• 대한수학교육학회지:수학교육학연구
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• 제11권1호
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• pp.179-191
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• 2001

The Study investigated the contexts and probable difficulties of the teaching of the number of cases and the introduction of probability concept. In our mathematical curriculum, the contexts of the teaching of probability can be classified into five cases. We suggested some intuitive diagrams to be likely to decrease the cognitive complications caused by the equal possibilities of the unit event in the cases, respectively.

• 한국과학교육학회지
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• 제21권5호
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• pp.822-840
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• 2001

This article presents a theoretical model for conceptual change that relates cognitive conflict and the role of context. The model assumes that students derive alternative conceptions from everyday contexts while scientific concepts presume an idealized context, and hence, that the source of cognitive conflict results from the difference between the two contexts. Test results and analysis of the model are presented by applying it in a class studying the inertial motion of bodies. The subjects are 37 seventh grade boys.

• 한국멀티미디어학회논문지
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• 제7권6호
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• pp.832-840
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• 2004

In ubiquitous environments, context is any information that can be used to characterize the situation of an entity such as a person or an object. Many sensors and small computers collect contexts and provide applications with them. Thus, ubiquitous applications need to represent contexts and exploit them effectively. In this paper, we design and implement a context-aware messaging system, called UMS (Ubiquitous Messaging System), based on Java and Jini. UMS can represent various contexts using XML scripts, and communicate text messages regardless of user's location using the proxy mechanism of Jini.

• 산업공학
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• 제21권1호
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• pp.65-74
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• 2008

In the future, the ubiquitous computing environment will provide users with context-aware services, intelligently interacting with omnipresent resources and surrounding environments at any location and time. Therefore, the ubiquitous computing environment requires context-aware applications in order to gather and analyze context information in various situations. However, existing context-aware applications have mainly focused on providing services and adapting themselves to users based on user related contexts. But this environment requires not only user related contexts but also Quality-of-Service (QoS) related contexts. In this paper we propose a frame-work for supporting user-oriented QoS in ubiquitous environments. The proposed approach adopts a semantic ontology and a neural network algorithm in order to reason about explicit and uncertain contexts. We also show the possibility of applying the framework to real environments such as collaborative engineering service, automobile maintenance service and ubiquitous home service.

• 한국언어정보학회지:언어와정보
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• 제7권1호
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• pp.23-40
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• 2003

In this paper, we have proposed Auto-TUS, an automatic transcription module of three union symbols-hyphen, dash and tilde (‘­’, ‘―’, ‘∼’)-using their linguistic contexts. Few previous studies have discussed the problems of ambiguities in transcribing symbols into Korean alphabetic letters. We have classified six different reading formulae of the union symbols, analyzed the left and right contexts of the symbols, and investigated selection rules and distributions between the symbols and their contexts. Based on these linguistic features, 86 stereotyped patterns, 78 rules and 8 heuristics determining the types of reading formulae are suggested for Auto-TUS. This module works modularly in three steps. The pilot test was conducted with three test suites, which contains respectively 418, 987 and 1,014 clusters of words containing a union symbol. Encouraging results of 97.36%, 98.48%, 96.55% accuracy were obtained for three test suites. Our next phases are to develop a guessing routine for unknown contexts of the union symbols by using statistical information; to refine the proper nouns and terminology detecting module; and to apply Auto-TUS on a larger scale.

• Child Studies in Asia-Pacific Contexts
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• 제2권2호
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• pp.123-132
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• 2012

The current study examined 3- and 4-year-olds' affective decision-making in a variety of cultural contexts by comparing European Canadian children to Chinese Canadian, Hong Kong Chinese, and mainland Chinese children (N = 245). All children were tested with a delay of gratification task in which children chose between an immediate reward of lower value and a delayed reward of higher value. Results showed that Chinese Canadian and Hong Kong Chinese children chose more delayed rewards than European Canadian children, with mainland Chinese children showing a trend toward more delayed rewards. Across cultures, 4-year-olds chose more delayed rewards than 3-year-olds; and among 4-year-olds, girls made more such choices than boys. The findings are consistent with previous findings that exposure to Chinese culture is associated with better cool executive function, but they also highlight the importance of examining development across diverse cultural contexts.

• 한국과학교육학회지
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• 제17권3호
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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.

• International Journal of Human Ecology
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• 제8권2호
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• pp.75-83
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• 2007

Korean secondary school students (n=263) responded to surveys measuring their family contexts and school adjustment during the time period August-September 2004. Structure Equation Modeling tests were conducted to identify the nested model on school adjustment, a latent variable constructed with peer relations, teacher-adolescent relations, and academic attitude. In the nested model, parental involvement was a powerful predictor for school adjustment. Family conflict had a negative impact on school adjustment and was statistically significantly when correlated with the other predictors in the model. These finding suggested that family contexts play an important role in Korean adolescents' school adjustment. Hence, adolescents' perceived GPA level and satisfaction for school were important predictors for school adjustment.

• 한국소음진동공학회:학술대회논문집
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• 한국소음진동공학회 2014년도 추계학술대회 논문집
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• pp.952-954
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• 2014

Urban sound environments consists of various sound sources such as traffic noise, sounds of people and natural sounds affecting the perception of soundscape in a place. However, noise maps based on sound pressure levels could not distinguish different sound sources and limited to represent perception of acoustic environments. Accordingly, soundscape map based on perception of sounds is necessary to provide useful information for the description of the acoustic environment. Therefore, the aims of this study are to examine soundscape perception in different urban contexts including commercial, office, park and residential spaces and to suggest a method for soundscape maps using GIS techniques. Soundscape perceptions and physical characteristics of acoustic environments at various urban contexts were obtained from surveys and acoustic measurements, respectively. The results show that dominant factors affecting soundscape perceptions were different in urban contexts and spatial variations of urban soundscape are closely related to various urban contexts.

• 한국과학교육학회지
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• 제17권1호
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• pp.75-83
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• 1997

The purpose of this study was to determine the strategies that middle school students used in solving problems concerning density and solubility. These were compared in the aspects of problem contexts for 42 students of varying logical reasoning ability, spatial ability, and learning approach. A coding scheme used consists of five categories: reading & organization, production, errors, evaluation, and strategy. Students' protocols were analyzed after intercoder agreement had been established to be .95. The results were as follows: 1. Students had more difficulties in reading and organizing the problems in everyday contexts than in scientific contexts. Students at the concrete-operational stage and / or surface approach were more likely to have difficulties in reading and organizing the problems than those at the formal-operational stage and / or deep approach. 2. Students tended to split up the solubility problems into sub-problems and to solve the density problem in everyday contexts in random manner. These were significantly correlated with the test scores concerning logical reasoning ability, spatial ability, and learning approach at the .1 level of significance. 3. Major errors in solving the density problems were to disregard the given information or generated and to use inappropriate information. Many errors in solving the solubility problems were found to be executive errors. The strategy to use the information given appropriately was positively related to students' logical reasoning ability, spatial ability, and learning approach. 4. More evaluation strategies were found in everyday contexts. Their strategies to grasp the meaning of answers and to check the math were significantly related to students' logical reasoning ability. 5. Students used the random trial-and-error strategy more than the systematic strategy and the systematic trial-and-error strategy, especially in everyday contexts. The strategies used by the students were significantly related to students' logical reasoning ability, spatial ability, and learning approach.