science Education
• /
• v.3 no.1
• /
• pp.1-8
• /
• 2010

The purpose of this study was to analysis the 6th students' conceptions of the nature phenomenon focused on the systematic characteristics. For this study, 12 students of the 6th grades participated in special class for testing their conceptions about the water cycle in the earth system. And we analyzed the outcomes of students' conceptions based on SBF conceptual representation. The results indicate that most of the subjects perceived that the water cycle in earth system wasn't complex system maintaining its existence and functions as a whole through the interaction of its parts but simple system maintaining some actions between atmosphere and hydrosphere, geosphere, biosphere(biological world). And they didn't perceive the characteristics of the water cycle whose all parts must be presented the change of volume between vapor and water, glacier proposing the total hydro-volume are established in the earth system. Based on the results, it was suggested that the main goals of the schools' science education should be to provide students who understand the water cycle system as attaching importance to form with the skills needed to coherent understanding of the essential qualities for the nature phenomenon system.

• The Mathematical Education
• /
• v.54 no.1
• /
• pp.13-30
• /
• 2015

The mathematical object is conceptual. Thus we can not prove the property of mathematical object in experimental viewpoint but in conceptual viewpoint. We performed the experiment for 28 middle school students to investigate whether they understand this. As a result, the majority of student didn't cognize the limit of experimental method. We had also individual interviews with four students. As results, one student was exactly cognizing the limit of experimental method, but he couldn't prove logically. The others didn't cognize the limit of experimental method. They thought that the proposition was already true regardless of the error. And one of them even thought that to be equal approximately was the same of to be equal exactly. Also, one student has confused between the experimental viewpoint and the conceptual viewpoint. This implies that it is necessary to help students understand the limit of experimental method.

• International Journal of Computer Science & Network Security
• /
• v.21 no.9
• /
• pp.247-260
• /
• 2021

Data modeling is a process of developing a model to design and develop a data system that supports an organization's various business processes. A conceptual data model represents a technology-independent specification of structure of data to be stored within a database. The model aims to provide richer expressiveness and incorporate a set of semantics to (a) support the design, control, and integrity parts of the data stored in data management structures and (b) coordinate the viewing of connections and ideas on a database. The described structure of the data is often represented in an entity–relationship (ER) model, which was one of the first data-modeling techniques and is likely to continue to be a popular way of characterizing entity classes, attributes, and relationships. This paper attempts to examine the basic ER modeling notions in order to analyze the concepts to which they refer as well as ways to represent them. In such a mission, we apply a new modeling methodology (thinging machine; TM) to ER in terms of its fundamental building constructs, representation entities, relationships, and attributes. The goal of this venture is to further the understanding of data models and enrich their semantics. Three specific contributions to modeling in this context are incorporated: (a) using the TM model's five generic actions to inject processing in the ER structure; (b) relating the single ontological element of TM modeling (i.e., a thing/machine or thimac) to ER entities and relationships; and (c) proposing a high-level integrated, extended ER model that includes structural and time-oriented notions (e.g., events or behavior).

• Journal of Educational Research in Mathematics
• /
• v.17 no.1
• /
• pp.1-31
• /
• 2007

Negative numbers have been one of the most difficult mathematical concepts, and it was only 200 years ago that they were recognized as a real object of mathematics by mathematicians. It was because it took more than 1500 years for human beings to overcome the quantitative notion of numbers and recognize the formality in negative numbers. Understanding negative numbers as formal ones resulted from the Copernican conversion in mathematical way of thinking. we first investigated the historic and the genetic process of the concept of negative numbers. Second, we analyzed the conceptual fields of negative numbers in the aspect of the additive and multiplicative structure. Third, we inquired into the levels of thinking on the concept of negative numbers on the basis of the historical and the psychological analysis in order to understand the formal concept of negative numbers. Fourth, we analyzed Korean mathematics textbooks on the basis of the thinking levels of the concept of negative numbers. Fifth, we investigated and analysed the levels of students' understanding of the concept of negative numbers. Sixth, we analyzed the symbolizing process in the development of mathematical concept. Futhermore, we tried to show a concrete way to teach the formality of the negative numbers concepts on the basis of such theoretical analyses.

• Education of Primary School Mathematics
• /
• v.19 no.4
• /
• pp.277-289
• /
• 2016

Fraction is one of the concepts which are difficult to elementary school students. So, many researches about fraction were performed in mathematics education research. In special, fraction has so many subordinative concepts-proper fraction, improper fraction, mixed number. We have to concentrate on the conceptual understanding in teaching of fraction. In this case, a mixed number and improper fraction are concepts which can convert respectively. And there are methods that a mixed number and improper fraction can be converted. So, it's needed to analyze the converting methods in textbooks for getting the implication of teaching in this areas. In this study, I analyzed the Korean and foreign's textbooks. I certified the methods-using addition expression, using part-whole model in the textbooks. For the conceptual understanding, I suggested to use the fusion of the various part-whole fraction models and addition expression more than the algorithm in converting between a mixed number and improper fraction. It's reason that the use of models in converting between a mixed number and improper fraction is important for the relational understanding.

• Journal of Physiology & Pathology in Korean Medicine
• /
• v.35 no.5
• /
• pp.139-150
• /
• 2021

This paper examines whether the conceptual metaphor theory, which has been recently treated as important research topic in the field of cognitive linguistics, can be a new method that can promote the modernization of basic Korean medicine (KM) theory. In addition, the significance and potential of this study are reviewed by looking at Chinese research cases that applied this theory to Traditional Chinese Medicine theories and terminologies. The results are summarized as follows. From the viewpoint of metaphoric cognition, KM is a medicine that attempts to understand the human body (microcosm) through nature (great universe) by metaphorically projecting human experiences of nature on the human body based on the thought of correspondence between nature and human (天人相應). The language system of KM is based on a metaphor that extends our experience of nature to the human body, and an abundance of metaphors can be seen throughout the language of KM. Understanding and interpreting KM theories and terminologies from a metaphorical point of view allow us to understand the nature of KM theoretical key terms more deeply than now. And this understanding can help define and describe KM theoretical key terms and promote the modernization of KM theory research. In addition, various image schema that plays an important role in the metaphorical expansion of physical experience can be used for modeling KM theory. Research of KM theories and terminologies from a metaphorical point of view can serve as a bridge between traditional KM theory and modernization research, opening a new path to the modernization of basic KM theory in difficult situations.

• Journal of The Korean Association For Science Education
• /
• v.27 no.9
• /
• pp.778-786
• /
• 2007

This study investigated the effects of analyzing mapping errors on conceptual understanding, mapping understanding and perceptions of the instructions in learning chemistry concept with analogy. Seventh graders (N=121) at two middle schools were assigned to the comparison and the treatment groups, and were taught about 'states of matter and arrangement of molecules.' The students in the comparison group were taught in the Teaching-With-Analogy (TWA) model, while those in the treatment group Were taught in the instructional model that changed 'mapping similarity' and 'indicating difference' of the TWA model into 'analyzing mapping errors.' Analysis of the results revealed that the scores of the conception test and the mapping test for the treatment group were significantly higher than those far the comparison group regardless of field dependence-independence. It was also found that most students in the two groups positively perceived the instructions with analogy, but the students in the treatment group had difficulties in analyzing mapping errors, Educational implications are discussed.