• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.257-270
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• 2006

The purpose of this study was to develop elementary students' ability to generate hypothesis knowledge through knowledge generation learning in science. The learning program consisted of a series of 28 activities to generate hypotheses in science. Eighty 6th grade students participated in the study and were divided into experimental and control groups. The experimental group was administered a program geared towards hypothesis generation learning and the control group was administered a program aimed at hypothesis expository learning in elementary science. After using the respective programs, subjects in both groups were tested in terms of their abilities in abductive knowledge generation and administered a descriptive self-report regarding their generation of hypotheses. Two of the 28 activity program worksheets in the experimental group were analyzed in terms of the quality and process of students' hypothesis generation. The results were as follows: 1) The experimental group showed significantly higher scores in terms of scientific knowledge generation (i.e. abductive knowledge generation) than the control group. 2) The degree of hypothesis explanation in the experimental group was significantly higher than in the control group in terms of the quality of the generated hypotheses. In addition, students in the experimental group generated more varied and valid knowledge than the control group in terms of sub-knowledge of hypothesis generation. Therefore, it can be argued that this program for hypothesis knowledge generation in elementary science students was effective in the generation of hypothesis knowledge.

• Journal of Family Resource Management and Policy Review
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• v.25 no.4
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• pp.71-86
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• 2021

The purpose of this study is to identify the influencing factors of married men's household labor time by generation to understand the changes in male participation in household labor. To this end, married men were classified into Baby Boomers, Generation X, and Generation Y, and the factors of participation in household labor for each generation were analyzed by applying the hypothesis of participation in household labor. As for the data, the original data of the National Statistical Office's "2019 Time Use Survey" were used. Multinomial logistic analysis was conducted to analyze the factors affecting married men's household labor time. As a result of the analysis, household labor time for Baby Boomers can be explained by the hypothesis of economic efficiency, gender role attitude, and the demand/response capability, while household labor time for Generation X can be explained by economic efficiency hypothesis, gender role attitude hypothesis, time-availability hypothesis, and demand/response capability hypothesis. It was found that the household labor time for Generation Y can be explained by the time-availability hypothesis and demand/response capability hypothesis. The fact that each generation has different factors of participation in household labor suggests that the characteristics of each generation should be considered in establishing policies to support the work and family balance for men.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.159-166
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• 2006

Changes in the brain activities following pre-service elementary teachers' learning hypothesis-generation were investigated using the analysis of EEG relative power and EEG coherence. In this study, the experimental group (n=16) were trained using learning methods for hypothesis-generation and the control group(n=16) were trained using learning methods for hypothesis-reception over the course of 8 weeks. EEG was measured before and following the learning process for both groups. Decreased theta ($4{\sim}7.9Hz$)/alpha 1 ($8{\sim}9.9Hz$) power and increased alpha 2 ($10{\sim}l2.9Hz$)/beta ($13{\sim}29.9Hz$)/gamma ($30{\sim}50Hz$) power were showed in the experimental group. Additionally, many changes in brian activities were observed for theta, beta and gamma coherence in the experimental group. In particular, fronto-parietal coherence increased in the experimental group. These differences in brain activities between the two groups suggest that the learning for subjects' hypothesis generation presumably leads to interesting changes in some types of brain activities in pre-service elementary teachers.

• 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.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1269-1280
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• 2012

The purpose of this study is to analyze the verbal interaction during elementary students' hypothesis generation learning. For this study, 32 6th graders were selected and were assorted into heterogeneous small-groups by achievement levels. The topics of hypothesis generation learning were developed by analyzing the current elementary school curriculum. Each group's verbal interactions were audio/video taped and transcribed. After coding the protocol and having student retrospective interview, types and frequency of verbal interaction were analyzed. The frequency of verbal interaction during observation was highest and that of questioning situation identification was lowest. Regarding to the quality of verbal interactions, low level interactions were significantly frequent during observation. On the other hand, hypothetical explicans generation revealed high frequency of high level interactions. The results revealed that elementary students can make high level verbal interactions through hypothesis generation learning.

• Journal of the Korea Society of Computer and Information
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• v.21 no.4
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• pp.115-121
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• 2016

The purpose of this paper is to study the influence of hypersensitiveness in accident reports and usefulness on admission of atomic power generation. By the result of study we can look forward to understanding obstacles and promotion factors in constructing atomic power plants. The results of hypothesis testing can be summarized as follows: First, the hypothesis that hypersensitiveness in accident reports has a plus effect on reliability is accepted. Secondly, the hypothesis that hypersensitiveness in accident reports has a plus effect on anxiety is accepted. Thirdly, the hypothesis that reliability has a plus effect on anxiety is accepted. Fourthly, the hypothesis that reliability has a minus effect on receptiveness is accepted. Fifthly, the hypothesis that anxiety has a minus effect on receptiveness is accepted. Sixthly, the hypothesis that usefulness has a minus effect on necessity is accepted. Seventhly, the hypothesis that usefulness has a plus effect on receptiveness is rejected. Eighthly, the hypothesis that necessity has a minus effect on receptiveness is accepted.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.356-366
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• 2006

The purpose of this study was to investigate the effects of offering similar experiences for hypothesis-generation based on abduction. Two hundred and seventy eight students in Seoul(8th and 10th grades) were requested to propose causal questions and generate hypotheses after observing an unfamiliar situation. Then, after having been presented numerous similar experimental situations to initial situation, the students were asked to regenerate a hypothesis. When the $X^2$ analysis was done to determine differences in hypothesis generation before and after offering the similar experimental situations, a meaningful difference appeared(p<.001). This study proposes that offering similar experimental situations ease hypothesis-generation based on abductive reasoning. Additionally, the second meaningful difference was discovered when the $X^2$ analysis was carried out to find differences in causal question proposal and hypothesis generation among students who had varied cognitive levels(p<.05) Considering the findings of the study, a progressive stage offering similar scenarios may further abductive reasoning while implementing lessons related to hypothesis generation in middle and high school.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.722-730
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• 2004

The purpose of this study was to test the notion that the inter-individual difference in hypothesis-generating is presumably detected by differentiating subjects' EEG correlation patterns of the prefrontal lobes. To test the notion of the inter-individual difference by EEG analysis, eight healthy undergraduate volunteers' EEG signals on the prefrontal lobes were recorded during hypothesis-generating and resting with eyes-closed condition. Their EEG signals were analyzed by time durations and transformed into correlation patterns. The results showed that subjects' EEG correlation patterns during hypothesis-generating were significantly different among individuals. In addition, the EEG correlation patterns were decreased during hypothesis-generating thinking. Furthermore, subject's EEG correlation showed a fluctuationpattern through-out hypothesis-generating, which is presumably caused by the difference of subjects' thinking activities in hypothesis-generating. This study also suggests a possibility that student's scientific thinking ability and the difficulty of scientific knowledge generating may be measured by the analysis of subject's EEG correlation pattern of the prefrontal lobes.

• Journal of Institute of Control, Robotics and Systems
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• v.17 no.5
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• pp.490-498
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• 2011

In this paper, we present a two-stage vision-based approach to detect multi views of pedestrian in road scene images. The first stage is HG (Hypothesis Generation), in which potential pedestrian are hypothesized. During the hypothesis generation step, we use a vertical, horizontal edge map, and different colors between road background and pedestrian's clothes to determine the leg position of pedestrian, then a novel symmetry peaks processing is performed to define how many pedestrians is covered in one potential candidate region. Finally, the real candidate region where pedestrian exists will be constructed. The second stage is HV (Hypothesis Verification). In this stage, all hypotheses are verified by Support Vector Machine for classification, which is robust for multi views of pedestrian detection and recognition problems.

• Transactions of the Korean Society of Automotive Engineers
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• v.17 no.1
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• pp.1-11
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• 2009

This paper proposes an algorithm capable of detecting vehicles in front or in rear using a monocular camera installed in a vehicle. The vehicle detection has been regarded as an important part of intelligent vehicle technologies. The proposed algorithm is mainly composed of two parts: 1)hypothesis generation of vehicles, and 2)hypothesis verification. The hypotheses of vehicles are generated by the analysis of vertical and horizontal edges and the detection of symmetry axis. The hypothesis verification, which determines vehicles among hypotheses, is done by the AdaBoost algorithm. The proposed algorithm is proven to be effective through experiments performed on various images captured on the roads.