• Journal of The Korean Association For Science Education
• /
• v.41 no.3
• /
• pp.193-202
• /
• 2021

This study aims to identify what kind of epistemological resources were activated in unproductive and productive practice by students participating in scientific argumentation, and to explore which contexts result in changes in argumentative practice. We collected transcriptions of participants' argumentative lessons and interview, participants' work sheets, and researchers' field notes. The analysis revealed that the focus group activated different kinds of epistemological resources depending on their practice; propagated, belief, and accumulation in unproductive practice and constructed, understanding, accumulation, formation and rebuttal in productive practice. We found two contextual cues that led to these changes; unfamiliar form of argumentative task was provided and emotional, epistemic, and conceptual support of the epistemic authority. This work can be provided as additional case studies to analyze changes in practice according to learner context-dependent epistemology, and we expect to contribute to discussions of productive epistemology and stabilization for students' authentic science engagement.

• Journal of Family Relations
• /
• v.22 no.1
• /
• pp.87-109
• /
• 2017

Objectives: While employed mothers' use of maternity and parental leave has increased, the contexts that facilitate or hinder mothers' leave policy use have been under examined. The purpose of this study was to explore mothers' experiences of using maternity and parental leave. Method: Twenty-two mothers with young child under age three participated in this study. Results: All 22 mothers used maternity leave and 12 mothers used parental leave. Three main themes were identified: different experiences of maternity leave, experiences of parental leave, and skepticism about the leave policy but with some hope that it will improve. Regarding the mothers' experiences of maternity leave, the mothers thought that maternity leave was easily accessible but some mothers still felt guilty for using maternity leave. They also prepared for their work gap before the leave to avoid harming their colleagues. Accessibility to parental leave varied according to the characteristics of the organizations (i.e., family-friendly organization culture, supportive supervisor) and family contexts (i.e., availability of child care from family members, financial issues). The mothers perceived that while parental leave helps working mothers coordinate their family and work life, it is not as accessible as maternity leave in Korea. They suggested extending the maternity leave duration and improving accessibility to parental leave. Conclusions: These findings suggest that policy support is warranted to help employed mothers with young children remain in the workforce. This study also has implications for supporting employed mothers' work and family life.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.3
• /
• pp.591-598
• /
• 2021

It's possible to get the word-vector by the statistical SVD or deep-learning CBOW and LSTM methods and theses ones learn the contexts of forward/backward words or the sequence of following words. It's used to analyze the poems by Ki Hyung-do with similar words recommended by the word-vector showing the core images of the poetry. It seems at first sight that the words don't go well with the images but they express the similar style described by the reference words once you look close the contexts of the specific poems. The word-vector can analogize the words having the same relations with the ones between the representative words for the core images of the poems. Therefore you can analyze the poems in depth and in variety with the similarity and analogy operations by the word-vector estimated with the statistical SVD or deep-learning CBOW and LSTM methods.

• The Mathematical Education
• /
• v.60 no.4
• /
• pp.409-429
• /
• 2021

This study investigated instructional methods for fractional division emphasizing algebraic thinking with sixth graders. Specifically, instructional elements for fractional division emphasizing algebraic thinking were derived from literature reviews, and the fractional division instruction was reorganized on the basis of key elements. The instructional elements were as follows: (a) exploring the relationship between a dividend and a divisor; (b) generalizing and representing solution methods; and (c) justifying solution methods. The instruction was analyzed in terms of how the key elements were implemented in the classroom. This paper focused on the fractional division instruction with problem contexts to calculate the quantity of a dividend corresponding to the divisor 1. The students in the study could explore the relationship between the two quantities that make the divisor 1 with different problem contexts: partitive division, determination of a unit rate, and inverse of multiplication. They also could generalize, represent, and justify the solution methods of dividing the dividend by the numerator of the divisor and multiplying it by the denominator. However, some students who did not explore the relationship between the two quantities and used only the algorithm of fraction division had difficulties in generalizing, representing, and justifying the solution methods. This study would provide detailed and substantive understandings in implementing the fractional division instruction emphasizing algebraic thinking and help promote the follow-up studies related to the instruction of fractional operations emphasizing algebraic thinking.

• Journal of Korean Society of Archives and Records Management
• /
• v.24 no.1
• /
• pp.47-72
• /
• 2024

This study delves into the National Archives of Korea's service that provides information on changes in records-creating agencies, identifying the problems in an organizational relationship structure and exploring potential enhancements using the RiC-O. Drawing insights from the French PIAAF project, we applied RiC-O to integrate information on records and records creators, elucidating relationships between data entities. Our analysis demonstrated that leveraging RiC-O, coupled with technologies like linked data, amplifies the interoperability of authority records, substantially enhancing the service providing information on changes in records-creating agencies. Based on these findings, we propose an authority record service based on RiC-O, presenting a prototype designed to improve the National Archives of Korea's change information service and enhance user experience.

• Journal of the Korea Society of Computer and Information
• /
• v.29 no.4
• /
• pp.31-38
• /
• 2024

This study proposes hyper-parameter settings for developing a generative AI-based learning support tool to facilitate programming education in online distance learning. We implemented an experimental tool that can set research hyper-parameters according to three different learning contexts, and evaluated the quality of responses from the generative AI using the tool. The experiment with the default hyper-parameter settings of the generative AI was used as the control group, and the experiment with the research hyper-parameters was used as the experimental group. The experiment results showed no significant difference between the two groups in the "Learning Support" context. However, in other two contexts ("Code Generation" and "Comment Generation"), it showed the average evaluation scores of the experimental group were found to be 11.6% points and 23% points higher than those of the control group respectively. Lastly, this study also observed that when the expected influence of response on learning motivation was presented in the 'system content', responses containing emotional support considering learning emotions were generated.

• Journal of Internet Computing and Services
• /
• v.17 no.1
• /
• pp.23-33
• /
• 2016

The current smart lighting is shaped to offer the lighting environment suitable for current context, after identifying user's action and location through a sensor. The sensor-based context awareness technology just considers a single user, and the studies to interpret many users' various context occurrences and conflicts lack. In existing studies, a fuzzy theory and algorithm including ReBa have been used as the methodology to solve context conflict. The fuzzy theory and algorithm including ReBa just avoid an opportunity of context conflict that may occur by providing services by each area, after the spaces where users are located are classified into many areas. Therefore, they actually cannot be regarded as customized service type that can offer personal preference-based context conflict. This paper proposes a priority-based LED lighting control system interpreting multiple context conflicts, which decides services, based on the granted priority according to context type, when service conflict is faced with, due to simultaneous occurrence of various contexts to many users. This study classifies the residential environment into such five areas as living room, 'bed room, study room, kitchen and bath room, and the contexts that may occur within each area are defined as 20 contexts such as exercising, doing makeup, reading, dining and entering, targeting several users. The proposed system defines various contexts of users using an ontology-based model and gives service of user oriented lighting environment through rule based on standard and context reasoning engine. To solve the issue of various context conflicts among users in the same space and at the same time point, the context in which user concentration is required is set in the highest priority. Also, visual comfort is offered as the best alternative priority in the case of the same priority. In this manner, they are utilized as the criteria for service selection upon conflict occurrence.

• Journal of The Korean Association For Science Education
• /
• v.35 no.6
• /
• pp.985-995
• /
• 2015

This study examines the effects of the introduction of artistic and technological factors on science problems for the activation of creative and integrated thinking. We developed problems consisting of STA(problems that introduced technological and artistic factors on the College Scholastic Ability Test) and TA(problems that introduced artistic factors in a technological context). Subjects of the study included 60 high school senior students in Daegu. Their problem solving processes for STA were examined. Four students were interviewed using the retrospective interview method. Also, after finishing TA, the problem solving processes of four students were examined. The results of the study are as follows. First, students selected scientific context more than artistic and technological contexts. It was found that students preferred short length problem in order to solve problems in a short time. Second, students were more interested in artistic and technological contexts of STA than scientific context, but felt that they were more difficult. Moreover, students were more interested about the context of TA than scientific context. Third, irrespective of the given contexts in STA, students have a tendency to solve problems through relatively brief ways by using core scientific knowledge. This can seem to mean that there is a possibility to stereotype the problem solving process through repeated learning. Logical thinking and elaboration were observed, but creativity was not conspicuous. In addition, integrated thinking was not observed in all contexts of STA. Fourth, science related problems of TA showed similar results. However, in problems related to everyday life, students made original descriptions that they based on their daily lives. Particularly, in creative design, original ideas and integrated thinking were observed.

• Korean Journal of Cognitive Science
• /
• v.33 no.2
• /
• pp.109-133
• /
• 2022

Episodic memory consists of a core event and the associated contexts. Although the role of the hippocampus and its neighboring regions in contextual representations during encoding has become increasingly evident, it remains unclear how these regions handle various context-specific information other than spatio-temporal contexts. Using high-resolution functional MRI, we explored the patterns of the medial temporal lobe (MTL) and cortical regions' involvement during the encoding of various types of contextual information (i.e., journalism principle 5W1H): "Who did it?," "Why did it happen?," "What happened?," "When did it happen?," "Where did it happen?," and "How did it happen?" Participants answered six different contextual questions while looking at simple experimental events consisting of two faces with one object on the screen. The MTL was divided to sub-regions by hierarchical clustering from resting-state data. General linear model analyses revealed a stronger activation of MTL sub-regions, the prefrontal lobe (PFC), and the inferior parietal lobule (IPL) during social (Who), behavioral (How), and intentional (Why) contextual processing when compared with spatio-temporal (Where/When) contextual processing. To further investigate the functional networks involved in contextual encoding dissociation, a multivariate pattern analysis was conducted with features selected as the task-based connectivity links between the hippocampal subfields and PFC/IPL. Each social, behavioral, and intentional contextual processing was individually and successfully classified from spatio-temporal contextual processing, respectively. Thus, specific contexts in episodic memory, namely social, behavior, and intention, involve distinct functional connectivity patterns that are distinct from those for spatio-temporal contextual memory.

• Journal of Korean Elementary Science Education
• /
• v.43 no.1
• /
• pp.48-63
• /
• 2024

This study aims to develop a class procedure for the application of classrooms that value context and to conduct science classes using this procedure to examine the effects. Among various contexts related to scientific knowledge, the study develops a teaching procedure for designing classes that focus on the contexts of discovery and real life. After verifying the content validity of the context-based design and the program to which it was applied, a class was conducted, and the responses of the children were checked. The final draft of the lesson design completed after revision and supplementation is as follows: context-based design was presented in four stages, namely, presenting, exploring the context, adapting the context, and organizing (share and synthesizing; PEAS). The goal is to enable people to experience the overall flow of scientific knowledge instead of focusing on the acquisition of fragmentary knowledge by covering a wide range of topics from the social and historical contexts in which scientific knowledge was created to its use in real life. To aid in understanding the newly proposed class procedure and verifying its effectiveness, we developed a program by selecting the "My Fun Exploration," 2. Biology and Environment unit of the second semester of the fifth grade. The result indicated that the elementary science program that applied the context-centered design effectively improved the self-directed learning ability of students. In addition, the effect was especially notable in terms of intrinsic motivation. As the students experienced the contexts of discovery and real life related to scientific knowledge, they developed the desire to actively participate in science learning. As this becomes an essential condition for deriving active learning effects, a virtuous cycle in which meaningful learning can occur has been created. Based on the implications, developing programs that apply context-based design to various areas and contents will be possible.