• Annual Conference on Human and Language Technology
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• 2003.10d
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• pp.293-299
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• 2003

인간 게놈 프로젝트가 완료됨에 다라 생체서열과 언어 사이의 대응 관계가 부각되고 있다. 본고에서는 Lewis Carroll의 언어 유희 사례를 컴퓨터생물학의 측면에서 재조명하고, Carroll이 제시한 문제 중에서 간단한 anagram 문제의 해결을 다루고자 한다. 우선 DNA 컴퓨팅의 방법론을 적용한 DNAgram의 개념을 확장하여 plasmid-DNAgram의 개념을 새롭게 도입하였다. 이 개념을 형광단백질에 대한 DNAgram의 개념을 확장하여 plasmid-DNAgram의 개념을 새롭게 도입하였다. 이 개념을 형광단백질에 대한 FRET(fluorescent resonance energy transfer)분석기법의 응용 사례인 cameleon 형광단백질에 대한 FRET 분석기법에 적용함으로써 anagram 문제의 어휘론적, 구문론적, 의미론적, 화용론적 측면에 대응하는 바이오분자 컴퓨팅 방법론을 제안하였다.

• Proceedings of the Korea Contents Association Conference
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• 2005.05a
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• pp.448-451
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• 2005

In this paper, we describe a method of answer extraction on a concept-based question-answering system. The concept-based question answering system is a system which extract answer using concept information. we have researched the method of answer extraction using concepts which analyzed and extracted through question analysing with answer extracting rules. We analyzed documents including answers and then composed answer extracting rules. Rules consist of concept and syntactic information, we generated candidates of answer through the rules and then chose answer.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.363-370
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• 1995

학생의 물리 개념 변화가 어려운 이유들 중의 하나는 학습자가 자신의 상태를 명확히 인식하지 못함으로써 자신이나 타인으로부터 되먹임을 받을 수 없다는 것이다. 본 논문은 학생이 자신의 학습 내용 이해 상태 또는 개념적 상태를 명확히 파악하여 드러내도록 하는 인지 방략적 질문 모형을 구안하고 이것이 고등 학생의 열과 온도의 개념 변화에 있어서 어떠한 역할을 할 수 있는가를 분석한 것이다. 이를 위하여 일반계 고등 학교 2학년 152명을 하나의 통제집단과 두 개의 실험집단으로 구성하였다.학생의 개념 변화를 ANOVA 분석한 결과 세 집단은 모두 수업 처치 전과 후에 유의 수준 0.05 이내에서 의미 있는 차이가 있는 것으로 나타났으나 세 집단들 사이에도 유의한 차이가 있었다. 그러므로 학생이 지필로써 인지 방략적 질문 활동을 한 처치 수업은 전통적인 수업보다 열과 온도에 관한 학생의 개념 변화에 더욱 효과적인 것으로 나타났다.

• Journal of the Korean earth science society
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• v.22 no.4
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• pp.268-277
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• 2001

This study was to investigate the preconception and phases of children's conceptual change about season through an instruction on the concept. Participants in the study were seventy-eight fifth graders in two classrooms of an elementary school located in Incheon city. Children's preconception was examined using a questionnaire, consisted of a drawing and literal explanation. The questionnaire also was used at the midterm-test, post-test, and one-week delayed-test. The results shows several findings as follows: some children (a) change their synthetic conceptions to form another synthetic conceptions through the instruction; (b) exhibit that their conceptions are unstable; and (c) are mainly influenced by distance and heating effect on the seasonal spatial distribution between the Earth and the Sun, and by the Earth's rotation on the seasonal change of constellations in acquiring the scientific concepts.

• Annual Conference on Human and Language Technology
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• 2005.10a
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• pp.184-188
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• 2005

본 논문에서는 개념 기반 질의-응답 시스템에서 개념 규칙을 이용하여 해답을 추출하는 방법에 대하여 기술한다. 개념 기반 질의-응답 시스템은 질의문의 각 유형별 개념 정보를 이용하여 질의문을 분석하고 해답을 추출하는 시스템이다. 질의문의 키워드들을 개념에 따라 분류하고, 질의 유형별로 공통적으로 나타나는 개념들을 이용하여 개념 프레임을 정의한다. 또한, 개념 정보와 해답이 들어 있는 문장과 문단에서 공통적으로 나타나는 구문 특성을 이용하여 해답 추출을 위한 규칙을 작성한다. 개념 규칙은 형태 정보와 구문 정보를 포함하며, 질의 유형별로 따로 작성한다. 작성된 규칙을 이용하여 문서로부터 해답이 들어 있는 문장과 문단을 추출한 후 질의문의 해답 유형에 해당하는 개체를 해답 후보로 제시한다. 실험 결과 개념 규칙을 이용한 해답 추출의 정확도가 매우 높게 나타났다.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.74-89
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• 2020

The purpose of this study was to develop a concept test tool for seasonal change with reliability and validity, and to objectively observe and analyze sub-concepts and misconceptions related to the concept of seasonal change to explain the relationship between variables. The development process of the conceptual change concept inspection tool consisted of the development of the inspection tool development plan, the development of the inspection tool draft, the modification of the preliminary inspection and inspection tools, the development of the final inspection tool, and the implementation of this inspection. The developed test tool can be used to provide students with appropriate learning and help by examining students' degree of seasonal change concept formation and analyzing the cause of the difficulty in concept formation. As a result of regression analysis of 198 students in 6th grade using the developed test tool, it was found that the understanding of pre-learning concept and correction of misconception had a statistically significant effect on the concept learned in the seasonal change unit, and misconception had greater effect. Correction of misconceptions had a significant effect on students above the average score among the two sections created and cut based on the average score, and on the students below the average score, the understanding of pre-learning concept had a significant effect.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1524-1536
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• 2012

Science attitudes affect the quality of learning, and they are considered as one of the major concerns in science education. It is necessary to analyze the proximity between concepts with science attitudes. Accordingly, this study was designed to analyze the proximity of the concept related to photosynthesis as it changed after class according to the levels of science attitudes. A survey on the concept of photosynthesis and science attitudes before and after class was conducted on 270 7th-grade students. The concept of photosynthesis was composed of 'the place of photosynthesis,' 'products of photosynthesis,' 'reactants of photosynthesis,' and 'environmental factors.' The proximity of the concept of photosynthesis was analyzed through the utilization of multidimensional scaling (MDS). The research results were as follows: (1) Students changed the proximity between concepts by acquiring concrete concepts through class. (2) The upper group in science attitudes tends to be closer to the proximity between scientific concepts through class, compared to the intermediate and lower groups. (3) In all students with entire levels of science attitudes, non-scientific concepts continued to exist even after class, and the non-scientific concepts were deemed to interfere with the proximity between scientific concepts related to photosynthesis. (4) Students turned out to be aware of the concepts related to each other in four areas associated with photosynthesis. That is, it can be said that students are closely aware of the place where photosynthesis can occur and the materials needed as well as materials generated as a result of photosynthesis and the materials needed in terms of concepts related to photosynthesis.

• Communications of Mathematical Education
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• v.13 no.2
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• pp.655-691
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• 2002

16개의 무한개념 문제를 가지고 47명의 대학생에게 개별 검사하여 무한개념의 이해 과정을 설명하고자 시도했다. 전문가-초심자의 조망에서 미시발생적 방법을 사용하여 2명의 사례를 비교 ${\cdot}$ 분석하였다. Cifarelli(1988)'의 반성적 추상과 Robert(1982)와 Sierpinska(1985)의 무한개념의 3단계를 설명의 틀로 사용하였다. 실무한 개념 수준으로 이행한 사례 P는 그렇게 하지 못한 L보다 높은 수준의 반성적 추상을 보여 주었다. 따라서 반성적 추상은 무한개념의 이해에 결정적인 사고의 메카니즘으로 볼 수 있다.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.665-673
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• 2020

The purpose of this study is to examine that major satisfaction and college adjustment effect the professional self-concept in nursing students. The data were collected from 154 nursing students at U city and analyzed using descriptive statistics, t-test, ANOVA, Scheffe test, Pearson's correlation analysis, and multiple regression. As a result of this study, major satisfaction and college adjustment of nursing students showed a positive relation with professional self-concept, and major satisfaction and college adjustment were the factors that affected the professional self-concept in nursing students. Therefore, it is necessary to make and apply the programs to enhance the professional self-concept for the nursing students. and supports are required to increase major satisfaction and college adjustment.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.195-208
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• 2006

Among different geometrical representations of a mathematical concept, learners are likely to form their geometrical concept image of the given concept based on a specific one. A learner's image is not always in accord with the definition of a concept. This can induce his or her errors in mathematical problem solving. We need to analyse types of such errors and the cause of the errors. In this study, we analyse learners' geometrical concept images for geometrical concepts and errors related to such images. Furthermore we propose a theoretical framework for error analysis related to a learner's concept image for a general mathematical concept in mathematical problem solving.