• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.213-231
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• 2011

The purpose of this study was to investigate knowledge types which the elementary science gifted students would use when solving a science problem, and to examine characteristics and types that were shown in the science problem solving process. For this study, 39 fifth graders and 38 sixth graders from Institute of Education for the Gifted Science Class were sampled in one National University of Education. The results of this study were as follows. First, for science problem solving, the elementary science gifted students used procedural knowledge and declarative knowledge at the same time, and procedural knowledge was more frequently used than declarative knowledge. Second, as for the characteristics in the understanding step of solving science problems, students tend to exactly figure out questions' given conditions and what to seek. In planning and solving stage, most of them used 3~4 different problem solving methods and strategies for solving. In evaluating stage, they mostly re-examined problem solving process for once or twice. Also, they did not correct the answer and had high confidence in their answers. Third, good solvers had used more complete or partially applied procedural knowledge and proper declarative knowledge than poor solvers. In the problem solving process, good solvers had more accurate problem-understanding and successful problem solving strategies. From characteristics shown in the good solvers' problem solving process, it is confirmed that the education program for science gifted students needs both studying on process of acquiring declarative knowledge and studying procedural knowledge for interpreting new situation, solving problem and deducting. In addition, in problem-understanding stage, it is required to develop divided and gradual programs for interpreting and symbolizing the problem, and for increasing the understanding.

• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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• pp.73-86
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• 2019

The purpose of this study is to investigate the characteristics of problem solving strategies that gifted students use in science inquiry problem. The subjects of the study are the notes and presentation materials that the 15 team of elementary and junior high school students have solved the problem. They are a team consisting of 27 elementary gifted and 29 middle gifted children who voluntarily selected topics related to dimple among the various inquiry themes. The analysis data are the observations of the subjects' inquiry process, the notes recorded in the inquiry process, and the results of the presentations. In this process, the knowledge related to dimple is classified into the declarative knowledge level and the process knowledge level, and the strategies used by the gifted students are divided into general strategy and supplementary strategy. The results of this study are as follows. First, as a result of categorizing gifted students into knowledge level, six types of AA, AB, BA, BB, BC, and CB were found among the 9 types of knowledge level. Therefore, gifted students did not have a high declarative knowledge level (AC type) or very low level of procedural knowledge level (CA type). Second, the general strategy that gifted students used to solve the dimple problem was using deductive reasoning, inductive reasoning, finding the rule, solving the problem in reverse, building similar problems, and guessing & reviewing strategies. The supplementary strategies used to solve the dimple problem was finding clues, recording important information, using tables and graphs, making tools, using pictures, and thinking experiment strategies. Third, the higher the knowledge level of gifted students, the more common type of strategies they use. In the case of supplementary strategy, it was not related to each type according to knowledge level. Knowledge-based learning related to problem situations can be helpful in understanding, interpreting, and representing problems. In a new problem situation, more problem solving strategies can be used to solve problems in various ways.

• 대한산업공학회지
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• 제41권1호
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• pp.43-49
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• 2015

The aim of this study was to model unusual association with declarative knowledge by positive affect using ACT-R cognitive architecture. Existing research related with cognitive modeling tends to pay a lot of attention to strong and negative cognitive moderator. Mild positive affect, however, has far-reaching effects on problem solving and decision making. Typically, subjects with positive affect were more likely to respond to unusual associates in a word association task than subjects with neutral affect. In this study, a cognitive model using ACT-R cognitive architecture was developed to show the effect of positive affect on the cognitive organization related with memory. First, we organized the memory structure of stimulus word 'palm' based on published results in a word association task. Then, we decreased an ACT-R parameter that reflects the amount of weighting given to the dissimilarity between the stimulus word and the associate word to represent reorganized memory structure of the model by positive affect. As a result, no significant associate probability difference between model prediction and existing empirical data was found. The ACT-R cognitive architecture could be used to model the effect of positive affect on the unusual association by decreasing (manipulating) the weight of the dissimilarity. This study is useful in conducting model-based evaluation of the effects of positive affect in complex tasks involving memory, such as creative problem solving.

• 한국정보처리학회논문지
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• 제7권5호
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• pp.1434-1445
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• 2000

An expert system executes the inference, based on the knowledge of specific domain. the reliability on the results of inference depends upon both the consistency and accuracy of knowledge. This is the reason why expert system requires the facilities which can practice an access to the various kinds of knowledge and maintain the consistency and accuracy of knowledge an maintain the consistency and accuracy of knowledge. This paper is to implement an expert system permitting an access of declarative and procedural knowledge in the knowledge base and in the data base. This paper is also to implement a knowledge acquisition system which adds the knowledge a only if its accuracy and consistency are maintained, after verifying the potential errors such as contradiction, redundancy, circulation, non-reachable rule and non-lined rule. In consequence, the expert system realizes a good access to the various sorts of knowledge and increases the reliability on the results of inference. The knowledge acquisition system contributes tro strengthening man-machine interface that enables users to add the knowledge easily to the knowledge base.

• 대한기계학회논문집
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• 제18권3호
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• pp.777-784
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• 1994

A design expert system for the ship structural design is developed to support inexperienced designers. To establish the knowledge-base, an expert system development shell, Nexpert, is used. Knowledge is extracted from the rules of a classification society of ships, and also from an existing ship structural program that is being used by ship designers. This knowledge is systematized using the objectoriented concept. The design support system is constructed by adding additional functions which are required for the conventional engineering design work. Added functions are; calculation of longitudinal strength, database of existing ship designs, graphical user interface, and visualization of design results. It is observed that visualizing the relationships among the rules, which are activated to draw a certain design decision, is helpful. The system can easily be updated according to changes of the rule books of ship classification societies.

• 한국경영과학회지
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• 제23권2호
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• pp.157-185
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• 1998

One of the essential issues in model systems is how to represent and manipulate mathematical modeling knowledge. As the bases of integrated modeling environments, current modeling frameworks have limitations: lack of facility to coordinate different users perpectives and lack of mechanism to reuse modeling knowledge. In this paper, multi-facetted modeling approach is proposed as a basis for the development of integrated modeling environment which provides facilities for (1) independent management of modeling knowledge from individual models； (2) object-oriented conceptual blackboard concept； (3) multi-facetted modeling； and (4) declarative representation of mathematical knowledge. The proposed multi-facetted approach is illustrated using multicommodity transportation models.

• 지능정보연구
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• 제9권3호
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• pp.49-63
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• 2003

본 논문은 효율적이고 신뢰성 있는 전문가시스템을 구축하기 위한 도구를 제안하고 구현한다. 전문가 시스템에서 추론은 특정 전문분야의 지식베이스에 저장된 지식을 기반으로 행해진다. 이 때 전문가 시스템이 신뢰할 수 있는 추론의 결과를 얻기 위해서는 다양한 형태의 지식들이 이용되고, 지식의 정확성 및 일관성이 유지되어야 한다. 이러한 관점에서 본 논문은 지식이 지식베이스에 첨가되기 전에 지식의 오류를 점검함으로써 오류가 없는 지식들을 선택적으로 지식베이스에 첨가하여, 지식의 정확성 및 일관성을 유지하는 지식관리 시스템을 구축했다. 아울러 본 논문은 전문가 시스템이 추론과정에서 다양한 지식을 이용하도록 절차적 지식과 데이터베이스에 저장된 선언적 지식을 호출하여 사용할 수 있도록 했다.

• 한국언어정보학회지:언어와정보
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• 제11권1호
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• pp.25-38
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• 2007

So-called multiple nominative constructions (MNCs) in Korean are quite theoretically as well as computationally puzzling. This paper shows that a grammar allowing the interaction of declarative constraints on types of signs - in particular, constructions (phrases and clauses)-can provide a robust and efficient way of encoding generalizations for two different MNCs. The feasibility of the grammar developed has been checked with its implementation into the LKB (Linguistic Knowledge Building) system.

• 한국지구과학회지
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• 제23권2호
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• pp.180-187
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• 2002

The aim of this study was to investigate the factors affecting earth science problem-solving performances of elementary school pre-service teachers. The participants of the study were 81 students attending an elementary school teacher education university. The instruments of the study were paper-and-pencil tests, questionnaires, and interviews. The tests mainly measured the participants' problem solving abilities in the motions of the moon and the planets. Correlation and multiple regression techniques were used for data analysis. The results demonstrated that the pre-service teachers' problem solving abilities were low. Problem-solving performances were affected by the procedural knowledge, the participants' perception of the past earth science performance, self-efficacy, and the prerequisite declarative knowledge. Contrary to our expectation, the spatial visualization ability was not found to be related to the problem-solving performances. Implications of the study are drawn, and suggestions are made for further research.

• 한국과학교육학회지
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• 제23권3호
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• pp.215-228
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• 2003

이 연구는 과학철학에서 논의되어온 과학의 선언적 지식의 생성 과정을 보다 체계적으로 분석하고 정리하여 하나의 구조화된 과학적 지식의 생성 모형을 제시하고자 하였다. 이를 위해, 이 연구는 선언적 과학 지식의 생성 과정을 과학철학적 관점들을 중심으로 다양한 문헌들을 분석하고, 이러한 분석 결과를 바탕으로 과학적 지식의 생성 모형을 체계적으로 구조화하였다. 이를 통해 고안된 모형은 귀납적 과정, 귀추적 과정, 연역적 과정 등으로 구분되는 지식 생성 과정을 포함한다. 또, 각각의 과정은 다시 여러 단계의 하위 과정으로 구성되어 있음을 보여준다. 이 모형에 의하면, 먼저 귀납적 과정은 관찰과 규칙성 발견 과정으로 구분되며, 다시 관찰은 단순관찰과 조작관찰로 나뉘고, 규칙성발견은 공통점발견, 분류, 위계 발견 등으로 세분된다. 그리고 귀추적 과정은 의문 생성과 가설생성 과정으로 구분되며, 여기에서 가설생성과정은 다시 의문상황 표상, 경험상황 동정, 원인적설명자동정, 가설적설명자 동정 등의 과정으로 나뉘어 진다. 마지막으로 연역적 과정은 방법 기준의 고안 과정은 다시 가설의 검증방법 고안과 가설의 평가기준 고안으로, 가설평가 과정은 결과수집 과정과 가설평가 및 결론 진출 과정으로 세분된다.