• Bulletin of the Korean Chemical Society
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• v.14 no.4
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• pp.485-487
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• 1993

The critical behavior of the classical D-dimensional spin model (D${\ge}$2), which is intermediate model that link up the Ising (D = 1) and the spherical model (D = ${\infty}$), is studied for the case of constant coupling interaction independent of the spin-spin distance (Curie-Weiss model). Analytical results show that the critical behavior of the present model is in quantitative agreement with the prediction of the phenomenological mean-field theory independent of D. Critical temperature is calculated to be T$_c$=k/JD. This gives a quantitative explanation of the relationship between the spin degree of freedom and the critical temperature.

• Journal of The Korean Association For Science Education
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• v.10 no.1
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• pp.47-55
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• 1990

The purposes of this study are to investigate Korean middle school students' conceptions related to electric current, and to analyze their changes in explanations about current after their observations of the related phenomena The subjects of the study were 20 students from one middle school in Seoul The conclusions of the studty are as follows: 1, Korean middle school students have various misconceptions such as current consumption model, sequential model, monopole model, non-various current model, the most students have sequential model' 2. When an evidence is introduced, some students do not perceive the phenomena as the teacher attempts. 3. When an evidence was introduced, after observation of the evidence some of the students who had misconceptions changed their explanatios, which were not always correct explanations, and the others did not change their expanations, which their observations were mostly incorrect.

• Korean Journal of English Language and Linguistics
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• v.4 no.2
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• pp.151-174
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• 2004

A historical investigation reveals that English preposition with underwent a change from OPPOSITION to ASSOCIATION and further to ACCOMPANIMENT, where the first stage shows peculiarity in that the two concepts involved comprise an unusual set to form an extensional chain. Intrigued by this oddity, this paper aims to investigate the semantic structure of English preposition with from a grammaticalization perspective. We review mechanisms and models of semantic change and evaluate their adequacy with the semantic structure and change shown by with. Drawing upon the observed fact that with underwent the apparent antonymic semantic change, it is argued that such semantic change mechanisms as metaphor, metonymy, subjectification, and generalization have difficulties explaining the change, and that only the Frame-of-Focus Variation can effectively account for this peculiar change type. In terms of semantic change models, we argue that the Bleaching Model cannot effectively provide an explanation; that the Loss and Gain Model has problems in explaining the motivation of change directions; that the Metonymic-Metaphoric Model cannot be assessed at the current level of investigation; and that the Overlap Model and the Prototype Extension Model excellently account for the macro-level changes.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.759-767
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• 2008

This article arose from the previous studies, which suggested a synthetic list for the nature of science (NOS), discussed the relationship between the NOS and scientific inquiry and the development of the NOS in the context of scientific inquiry. In this article, for teaching scientific inquiry through the NOS, I proposed three teaching models - reflection, interaction, and the direct model -. Within these teaching models, understanding the NOS is viewed as a prerequisite condition for the improved performance of scientific inquiry. In the reflection model, the NOS is embedded and reflected in scientific inquiry without explicit introduction or direct explanation of the NOS. In the interaction model, concrete interaction between scientific inquiry and the NOS is encouraged during the process of scientific inquiry. In the direct model, subsequent to directly comprehending the NOS at the first stage of activity, students conduct scientific inquiry based on their understanding of the NOS. The intention of this present article is to facilitate the use of these models to develop teaching materials for more authentic scientific inquiry.

• The Mathematical Education
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• v.34 no.1
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• pp.17-63
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• 1995

The exploration of Mathematics-learningmodel on the basis of Cognitive development The purpose of this paper is to sequenctialize Mathematics-learning contents, and to explore teaching-learning model for mathematics, with on the basis of the theory of cognitive development and the period of condservation formation for children. The Specific topics are as follows: (1) Systemizing those theories of cognitive development which are related to Mathematics - learning for children. (2) Organizing a sequence of Mathematics - learning, on the basis of experimental research for the period of conservation formation for children. (3) Comparing the effects of 4 types of teaching - learning model, on the basis of inference activity and operational learning principle. $\circled1$ Induction-operation(IO) $\circled2$ Induction-explanation(IE) $\circled3$ Deduction-operation(DO) $\circled4$ Deduction-explanation(DE) The results of the subjects are as follows: (1) Cognitive development theory and Mathe-matics education. $\circled1$ Congnitive development can be achieved by constant space and Mathematics know-ledge is obtained by the interaction of experience and reason. $\circled2$ The stages of congnitive development for children form a hierarchical system, its function has a continuity and acts orderly. Therefore we need to apply cognitive development for children to teach mathematics systematically and orderly. (2) Sequence of mathematical concepts. $\circled1$ The learning effect of mathematical concepts occurs when this coincides with the period of conservation formation for children. $\circled2$ Mathematics Curriculum of Elementary Schools in Korea matches with the experimental research about the period of Piaget's conservation formation. (3) Exploration of a teaching-learning model for mathematics. $\circled1$ Mathematics learning is to be centered on learning by experience such as observation, operation, experiment and actual measurement. $\circled2$ Mathematical learning has better results in from inductional inference rather than deductional inference, and from operational inference rather than explanatory inference.

• Journal of Agricultural Extension & Community Development
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• v.24 no.4
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• pp.223-235
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• 2017

This study aims to identify the factors affecting the depression of elderly women in rural areas, by focusing on social network and sense of community. The questionnaires were conducted from July to September, 2016 by face-to-face interviews with the elderly women using the senior citizen center in rural areas. As a result, 302 questionnaires were collected, and of which 292 cases were utilized for the final analysis. The analysis revealed that socio-demographic characteristics, social network, and community consciousness had a significant effect on depression. The main results are summarized as follows. First, in first model, age, education, subjective health status, and subjective economic status were found to affect depression. Second, in second model, by adding the social network, the explanation power increased, and the social network of friends/neighbors were proven to be an influence on depression. Third, in third model, explanation power increased when sense of community was added, and it was proven that sense of community had an effect on depression. Finally, when the socio-demographic characteristics and the social network were controlled, the sense of community had more influence on the depression than the social network.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.595-602
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• 2005

The purpose of this study was to test effects of the Triple Abduction Model (TAM) for improving the skills of scientific hypothesis generation in science learning. Twenty-six students were selected for the TAM group and 27 others were selected for a traditional group from one high school. Researchers developed and administered 10 TAM and traditional-style activities. The degree of hypothesis explanation was evaluated during the experimental treatment. Each Subjects' ability in scientific hypothesis generation was assessed by the Science Knowledge Generation Test A and B. Test A was used as a protest and B for a posttest. The results of this study revealed that the degree of hypothesis explanation of TAM was significantly higher than the degree of the traditional group, and the mean of the TAM group was equal to the mean of traditional group on the pretest. Additionally, the mean of the TAM group was significantly higher than the mean of the control group on the posttest. Therefore, instruction with TAM was more effective than the instruction using traditionals method for increasing students' hypothesis generation skills.

• KIPS Transactions on Software and Data Engineering
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• v.12 no.8
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• pp.333-340
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• 2023

Efficient prediction of corporate bankruptcy is an important part of making appropriate lending decisions for financial institutions and reducing loan default rates. In many studies, classification models using artificial intelligence technology have been used. In the financial industry, even if the performance of the new predictive models is excellent, it should be accompanied by an intuitive explanation of the basis on which the result was determined. Recently, the US, EU, and South Korea have commonly presented the right to request explanations of algorithms, so transparency in the use of AI in the financial sector must be secured. In this paper, an artificial intelligence-based interpretable classification prediction model was proposed using corporate bankruptcy data that was open to the outside world. First, data preprocessing, 5-fold cross-validation, etc. were performed, and classification performance was compared through optimization of 10 supervised learning classification models such as logistic regression, SVM, XGBoost, and LightGBM. As a result, LightGBM was confirmed as the best performance model, and SHAP, an explainable artificial intelligence technique, was applied to provide a post-explanation of the bankruptcy prediction process.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.305-315
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• 2016

The purpose of this paper was to analyze the role of illustrations in elementary textbooks (3~4 grade) of the 2009 revised curriculum of science education in Korea from point of view of aim of science by applying the criteria of 5E inquiry process model for reflecting core aim of the science education. The subjects of the paper was the 105 illustrations in the earth-science domain of elementary science textbooks (3~4 grade) of the 2009 revised curriculum of science education in Korea. The analysis criterion was of two categories, the function of illustration and the role of illustration. the function of illustration was divided into three subcategories such as Exclusiveness type, correspondence type and supplementary type. The role of illustration was divide into five subcategories such as Engagement, Exploration, Explanation, Elaboration and Evaluation. According to results of the illustration analysis are as follows: the result of the function of illustration are exclusiveness type 39, correspondence type 36 and supplementary type 30, the important of point to note is that there are a lot of exclusiveness type considerably. compared with other subjects, this fact indicate character of illustration of the only science textbook. The result of the role of illustration are Engagement 14, exploration 64, explanation 25, elaboration 2 and evaluation 0. This data indicate main role of illustrations in earth-science domain is to help the students to be able to observe and explore. Cross-analysis of the function and role was a significant difference. Role of illustration was evenly distributed within Exclusiveness type on the other hand, the role of illustrations was mainly exploration and explanation in correspondence and supplementary type. Especially, illustration of exploration was mainly correspondence type.

• Journal of Korean Public Health Nursing
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• v.31 no.3
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• pp.505-517
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• 2017

Purpose: This study was conducted to investigate factors affecting the somatizationof 4th grade elementary school students in South Korea. Methods: The research used cross-sectional data of 2,031 first grade elementary school students that participated in 4th-year Korean Children and Youth Panel Survey (KCYPS). Data analysis, which included descriptive statistics, t-tests, one-way ANOVA, Pearson's correlation, and hierarchical regression,was performed using SPSS/WIN 23.0. Results: Aggression (r=0.60, p<.001) and depression (r=0.69, p<.001) showed significant positive correlation, while affection (r=-0.22, p<.001), reasonable explanation (r=-0.28, p<.001), peer relationship (r=-0.06, p=.001), and teacher relationship (r=-0.20, p<.001) were negatively correlated with somatization of elementary school students. Hierarchical regression analysis revealed that depression (${\beta}=0.52$, t=25.52, p<.001), aggression (${\beta}=0.27$, t=13.30, p<.001), reasonable explanation (${\beta}=0.05$, t=2.99, p=.002), and affection (${\beta}=0.04$, t=2.13, p=.031) were significant predictors of somatization. This regression model has an explanatory power of 52.8%. Conclusion: To reduce somatization, it is necessary to develop a therapeutic intervention to change student emotions into a positive coping mechanism and strategy. The results of this study will contribute to the development of programs and practices for healthy school life.