• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.774-784
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• 2004

In the previous study, six factors which could disturb students' problem solving in an everyday context were identified and discussed. In this study, teaching materials to help students overcome those disturbing factors for successful problem solving in an everyday context were developed and applied to twenty-nine grade 10 students, and the effects of teaching materials were analyzed. According to the analysis of the correlation between the performance in everyday context problem solving and the benefit from the teaching materials, it was found that students who received the help from the teaching materials showed better performance with statistical significance. And students noted that teaching materials were helpful for them to solve the physics problems. Analyzing the overall performance of students in solving the everyday context problem, students in the experimental group showed better performance than the control group and this performance difference was larger among low-score students in school science testing. However, these differences were not statistically significant because the sample size was small. And, based on the analysis of interviews with students, it was also found that some students who showed low performance might not receive help from the teaching materials because the materials were too complex to be read easily, or because the basic concepts needed to solve the problem were not understood. Therefore, the results obtained from the interviews will be used to design more effective teaching for problem solving in an everyday context.

• Journal of Intelligence and Information Systems
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• v.17 no.3
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• pp.43-61
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• 2011

In this research, we propose a dynamic decision making using social context based on ontology. Dynamic adaptation is adopted for the high qualified decision making, which is defined as creation of proper information using contexts depending on decision maker's state of affairs in ubiquitous computing environment. Thereby, the context for the dynamic adaptation is classified as a static, dynamic and social context. Static context contains personal explicit information like demographic data. Dynamic context like weather or traffic information is provided by external information service provider. Finally, social context implies much more implicit knowledge such as social relationship than the other two-type context, but it is not easy to extract any implied tacit knowledge as well as generalized rules from the information. So, it was not easy for the social context to apply into dynamic adaptation. In this light, we tried the social context into the dynamic adaptation to generate context-appropriate personalized information. It is necessary to build modeling methodology to adopt dynamic adaptation using the context. The proposed context modeling used ontology and cases which are best to represent tacit and unstructured knowledge such as social context. Case-based reasoning and constraint satisfaction problem is applied into the dynamic decision making system for the dynamic adaption. Case-based reasoning is used case to represent the context including social, dynamic and static and to extract personalized knowledge from the personalized case-base. Constraint satisfaction problem is used when the selected case through the case-based reasoning needs dynamic adaptation, since it is usual to adapt the selected case because context can be changed timely according to environment status. The case-base reasoning adopts problem context for effective representation of static, dynamic and social context, which use a case structure with index and solution and problem ontology of decision maker. The case is stored in case-base as a repository of a decision maker's personal experience and knowledge. The constraint satisfaction problem use solution ontology which is extracted from collective intelligence which is generalized from solutions of decision makers. The solution ontology is retrieved to find proper solution depending on the decision maker's context when it is necessary. At the same time, dynamic adaptation is applied to adapt the selected case using solution ontology. The decision making process is comprised of following steps. First, whenever the system aware new context, the system converses the context into problem context ontology with case structure. Any context is defined by a case with a formal knowledge representation structure. Thereby, social context as implicit knowledge is also represented a formal form like a case. In addition, for the context modeling, ontology is also adopted. Second, we select a proper case as a decision making solution from decision maker's personal case-base. We convince that the selected case should be the best case depending on context related to decision maker's current status as well as decision maker's requirements. However, it is possible to change the environment and context around the decision maker and it is necessary to adapt the selected case. Third, if the selected case is not available or the decision maker doesn't satisfy according to the newly arrived context, then constraint satisfaction problem and solution ontology is applied to derive new solution for the decision maker. The constraint satisfaction problem uses to the previously selected case to adopt and solution ontology. The verification of the proposed methodology is processed by searching a meeting place according to the decision maker's requirements and context, the extracted solution shows the satisfaction depending on meeting purpose.

• The Mathematical Education
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• v.49 no.3
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• pp.313-328
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• 2010

Mathematical modeling has been observed in the way of a possibility to contribute in improving students' problem solving abilities. One of the important views of real life problem context could be described such as a useful ways to interpret the real life leading to children's abstraction process. The problem contexts for the grade 6 with mathematical modeling perspectives were developed by reviewing the current 7th National Mathematics Curriculum of Korea. Those include the 5 content areas such as number & operation, geometry, measurement, probability & statistics, and pattern & problem solving. One of problem contexts, "Space", specially designed for pattern & problem solving area, was applied to the grade 6 students and analyzed in detail to understand student's mathematical modeling progress.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.7 no.3
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• pp.165-170
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• 2007

Recommendation systems provide users with proper services using context information being input from many sensors occasionally under ubiquitous computing environment. But in case there isn't sufficient context information for service recommendation in spite of much context information, there can be problems of resulting in inexact result. In addition, in the quantification step to use context information, there are problems of classifying context information inexactly because of using an absolute classification course. In this paper, we solved the problem of lack of necessary context information for service recommendation by using dynamic profile information. We also improved the problem of absolute classification by using a relative classification of context information in quantification step. As the result of experiments, expectation preference degree was improved by 7.5% as compared with collaborative filtering methods using an absolute quantification method where context information of P2P mobile agent is used.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.33-48
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• 2004

The purpose of this study was to examine if mothers and their children used different interaction strategies depending on the interacting contexts. Sixty-five mothers and their children were observed while they interacted with each other in two contexts, that is, a free play context and a joint problem solving context. The result of this study showed that first, the mothers' strategies and their children's strategies were closely related. When the mothers used positive strategies, their children also responded with positive strategies. In contrast, when the mothers used negative strategies, their children also tended to use negative strategies. Second, the contexts which the mothers and their children interacted affected the strategies that the mothers and their children used. The mothers and the children were more likely to use positive strategies in the context of free play than in the context of the joint problem solving. This result points out the importance of free play as the context of producing a positive atmosphere where the mothers and their children interacted positively and had a good time. Suggestions for further study and implications for parents were provided.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.273-288
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• 1997

The purpose of this study was to review the studies related to the problem of context in science education. Firstly, studies on context and context effects in science education (and also those related in cognitive psychology) were summarized according to the topics concerning science learning, such as deductive reasoning and probabilistic judgement, controlling variables, scientific inquiry skills, memory and consistency of misconceptions, selecting cognitive strategies and problem solving, achievement and momentum effect, and interest, religion and culture. Secondly, the common problems appeared from the analysis of the studies were discussed, such as (1) how to define contexts?, (2) how to classify contexts?, (3) how to characterize the effects of contexts? and (4) how to explain the context effects? Finally, the implications of the analysis of the studies on the problem of context were discussed in terms of recent development of science education, such as misconception studies, STS science education and the application of the history of science to science teaching.

• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.23-44
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• 2003

The purpose of the study is to examine the phenomenon presented the process of problem solving activities of students with the mathematical context information accompanied problem based on Freudenthal's mathematizing theory and Realistic Mathematics Educations about cognitive and emotional aspects. In conclusion, taking a look at the results of study, open-ended contextual problem was had to offer in order to pull out various solutions. Teachers should help students develop their own methods, discuss their methods with others' and reinvent formal mathematics and its constructive process under the guidance of the teachers.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.297-312
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• 2022

Word problems can lead learners to more meaningfully learn mathematics by providing learners with various problem-solving experiences and guiding them to apply mathematical knowledge to the context. This study attempted to provide implications for the textbook writing and teaching and learning process by examining the word problem of elementary mathematics textbooks from the perspective of practical context. The word problem of elementary mathematics textbooks was examined, and elementary mathematics textbooks in the United States and Finland were referenced to find specific alternatives. As a result, when setting an unnatural context or subject to the word problem in elementary mathematics textbooks, artificial numbers were inserted or verbal expressions and illustrations were presented unclearly. In this case, it may be difficult for learners to recognize the context of the word problem as separate from real life or to solve the problem by understanding the content required by the word problem. In the future, it is necessary to organize various types of word problems in practical contexts, such as setting up situations in consideration of learners in textbooks, actively using illustrations and diagrams, and organizing verbal expressions and illustrations more clearly.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.6 no.2
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• pp.110-115
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• 2006

In pure P2P environment, it is possible to provide service by using a little real-time information without using accumulated information. But in case of using only a little information that was locally collected, quality of recommendation service can be fallen-off. Therefore, it is necessary to study a method to improve qualify of recommendation service by using users' context information. But because a great volume of users' context information can be recognized in a moment, there can be a scalability problem and there are limitations in supporting differentiated services according to fields and items. In this paper, we solved the scalability problem by clustering context information per each service field and classifying it per each user, using SOM. In addition, we could recommend proper services for users by quantifying the context information of the users belonging to the similar classification to the service requester among classified data and then using collaborative filtering.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.464-472
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• 2013

The purpose of this study was to analyze the science inquiry problem finding ability of gifted elementary students of science and general elementary students. For this purpose, this study analyzed the types of science inquiry problems in an ill-structured problem finding situation. Also, this study has compared science inquiry problem finding abilities of those two groups. From the results of this study, new ways of improving student' science inquiry problem finding ability and selection of gifted students of science were suggested. The results of this study can be summarized as follows. First, most of the inquiry problems generated by the scientifically gifted and the general students in an ill-structured problem situation could be categorized into seven types (measurement, method, cause, possibility, what, comparison, relationship) according to the inquiry objectives, and both group found more problems in scientific context than in everyday context. Regardless of the context of problem, scientifically gifted students found more problems and the type of problems generated by them were more various than those of general students. Second, there were differences in problem finding ability between scientifically gifted and general students. Scientifically gifted students found more problems and the quality of problems were higher than general students.