• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.321-340
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• 2009

The purpose of this study was to analyze how lower graders in elementary school might respond to 4 different problem types in the context of measuring length: unit-length comparison, units and unit counting, unit-length expectation, and length comparison. A total of 375 students(185 second graders and 190 third graders) were surveyed and analyzed. The results showed that students were good at 'unit-length comparison' and 'units and unit counting', whereas they were not as to 'length comparison', This paper includes detailed analysis of students' responses as to both correct answer and incorrect one in conjunction with their typical answers and reasoning behind the answers. This paper suggests that teachers be sensitive to the certain level of reasoning tied to each type of problems and attend to students' difficulties in comparing length.

• Korean Journal of Cognitive Science
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• v.27 no.4
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• pp.541-572
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• 2016

Causal reasoning is actively studied not only by psychologists but, in recent years, also by cognitive scientists taking the Bayesian approach. This paper seeks to provide an overview of the recent trends in causal reasoning research with a focus on the power probabilistic contrast theory of causality, a major psychological theory on causal inference. The power probabilistic contrast theory (PPCT) assumes that a cause is a power that initiates or inhibits the result. This power is purported be understood through statistical correlation under certain conditions. The paper examines the supporting empirical evidence in the development of PPCT. Also, introduced are the theoretical dispute between the PPCT and the model based on Bayesian approach, and the current developments and implications of research on causal invariance hypothesis, which states that cause operates identically regardless of the context. Recent studies have produced experimental results that cannot be readily explained by existing empirical approach. Therefore, these results call for serious examination of the power theory of causality by researchers in neighboring fields such as philosophy, statistics, and artificial intelligence.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.247-265
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• 2003

The purpose of this study is to analyze the essence of ratio concept from educational viewpoint. For this purpose, it was tried to examine contents and organizations of the recent teaching of ratio concept in elementary school text of Korea from ‘Syllabus Period’ to ‘the 7th Curriculum Period’ In these text most ratio problems were numerically and algorithmically approached. So the Wiskobas programme was introduced, in which the focal point was not on mathematics as a closed system but on the activity, on the process of mathematization and the subject ‘ratio’ was assigned an important place. There are some educational implications of this study which needs to be mentioned. First, the programme for developing proportional reasoning should be introduced early Many students have a substantial amount of prior knowledge of proportional reasoning. Second, conventional symbol and algorithmic method should be introduced after students have had the opportunity to go through many experiences in intuitive and conceptual way. Third, context problems and real-life situations should be required both to constitute and to apply ratio concept. While working on contort problems the students can develop proportional reasoning and understanding. Fourth, In order to assist student's learning process of ratio concept, visual models have to recommend to use.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.551-561
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• 2016

The purpose of this study is to investigate both theoretically and empirically the roles of models in abductive reasoning for scientific problem solving. The context of the study is design-based research the goal of which is to develop inquiry learning programs in the domain of earth science, and the current article dealt with an early process of redesigning an abductive inquiry activity in geology. In the theoretical study, an extensive review was conducted with the literature addressing abduction and modeling together as research methods characterizing earth science. The result led to a tentative scheme for modeling-based abductive inference, which represented relationships among evidence, resource models, and explanatory models. This scheme was improved by the empirical study in which experts' reasoning for solving a geological problem was analyzed. The new scheme included the roles of critical evidence, critical resource models, and a scientifically sound explanatory model. Pedagogical implications for the support of student reasoning in modeling-based abductive inquiry in earth science was discussed.

• Journal of KIISE:Computer Systems and Theory
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• v.36 no.6
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• pp.488-501
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• 2009

In ubiquitous environments, invisible devices and software are connected to one another to provide convenient services to users. In order to provide such services, we must have mobile devices that connect users and services. But such services are usually limited to those served on a single mobile device. To resolve the resource limitation problem of mobile devices, a nearby resource sharing research has been studied. Also, not only the nearby resource share but also a resource recommendation through context-based resource reasoning has been studied such as an UMO Project. The UMO Project share and manage the various context information for the personalization resource recommendation and reason based on current context information. Also, should verify resource inference rules for reliable the resource recommendation. But, to create various context information requires huge cost and time in actuality. Thus, we propose a inference verification tool called USim to resolve problem. The proposed inference verification tool provides convenient graphic user interfaces and it easily creates context information. The USim exactly verifies new inference rules through dynamic changes of context information.

• KIPS Transactions on Software and Data Engineering
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• v.2 no.4
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• pp.239-250
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• 2013

Context-aware mobile computing has become the primary approach to realize automatic, autonomous, and user-centric computing in the context of largely increasing the amount of mobile devices used that embed available sensors. However, designing an inference engine nonetheless requires the tasks of analyzing contexts, situations that can be inferred, etc. Moreover, a mobile device has limited resources and limited computation capability, which results in recognizing the common sense of its unsuitable environment for processing inference. Hence, we propose context-situation reasoning elements and their formal models in this paper, and we verify the formal models' applicability by applying them to an example. Finally, we design and implement an inference engine that realize the context-situation inference elements in computing environment, and we experiment an example by using the proposed inference engine to verify applicability and reusability of the inference engine.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.486-500
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• 2013

This study is conducted to examine how epistemic reasoning and argument structures of students vary according to data sources used in the process of argumentation implemented in the context of inquiry. To this end, three argument tasks using first-hand data and three argument tasks using second-hand data were developed and applied to the unit on 'Nutrition of Plants' for first year middle school students. According to the results of this study, epistemic reasoning of students manifested during the process of argumentation and varied according to data sources. While most students composed explanations with phenomenon-based or relation-based reasoning in argumentation using first-hand data, all the small groups composed explanations that included model-based reasoning in argumentation using second-hand data. In the case of arguments including phenomenon-based or relation-based reasoning, students described only observable characteristics, with warrants omitted from arguments in many cases. On the other hand, in the case of arguments that included model-based reasoning, explanations were composed by combining the results of observations with theoretical knowledge, with warrants more apparent in their arguments.

• Proceedings of the Korea Information Processing Society Conference
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• 2012.11a
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• pp.347-350
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• 2012

비즈니스 프로세스는 네트워크 상황정보와 개인취향정보, 사무환경정보들을 지능적으로 취합, 상황 분석 및 관리하는 서비스지원이 필요하다. 이러한 상황정보의 규모는 시간이 지남에 따라 점점 커지는 특성을 가지고 있어 이에 유연하게 대처하기 위한 확장성이 요구된다. 본 논문에서는 비즈니스 프로세스의 유연한 상황정보 추론을 위하여 가상공간에 대한 구조를 정의하고 재사용이 가능한 컴포넌트로 상황인식 메커니즘을 제공하여 복잡성을 줄이고 확장성을 갖게 되었다. 그리고 추가되거나 변경되는 상황정보를 기반으로 소프트웨어 컴포넌트를 구현하여 내부코드 변화 없이 컴포넌트의 수정으로 확장성을 확보하였다.

• Journal of Intelligence and Information Systems
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• v.14 no.1
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• pp.35-45
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• 2008

In order to constructan ubiquitous computing environment, it is necessary to develop a technology that can recognize users and circumstances. In this regard, the question of recognizing and expressing user Context regardless of computer and language types has emerged as an important task under the heterogeneous distributed processing system. As a means to solve this task of representing user Context in the ubiquitous environment, this paper proposes to describe user Context as the most similar form of human thinking by using semantic web and fuzzy concept independentof language and computer types. Because the conventional method of representing Context using an usual collection has some limitations in expressing the environment of the real world, this paper has chosen to use Fuzzy OWL language, a fusion of fuzzy concept and standard web ontology language OWL. Accordingly, this paper suggests the following method. First we represent user contacted environmental information with a numerical value and states, and describe it with OWL. After that we transform the converted OWL Context into Fuzzy OWL. As a last step, we prove whether the automatic circumstances are possible in this procedure when we use fuzzy inference engine FiRE. With use the suggested method in this paper, we can describe Context which can be used in the ubiquitous computing environment. This method is more effective in expressing degree and status of the Context due to using fuzzy concept. Moreover, on the basis of the stated Context we can also infer the user contacted status of the environment. It is also possible to enable this system to function automatically in compliance with the inferred state.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.365-395
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• 2010

This study explores the effect of extensive reading(ER) implemented in middle and high schools in Korean EFL context. Two middle school English teachers and two high school English teachers participated in implementing ER in their classes. Six middle school classes of 239 students and seven high school classes of 268 students participated in ER program guided by the above four teachers. To implement ER, participating teachers had continuously been guided by the researcher about the theoretic reasoning of ER and practical methods for efficient ER in class. The study lasted for two semesters and the teachers and students were surveyed and interviewed during and after the classes. The result showed pretty positive improvement of students' self-confidence, interest and motivation about English through ER implemented in this study. It is hoped that this study would show the possibility of implementing ER in Korean EFL secondary school context and a model for ER and cooperation between university researchers and in-service English teachers.