• International conference on construction engineering and project management
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• 2011.02a
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• pp.556-560
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• 2011

Players of construction projects proceed with each work process by information gathering, modification and communication. Due to the complex and long-span lifecycle projects increased, it became more important to grasp this mechanism for the successful project performance in construction project. Hence, most project information management systems or knowledge management systems equip information retrieval system. There are two logic to infer the meaning of retrieval target; inductive reasoning and deductive reasoning. The former is based on metadata explaining the target and the later is based on relation between data. To infer the information flow, it is necessary to define the correlation between players and work processes. However, most established information retrieval systems are based on index search system and it is not focused on correlation between data but data itself. Thus, this research aims to research on process of information flow retrieval system for large-scale construction projects.

• Journal of the Korean Home Economics Association
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• v.26 no.3
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• pp.243-253
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• 1988

This study is mainly concerned with providing a basis for children's prosocial behavior development. The objective of this study is to investigate the factors affecting children's prosocial behavior. The Main two factors affecting children's prosocial behavior development are home environmental and social cognitive ability, and concrete variables in these factors are as follows : 1) Home environmental factor; parental warmth, parental restrictiveness and inductive reasoning and prosocial modeling. 2) Social cognitive factor ; children's role taking ability and empathic ability and with these, several situational variables are also concerned with prosocial behavior.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.371-392
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• 2009

A lot of researches state mathematical justification is important. Specially, NCTM (2000) mentions that mathematical reasoning and proof should be taught every student from pre-primary school to 12 grades. Some of researches say elementary school students are also able to prove and justify their own solution(Lester, 1975; King, 1970, 1973; Reid, 2002). Balacheff(1987), Tall(1995), Harel & Sowder(1998, 2007), Simon & Blume(1996) categorize the level or the types of mathematical justification. We re-categorize the 4 types of mathematical justification basis on their studies; external conviction justification, empirical-inductive justification, generic justification, deductive justification. External conviction justification consists of authoritarian justification, ritual justification, non-referential symbolic justification. empirical-inductive justification consists of naive examples justification and crucial example justification. Generic justification consists of generic example and visual example. The results of this research are following. First, elementary school teachers in Korea respectively understand mathematical justification well. Second, elementary school teachers in Korea prefer deductive justification when they justify by themselves, while they prefer empirical-inductive justification when they teach students.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.19 no.1
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• pp.1-8
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• 2019

Among the methods for extracting the most appropriate information from a large amount of log data, there is a method using inductive inference. In this paper, we use SVM (Support Vector Machine), which is an excellent classification method for inductive inference, in order to determine the ranking of intrusion logs in digital forensic analysis. For this purpose, the logs of the training log set are classified into intrusion logs and normal logs. The associated words are extracted from each classified set to generate a related word dictionary, and each log is expressed as a vector based on the generated dictionary. Next, the logs are learned using the SVM. We classify test logs into normal logs and intrusion logs by using the log set extracted through learning. Finally, the recommendation orders of intrusion logs are determined to recommend intrusion logs to the forensic analyst.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.1923-1931
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• 2014

A value creation is understood as important business strategy these days in both academics and industry. But this phenomenon is not fully understood based on systematized framework. In this paper, we summarized value research trend based on exploratory research and inductive reasoning by exploring both international and domestic journals. And we built a research framework that can analyze value creation between supplier and customer. Value research prior to 2004 is primarily divided into values of goods or services and relationship values. After 2004, service-dominant (SD) logic has been outlined. There are other research trends to see the relationship value in terms of relationship benefits and relationship in the network or supply chain. 4 critical resource types (financial resource, knowledge resource, efficiency resource, and intellectual resource) and 5 competence types (relational capability, collaboration capability, innovation capability, managing capability) are constructed as principal factors for value creation from inductive reasoning based upon a resource-based view (RBV) and a competence-based view (CBV). The research framework was built based on 4 resources and 4 competences.

• Journal of Engineering Education Research
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• v.8 no.3
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• pp.49-56
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• 2005

The purposes of this study are to select assessment components for the engineering design ability and to verify the validity of the selected assessment components. From the results of the study, the following conclusions were made. $\cdot$ Social Ability : 'Communication' and 'Teamwork' $\cdot$ Procedure Ability : 'Acknowledging and Defining Problems', 'Planning and Maintaining', 'Collecting Information', 'Deriving Ideas' and 'Evaluating Ideas' $\cdot$ Experience : 'Engineering Experience' and 'Science Experience' $\cdot$ Knowledge : 'Engineering Knowledge', 'Science Knowledge' and 'Mathematics Knowledge', 'Visualization Ability': 'Sketching' and 'Drawing' $\cdot$ Reasoning : 'Converging Reasoning' 'Inductive Reasoning' and 'Intuitive Reasoning'

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.77-87
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• 2020

Scientific inquiry has emphasized its importance in various aspects of science learning and has been performed according to various methods and purposes. Among the various aspects of science learning, it is emphasized to develop core competencies with science, such as scientific thinking. Therefore, it is necessary to support students to be able to formulate scientific reasoning properly. This study attempts to explore problem-finding and scientific reasoning in the process of performing scientific inquiry. This study also aims to reveal what factors influence this complex process. For this purpose, this study analyzed the inquiry process and results performed by two groups of college students who conducted the inquiry related to osmosis. To analyze, research plans, presentations, and group interviews were used. As a result, it was found that participants used various scientific reasoning, such as deductive, inductive, and abductive reasoning, in the process of problem finding for their inquiry about osmosis. In the process of inquiry and reasoning complexly, anomalous data, which appear regularly, and the characteristics of experimental instruments influenced their reasoning. Various reasons were produced for the purpose of constructing the best explanation about the phenomena observed by participants themselves. Finally, based on the results of this study, several implications for the development context of programs using scientific inquiry are discussed.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.927-941
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• 2013

In this paper, we investigate and analysis high school students' generalization of cosine rule using analogy, and we study teaching and learning methods improving students' analogical thinking ability to improve mathematical thinking process. When students can reproduce what they have learned through inductive reasoning process or analogical thinking process and when they can justify their own mathematical knowledge through logical inference or deductive reasoning process, they can truly internalize what they learn and have an ability to use it in various situations.

• Journal of KIISE:Computing Practices and Letters
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• v.13 no.2
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• pp.100-109
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• 2007

Object recognition of service robots is very important for most of services such as delivery, and errand. Conventional methods are based on the geometric models in static industrial environments, but they have limitations in indoor environments where the condition is changable and the movement of service robots occur because the interesting object can be occluded or small in the image according to their location. For solving these uncertain situations, in this paper, we propose the method that exploits observed objects as context information for predicting interesting one. For this, we propose the method for modeling domain knowledge in probabilistic frame by adopting Bayesian networks and ontology together, and creating knowledge model dynamically to extend reasoning models. We verify the performance of our method through the experiments and show the merit of inductive reasoning in the probabilistic model

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.458-469
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• 2003

Hypothesis is defined as a proposition intended as a possible explanation for an observed phenomenon. The purpose of this study was to generate a grounded theory on the process of undergraduate students' generating hypothesis-knowledge about scientific episodes. Three hypothesis-generating tasks were administered to four college students majored in science education. The present study showed that college students represented five types of intermediate knowledge in the process of hypothesis generation, such as question situation, hypothetical explicans, experienced situation, causal explicans, and final hypothetical knowledge. Furthermore, students used six types of thinking methods, such as searching knowledges, comparing a question situation and an experienced situation, borrowing explicans, combining explicans, selecting an explican, and confirming explicans. In addition, hypothesis-generating process involves inductive and deductive reasoning as well as abductive reasoning. This study also discusses the implications of these findings for teaching and evaluating in science education.