• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.309-335
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• 2011

Writings of gifted students were classified by the writing analysis protocol built on the scientific inquiry process and writings of scientific journals. These writings were classified 7 types based on the existence of tentative explanations and types of conclusion. In addition the writings were classified by linear form, double linear form, supporting-conclusion form based on the number and position of writings. The characteristics of writings show that, first, the tentative explanation is located at the beginning and the drawing conclusion at the end of articles. Secondly, students prefer the linear form writing to explain their logics. Finally, supporting-conclusion writings are shown when answers of question is written only in the drawing conclusion without estimation.

• Korean Journal of Logic
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• v.22 no.1
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• pp.151-182
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• 2019

According to the realization criterion that distinguishes deductive argument from inductive argument, the realized necessity relation between the premises and the conclusion defines deductive argument. In this case, 'invalid deductive argument' is an oxymoron. According to the intention criterion, the intended necessity relation between the premises and the conclusion defines deductive argument. In this case, 'invalid deductive argument' is not an oxymoron. In this paper, we will argue for the intention criterion. The realization criterion cannot classify an elliptical argument without referring to the intention represented in the argument. It cannot distinguish an argument from a set of propositions that is not an argument either. On the other hand, the problem that an intention may not be recognized in an argument can be resolved by referring to the principle of charity. Moreover, by distinguishing the expressions showing the conviction or the attitude to the argument from the intention of the argument, we conclude that the intention criterion successfully distinguishes deductive argument from inductive argument.

• Proceedings of the Korea Water Resources Association Conference
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• 2008.05a
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• pp.1125-1128
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• 2008

본 연구에서는 Bayesian MCMC 방법과 2차 근사식을 이용한 최우추정(Maximum Likelihood Estimation, MLE)방법 방법을 이용하여 낙동강 유역의 본류지점인 낙동, 왜관, 고령교, 진동지점에 대한 점 빈도분석을 수행하고 그 결과로써 불확실성을 포함한 빈도곡선을 작성하였다. 통계적 실험을 통한 두 가지 추정방법의 분석을 위하여 먼저 자료의 길이가 100인 8개의 합성 유량자료 셋을 생성하여 비교 연구를 수행하였으며, 이를 자료길이 36인 실측 유량자료의 추정결과와 비교하였다. Bayesian MCMC 방법에 의한 평균값과 2차 근사식을 이용한 취우추정방법에 의한 모드에서의 2모수 Weibull 분포의 모수 추정값은 비슷한 결과를 보였으나, 불확실성을 나타내는 하한값과 상한값의 차이는 Bayesian MCMC 방법이 2차 근사식을 이용한 취우추정방법보다 불확실성을 감소시켜 나타내는 것을 알 수 있었다. 또한 실측 유량자료를 이용한 결과, 2차 근사식을 이용한 최우추정방법의 경우 자료의 길이가 감소됨에 따라 불확실성의 범위가 합성 유량자료를 사용한 경우에 비해 상대적으로 증가되지만, Bayesian MCMC 방법의 경우에는 자료의 길이에 대한 영향이 거의 없다는 결론을 얻을 수 있었다. 그러므로 저수량 빈도분석을 수행하기 위해 충분한 자료를 확보할 수 없는 국내의 상황을 감안할 때, 위와 같은 결론으로부터 Bayesian MCMC 방법이 불확실성을 표현하는데 있어서 2차 근사식을 이용한 최우추정방법에 비해 합리적일 수 있다는 결론을 얻을 수 있었다.

• Journal of the Korean earth science society
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• v.26 no.1
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• pp.9-29
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• 2005

By analyzing and integrating established geological field study instances, this study offered a new geological field excursion teaching model with several steps: unifying question raising. excursion generalization. intensive field direction, searching, primary conclusion, re-searching, group discussion. adjustment, and excursion summarizing. Then by Qualitatively assaying the responses which students showed after applying this teaching model, a concrete teaching plan was sought for earth science teachers who were planning to begin geological field excursion classes. Students evaluated very highly on the unifying question and excursion generalization because these items provided a sense of direction and an overall theme for geological excursion in advance. Also. since the students had little to none geological knowledge and field excursion experience, the intensive field direction gave them a lot of help with their field excursion activities. Students thought that coming up with a primary conclusion based on the summary of what they had observed in their activities was original. and highly valued the process of sharing different opinions in group discussions and drawing out a final conclusion. Teachers should help students develop a friendly atmosphere, by organizing group activities and continuously feedlng them with uniting questions and excursion generalization within the groups. Also they should prepare enough contents for intensive field direction and ways to get their points across. In the process, they should arrange beforehand detailed instructions for every outcome, with the intention of solving the question. Furthermore. teachers should follow carefully how conclusions are drawn. instruct students not to reach conclusions based on mere assumptions, and be aware of misconceptions students have toward geological phenomenon in advance, so that the discussion can be lead in the right direction.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.35-42
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• 1998

To investigate 13 year old pupils' suggested aims, recognition of relevant variable, and the relationship between the suggested aim and the conclusion which is drawn by pupils, we classified experiments in textdbook into three cases: (1) Case involving dependent variable and independent variable in the title of experiment, (2) Case involving dependent variable only, where pupils can know independent variable from the content of textbook, (3) Case involving dependent variable only, where pupils hardly can know independent variable from the content of textbook. In respect of the aims which pupils suggested, the suggested aims were reduced to the title of experiment in case(1). However, the suggested aims were divided into several forms which is not relevant to the content of experiment in case (2), (3). This shows that pupils are affected by the title of experiment according to how the variable is involved in the title of experiment. This is supported by the fact that when the variable is described in the title, the suggested aim is reduced to the title of experiment. On the other hand, there was a relationship between the suggested aim and the drawn conclusion in case (1). But there was few relationships in case (2) and (3). Surprisingly, the drawn conclusion in case(1) was not consistent with the expected one because of the inappropriate experimental setting. We need to be more careful in experimental setting, pupils' cognitive ability, and openness of experiment to help pupils perform experiment successfully.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.267-275
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• 2007

The purpose of this study is to estimate the ability of inquiry performance for students gifted in science in elementary school. 56 sixth graders were included in this study. Initially, a question 'How does the dust effect on human health?' was posed to students. Then, an assessment framework for analysis of the inquiry report was developed. It is composed of 5 domains: data collection, prediction, the inquiry process, results, conclusion and presentation. The findings reveal that the students achieved high scores in the domain of 'data collection' and followed by prediction, inquiry process, results, conclusion and presentation. The results of our study are as follows : first, in spite of high scores obtained in basic inquiries such as data collection, students needed to improve their skills in prediction, the inquiry process, results, conclusion and presentation. Second, the reason why students were outstanding in data collection is that they have improved their ability to handle data in a know-ledge-based information society. Third, even though students were good at citing and applying some information, they didn't fully understand the meaning of data and exhibited weaknesses in arguing their own opinions.

• Journal of Science Education
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• v.35 no.1
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• pp.48-58
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• 2011

This study was performed to develop a model for mentorship education in the science education institute for the gifted. Existing mentorship education models were focused on R&E, which involved science high school students as research participants. For this purpose, a new model was proposed with comparatively definite stages and terms, and based on the theoretical background concerning science inquiry abilities and scientific creativities or the mentorship education in the science education institute for the gifted. Existing mentorship models for science-gifted students were analyzed and compared with the scientific inquiry process and science paper form. A science paper form consisting of four stages was selected. A new model was constructed consisting of six stages, and this model was modified to be made fit for application to students in the physics mentorship course at the science education institute for the gifted in K National University. Good points and improvable points of the model through the application were identified, and the model was modified accordingly. In conclusion, a new model was proposed as a mentorship model for science-gifted students. This model was constructed using the PREPARATION-INTRODUCTION-METHOD-RESULT-CONCLUSION-FINISH format.

• The Science & Technology
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• v.2 no.1 s.5
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• pp.25-30
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• 1969

1.물과 재해 2.한수해 현황 3.대책의 방향 4.유역별 조사현황 5.결론

• 전기의세계
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• v.28 no.8
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• pp.8-12
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• 1979

이글은 다음과 같이 구성되어 있다. 1. 머릿말 2. 열자극전류의 기본원리 3. TSC 측정방법 4. 쌍극자분극 5. 포획, 공간전하 6. 이온 공간전하분극 7. 결론

• 전기의세계
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• v.42 no.6
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• pp.46-51
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• 1993

본 특집에서는 PLD장착 및 증착 방법을 2장에서는 소개하고 3장에서는 증착원리 및 특징을 4장에서는 PLD의 응용분야를 그리고 5장에서는 결론 및 향후 연구방향에 대하여 기술하였다.