• Review of KIISC
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• v.16 no.1
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• pp.85-98
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• 2006

국제표준화기구인 ITU-T의 SGl7 WP2는 정보통신 보안에 관한 표준화를 다루는 연구그룹이며, 7개의 연구과제(Question)를 두고 통신망을 위한 정보보호 표준화 작업을 진행하고 있다. 이 연구과제들 중 연구과제 9에서는 안전한 통신 서비스라는 이름으로 홈네트워크 보안 표준, 모바일 보안 표준, 웹 서비스 보안 기술, 그리고 안전한 응용 프로토콜 등에 대한 표준을 개발 중에 있다. 현재 연구과제 9가 제정한 표준은 2004년 3월 한국과 일본이 공동으로 제안한 X.1121, X.1122 표준이 존재하며, 2005년도 10월 제네바회의를 통하여 홈네트워크 보안 분야의 3개의 표준과제, 모바일 보안 관련 3개의 표준과제, 안전한 응용 프로토콜 관련 4개의 표준과제, 그리고 웹서비스 보안 관련 2개의 표준과제들이 개발되고 있다. 2005년 3월 모스코바 회의와 2005년 7월 중국 센젠회의에서 OASIS(Organization for the Advancement of Structured Information Standards.)는 각각 SAML(Security Assertion Markup Language) 표준과 XACML(Extensible Access Control Markup Language) 표준을 ITU-T 표준으로 이전할 것을 제안하였고, 이번 회의를 통해 이를 위하여 해결해야 할 여러 문제들이 논의되고 해결방안이 도출되었으며, 이를 위한 향후 추진 일정을 확정하였다. SAML과 XACML 표준은 홈네트워크 및 모바일 보안, 그리고 안전한 프로토콜 표준시에 유용하게 활용될 수 있을 것으로 기대된다. 본 논문에서는 연구과제 9에서 수행되고 있는 지난 2005년도 제네바 회의에서 합의된 주요 표준화 동향을 살펴보고, 현재 논의되고 있는 주요 쟁점사항을 살펴보며, 쟁점사항과 토론 결과, 그리고 향후 추진방향을 제시한다.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.129-158
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• 2020

In this study, we presented two geometric tasks to three 11th grade students to identify the characteristics of the images that the students had at the beginning of problem-solving in the problem situations and investigated how their images changed during problem-solving and effected their problem-solving behaviors. In the first task, student A had a static image (type 1) at the beginning of his problem-solving process, but later developed into a dynamic image of type 3 and recognized the invariant relationship between the quantities in the problem situation. Student B and student C were observed as type 3 students throughout their problem-solving process. No differences were found in student B's and student C's images of the problem context in the first task, but apparent differences appeared in the second task. In the second task, both student B and student C demonstrated a dynamic image of the problem context. However, student B did not recognize the invariant relationship between the related quantities. In contrast, student C constructed a robust quantitative structure, which seemed to support him to perceive the invariant relationship. The results of this study also show that the success of solving the task 1 was determined by whether the students had reached the level of theoretical generalization with a dynamic image of the related quantities in the problem situation. In the case of task 2, the level of covariational reasoning with the two varying quantities in the problem situation was brought forth differences between the two students.

• Journal of Science Education
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• v.48 no.1
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• pp.31-46
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• 2024

This study analyzes the academic achievement characteristics of Korean fourth graders on the problem solving and inquiry tasks (PSIs) introduced in TIMSS 2019. TIMSS 2019 conducted a computer-based assessment in addition to the traditional paper-based assessment. The PSIs were included only in the computer-based assessment, so 30 countries participated in the PSIs of the computer-based assessment. PSIs consist of integrating multiple content and cognitive domains, including 10 or fewer items. Most of the items are constructed in an open-ended format rather than multiple-choice. The analysis results showed that there were differences in student achievement across countries depending on the inclusion of PSIs. Korea's average achievement score decreased by 1 point. The analysis of individual items showed that students' achievement was somewhat low, and the correct answer rate for male students was generally higher than that for female students in many items. Furthermore, item-by-item analysis revealed that there were items where countries such as England and Finland had higher correct answer rates than traditional high-achieving countries, i.e. Singapore, Taiwan, and Korea. Considering the recent emphasis on integrated education, it seems necessary to review the use of PSIs in assessments in Korea as well.

• Korean Journal of Cognitive Science
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• v.15 no.3
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• pp.25-33
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• 2004

Two experiments were conducted to investigate the effects of two syntactic cues in pronoun referential resolution: number cue (plural or singular) and gender cue (unambiguous or ambiguous). Using self-paced sentence reading task for pronoun sentences and lexical decision task for antecedents, Experiment 1 showed that the reading time of a plural pronoun ('they') was faster than a singular pronoun ('he' or 'she'), but the lexical decision time did not differ with a number cue and a Bender cue. In Experiment 2, using RSVP for pronoun sentences and lexical decision task for antecedents, the results showed that the lexical decision time differed for a gender cue only. These results suggested that the syntactic cues of a pronoun influenced strongly on referential resolution in discourse comprehension.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.511-536
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• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• Proceedings of the Korea Information Processing Society Conference
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• 2014.11a
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• pp.711-712
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• 2014

국가R&D사업을 수행하는 17 개 부처 청과 연계를 통해 국가R&D정보를 종합 서비스하는 국가과학기술지식정보서비스(NTIS)는 과학기술분야 정부3.0 실현을 위해 범부처 과제신청 원스톱서비스를 구축중이다. NTIS를 통해 한 곳에서 R&D 과제공고 확인부터 과제신청까지 가능한 통합 창구를 제공함으로써 연구자 친화적인 연구개발 환경 조성이 목적이다. 법부처 과제신청 원스톱서비스와 부처 전문기관 연구과제관리시스템 간 로그인 연동을 위해 도출되었던 이슈와 해결방안을 공유하고자 한다.

• Journal of the Korean Society for information Management
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• v.31 no.1
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• pp.189-206
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• 2014

The purposes of this study are to analyze relevance judgement of college students' problem solving process and suggest improvements for information literacy education in higher education. The in-depth interviews were conducted with 9 subjects to identify relevance judgement processes and problems. As a result, the main problems during relevance judgement processes were judgement about content of document aligned with subject's opinion, judgement about reliability of newspaper articles, shortage of relevance judgement time due to deadline of an assignment and judgement of relationship of documents and evaluation result. The recommendations for information literacy education are as follows: objective relevance judgement education, guidance of reliable information source;showing guideline of using reference information by professor and emphasis of engaging in information (4.1 stage of Big 6).

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.77-93
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• 2015

The purpose of this study was to explore the problem solving strategy for Goldberg machine tasks of the gifted students in elementary science depending on the cognitive style(tendency to field-dependent and field independent). It was aimed to provide suggestions for the features and differences of the problem solving strategies of the gifted students in elementary science according to their cognitive styles. A total of 16 students, from the gifted class of P elementary school in Hwaseong were sampled for the research, cognitive styles Test was conducted to divide the students in teams, and the teams were classified according to cognitive style tendencies to five groups of field-dependent group, weak field-dependent group, mixed group, weak field-independent group and field-independent group. The Goldberg device task given was to make a Goldberg device within the angle framework of (Figure) 1, for a bead to start from the starting point and to reach the final point the last. The results are as follows: First, regarding the plan for producing the device, the stronger the field-independent tendency, they established more specific strategy-reflected plan; the stronger the field-dependent tendency, they established less specific strategy-reflected plan. Second, all cognitive style groups took a limited period of time into consideration, to fabricate the devices for the ball to arrive the last using a fine adjustment rather than many devices. Third, the field-independent group used a lot of logical reasoning; the field-dependent group used a lot of intuitive thinking. Fourth, the field independent group properly utilized strategies such as cooperation and role allocation; the field-dependent group tried to solve the task personally rather than cooperatively with poor role allocation. Fifth, the intermediate mixed group solved the problem better than the inclined groups such as field-dependent or field-independent groups.

• 대한공업교육학회지
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• v.42 no.1
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• pp.87-105
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• 2017

The purpose of this study was to verify that students' interest in team activities for problem solving, the effect of interest on it, and students' changes in perceptions and their behavioral characteristics in the process of problem solving. The study reviewed documents prepared by students, such as work sheets, descriptive questionnaires, works and their photos, student activity photos and observation journals of teachers. The results of this research are as below. First, a problem solving team activity for making a model car was considered an interesting assignment by more than 90% of male/female students. The fact that female students could be more focused on this assignment than male students was discovered. Interest in the assignment not only had an influence on the points from the start (the blueprint) to the end (model cars completed based upon the designs) of problem solving, but also provided the traction power behind the assignment. Second, the problem solving team activity allowed the students to change their existing recognition (thoughts) while positively taking a lead or indirectly utilizing various learning experiences (including experiences of failure). Third, $2^{nd}$ graders in middle school had a tendency to solve problems in dependently rather than to receive help from others when they encountered problematic situations.

• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 1997.04a
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• pp.19-32
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• 1997

소음진동의 문제해결과 연구개발은 산업현장에서 소음 진동 공학자들이 담당하여할 과제로서 별개의 과제로 양립하는 동시에 상호보완되어야 할 기능도 가지고 있다. 이를 위하여 현장문제는 해결 즉시 해결과정의 정식화 및 해석이 수행되어야 차후 유사한 문제 발생시 수월하게 해결할 수 있는 능력이 배양된다. 제어장치나 해석 S/W는 중공업 분야의 다양한 생산 제품에 적절히 이용하기 위해 기존 도구의 응용보다 자체개발을 지향하여야 한다. 개발과정에서 부수적으로 계측 및 해석기술이 향상되며 축적된 기술은 현장문제 해결시 귀중한 도구가 될 수 있기 때문이다. 이 과정은 마치 처음 단순 해석, 계측 단계에서 실험, 개발로 발전한 후 다시 복잡한 해석, 계측, 실험 및 개발에 이르는 단계적 발전 방향과도 같다고 생각된다.