• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.360-374
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• 2003

The idea that students must experience cognitive conflict before conceptual change can occur is not new. In light of this idea, many teaching strategies have been applied in educational practices. However, there is not much literature about how students are experiencing cognitive conflict, how this experience affects students learning processes, and how we use that knowledge to improve our science instruction. This study aimed to propose possible answers about these questions. In this paper, we conducted the first question as a first part of our research. To do this, we reviewed related literature and analyzed protocols that were produced in previous studies. As a result, a model of cognitive conflict was developed. This study's findings may lead to further understanding and use of students' cognitive conflict, which has a complex role in science instruction.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.229-246
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• 2002

In this paper, we start with the question "what is algebraic thinking\ulcorner". The problem is that the algebraic thinking is not exactly defined. We consider algebraic thinking from the various perspectives. But in the discussion relating to the definition of algebraic thinking, we verify that there is the algebraic notations in the core of algebraic thinking. So we device algebraic notations into the six categories, and investigate these examples from the school mathematics. In order to investigate this relation of algebraic thinking and algebraic notations, we present 'the algebraic thinking process analysis model' from Frege' idea. In this model, there are three components of algebraic notations which interplays; sense, expression, denotapion. Thus many difficulties of algebraic thinking can be explained by this model. We suppose that the difficulty in the algebraic thinking may be caused by the discord of these three components. And through the transformation of conceptual frame, we can explain the dynamics of algebraic thinking. Also, we present examples which show these difficulties and dynamics of algebraic thinking. As a result of these analysis, we conclude that algebraic thinking can be explained through the semiotic aspects of algebraic notations.

• Proceedings of the Korean Information Science Society Conference
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• 2002.04b
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• pp.709-711
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• 2002

웹 기반의 교육의 활성화로 이를 학습에 응용하기 위한 노력으로 GVA(Global Virtual Academy) 등과 같은 학습 보조 도구가 많이 발표하고 있는 설정이다. 대부분의 학습 보조 도구들은 각각의 특성들만 제시할 뿐 통합된 표준호가 되어 있지 않다. 최근 가상교육에서 학습기술이 상호운용성에 기반한 표준화의 일반적인 필요성을 인식하게 됨에 다라 가상교육의 국제표준을 소개하고 체계적으로 AICC(Aviation Industry CBT Committee), IMS Global Learning Consortium, ADL(Advanced Distributed Learning)을 중심으로 진행되어 오고 있다. 웹 기반의 교육을 통한 질의 응답의 학습방법을 고려한 도구가 없으므로 질의 응답 학습 도구(QALT)지원을 위한 표준화된 LTSA(Learning Technology Standard Architecture) 기반 시스템을 학습 객체에 대한 질의 응답과 개방형 단순 질의 응답 측면으로 구현한다. 그러므로 개방형 단순 질의 응답 측면을 구현하기 위해 학습 기술의 표준화로 제시되어 있는 LOM(Learning Object Metadata)을 통해 설계 자체를 체계화하고 전체적으로 명세 작업을 가능하게 하여 일관성을 유지하는 정련화된 문서로 질의 응답할 수 있도록 한다. 또한, Web 상에서의 Network delivery와 DTD(Document Type Definition)와 Stylesheet를 사용자가 쉽게 수정 가능하며 다양한 Linking Type을 제공하므로 단순 질의 응답 문서의 형식을 XML로 한다

• Journal of Korean Society of Industrial and Systems Engineering
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• v.30 no.1
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• pp.1-7
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• 2007

This paper addresses a the maintenance system based on the concept of RAMS (Reliability, Availability, Maintenance, Safety) for the effective maintenance of the urban transit. A systematic approach for developing a cost-effective maintenance strategy based on the component reliability of the system in question is performed according to the following steps : definition of function, functional failures of the systems, construction of RBD (Reliability Block Diagram), and the calculation of reliability indices. The developed preventive maintenance system generates maintenance plan and repair request based on the analysed RAMS data of components and maintenance experience.

• Publications of The Korean Astronomical Society
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• v.38 no.2
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• pp.37-57
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• 2023

"Are we alone in the universe?" is the fundamental question of mankind. To search for the life signatures in the universe, there have been a lot of researches and space explorations, especially in our solar system. In this review paper, we introduce the definition and characteristics of the "biosignature". The current situations and future plans for searching for biosignatures in our solar system are reviewed, especially at Venus, Mars, and Ocean Worlds such as Europa and Enceladus where life signatures are more likely to exist than in other places in the solar system. Finally, we discuss the opportunities and strategies for the Korean scientific society to participate in searching for biosignatures in the solar system.

• American Studies
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• v.42 no.2
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• pp.109-134
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• 2019

This essay examines the significance of Yank's struggle to belong in Eugene O'Neill's play, The Hairy Ape in light of Nietzsche's definition of man as "a rope tied between beast and overman." Contending that Yank's death in the gorilla's cage signifies both a defeat and his only chance of success, the essay investigates how his "tink[ing]" leads him to question his former understanding of what it means to belong. Knowing his struggle to belong is bound to fail, Yank uncompromisingly seeks to fit into the point of completely isolating himself from all other species in the gorilla's cage. Consequently, he becomes "the Hairy Ape" and opens up the possibility of belonging by creating and becoming the species of one to which he alone belongs. Echoing Nietzsche's vision of greatness in man, Yank's endeavor proves that what is noble "in man is that he is a bridge" rather than "a goal."

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.131-149
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• 2009

A study on comprehension level of mathematical basic knowledge(MBK) of gifted students in middle school. The interest in mathematics gifted education is very high. However, in reality, there has been a shortage of the analysis of students' achievement result since mathematics gifted education began through the institute of gifted education in the education office in 2003. On this study, MBK is subdivided into definition, property and procedure and then examination questions arc developed on the basis of national level achievement standard. With these examination tools, total inspection was conducted in on metropolitan city and the result was analyzed. First, in a basic definition, relatively low achievement result was seen except the basic concept related operation. Second, in a basic property, very low achievement result was seen in the questions of basic property without basic definition and as a whole, the result was similar with the basic definition. Third, in basic procedure, the achievement result was very remarkable. This result shows we need tn increase the comprehension ability of MBK. To do this, the systematic alternative development of the questions of selecting gifted students and the contents of gifted education is required. This study proposes the meaningful implication to the selection question development related to the MBK and the improvement of gifted education contents. And it is expected to provide the positive change for mathematics gifted education.

• Journal of the Daesoon Academy of Sciences
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• v.16
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• pp.69-85
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• 2003

Death has been one of the basic objects in philosophy and religion. Why do people feel afraid about death? Maybe it is because they don't know the situation after death or because they have a wrong idea about it. Someone may think that he/she doesn't care the situation. But this attitude is wrong. We must understand that our attitude about life is shaped by our knowledge of the situation after death. A recurrent theme about death in popular thought is the idea that death is mysterious. As we have seen, it is difficult to formulate a satisfactory philosophical analysis of the concept of death. If it is impossible to analyse the concept of death, then it is impossible to explain precisely what we mean when we say that something dies. It might be said therefore that, in virtue of this fact, death is mysterious. Of course, death is not distinctively mysterious - all other unanalysable concepts are equally mysterious in this way. Reflection on death gives rise to a variety of philosophical questions. One of the deepest of these is a question about the nature of death. Typically, philosophers interpret this question as a call for an analysis or definition of the concept of death. Plato, for example, proposed to define death as the separation of soul from body. However, this definition is not acceptable to those who think that there are no souls. It is also unacceptable to anyone who thinks that plants and lower animals have no souls, but can nonetheless die. Others have defined death simply as the cessation of life. This too is problematic, since an organism that goes into suspended animation ceases to live, but may not actually die. The eastern philosophers proposed to define death as the nonduality of life and death. Taoists, for example, do not believe in the Wheel of Life of the Buddhists nor in the Heaven or Hell of Christianity. Taoists view existence as glorious. The whole Universe, they teach, is a marvelous, vibrant Unity wherein everything, visible and invisible, pulses with energy and changes. As being develops through the experience of existence, its vessels are swept onwards by the mighty stream of the eternal TAO to other forms of expression and activity. Man does not die; he merely extends into new fields. Taoists teach that the end of a person is the return to the Ultimate Reality. "Life is uncertain - Death is certain": This is a well known saying in Buddhism. Knowing very well that death is certain and it is a natural phenomenon that everyone has to face, we should not be afraid of death. Yet, instinctively, all of us fear death because we do not know how to think of its inevitability. We like to cling to our life and body and so develop too much craving and attachment.

• Lingua Humanitatis
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• v.2 no.1
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• pp.7-42
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• 2002

This paper reexamines ideas about linguistic relativity in the light of new interest in the theoretical climate. The original idea is based on the incommensurability of the semantic structures of different languages. On this view, language, thought, culture are deeply interconnected, so that each language might be associated with it a distinctive world view. Throughout this work I utilize the historico-epistemological standpoint to dissect the conceptual structure of this principle. In the introduction I will of for a justification of choice of the theme. Section 1 will address some essential definition of the linguistic principle and insist on the necessity to elaborate a typological spectrum of relativism and universalism. In the second section some important landmarks of linguistic relativity were marked from Plato to Humboldt via Condillac and Herder. 1 will subdivide the relativity hypothesis into 3 theses which are interlated. In the final section the epistemological structure of the linguistic principle will be analysed in some detail by providing my exposition of Sapir-Whorf hypothesis. By way of conclusion I will present the works of Wierzbicka who demonstrated the lexicons of different languages suggest different conceptual universes. By rejecting analytical tools derived from the English language she proposed instead a natural semantic metalanguage based on lexical universals, which is made up of universal semantic primitives. In this paper we attempted to construct a general problematics of linguistic relativity, focolizing on the Sapir-Whorf hypothesis. We devided this very problematic question into its ontological and epistemological dimensions. In particular the ambivalance of Whorf's relativity is discussed in some detail. Also, an archeological survey of this subtle question on the relation between language, thinking and culture was provided. (from Aristotle to Humboldt, via Condillac and Nitzche). In conclusion this investigation underlines the necessity of preparing the cultural linguistics to enlarge the scope of contempory linguistics.

• Annual Conference on Human and Language Technology
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• 2001.10d
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• pp.538-545
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• 2001

본 연구에서는 오픈 도메인에서 동작할 수 있는 질의 응답 시스템(Open-domain Question Answer ing System)을 구현하고 영어권 TREC에 참가한 결과를 기술하였다. 정답 유형을 18개의 상위 노드를 갖는 계층구조로 분류하였고, 질문 처리에서는 LSP(Lexico-Semantic Pattern)으로 표현된 문법을 사용하여 질문의 정답 유형을 결정하고, lemma 형태와 WordNet 의미, stem 형태의 3가지 유형의 키워드로 구성된 질의를 생성한다. 이 질의를 바탕으로, 패시지 선택에서는 문서검색 엔진에 의해 검색된 문서들을 문장단위로 나눠 정수를 계산하고, 어휘체인(Lexical Chain)을 고려하여 인접한 문장을 결합하여 패시지를 구성하고 순위를 결정한다. 상위 랭크의 패시지를 대상으로, 정답 처리에서는 질문의 정답 유형에 따라 품사와 어휘, 의미 정보로 기술된 LSP 매칭과 AAO (Abbreviation-Appositive-Definition) 처리를 통해 정답을 추출하고 정수를 계산하여 순위를 결정한다. 구현된 시스템의 성능을 평가하기 위해 TREC10 QA Track의 main task의 질문들 중, 200개의 질문에 대해 TRIC 방식으로 자체 평가를 한 결과, MRR(Mean Reciprocal Rank)은 0.341로 TREC9의 상위 시스템들과 견줄 만한 성능을 보였다.