• Proceedings of the Korean Society of Computer Information Conference
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• 2017.07a
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• pp.380-383
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• 2017

과학에서 사용하는 모델은 자연 그 자체가 아니면 자연을 단순화하여 표현한 표상이다. 그렇기 때문에 각 모델은 자연을 표상하기 위한 특정한 알고리즘을 갖는다. 그러므로 과학 모델에 대한 이해는 자연을 표상하기 위한 특정한 알고리즘이 무엇인지에 대한 이해가 필수적이다. 이러한 특정한 알고리즘에 대한 이해와 이를 바탕으로 한 다른 현상의 예측과 설명을 위한 도구로 본 논문은 스크래치를 활용하였다. 또한 과학의 모델에 대한 이해의 소재로 대학생뿐만 아니라 많은 과학교사 조차도 대안개념에 머물러 있는 뜨거나 가라앉는 현상을 선정하였다. 연구대상은 K대학원 교육대학원 멀티미디어와 과학교육을 수강한 17명의 과학교사이며, 스크래치를 통해 기본 알고리즘 3시간, 응용 알고리즘 3시간을 투입하였다. 모델에 대한 이해를 위해 뜨거나 가라 앉는 현상에 때한 LP설문지를 사전, 사후검사에 실시하였다. 1차적으로 양적변화를 통해 이 현상에 대한 개념의 수준의 변화를 알아보았으며, 2차적으로 인터뷰와 자기보고식 설문지를 이용하여 모델에 대한 이해를 질적으로 분석하였다. 연구결과 과학교사들은 현상에 대한 개념에 대한 수준이 상승하였으며, 질적자료 분석 결과, 모델에 대한 깊은 이해(depth)와 전이능력(transfer)이 증가하였다. 이는 스크래치를 통해 과학 모델의 이해를 높일 수 있음을 시사한다.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.539-552
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• 2017

The purpose of this study is to investigate the trends of model and modeling-related research in science education from 1989 to 2016 in Korea. Eighty-five (85) models and modeling-related journal articles were extracted from the KCI-listed journals and analyzed according to the criteria such as participants, research fields, research design, methods, data collection and elements of metamodeling knowledge. According to research participants, three out of four (3/4) were studied for students and the rest were for teachers. More than half of the studies for students were conducted with middle and high school students. The research fields of models and modeling-related researches in science education were comprised of earth science, chemistry, biology science, physics and science course. With regards to research design, the highest type is qualitative research and followed by hybrid research and quantitative research. According to research methods, the most numerous researches that were analyzed was the effectiveness of program, which was a developed model and modeling-related research. The analysis from the elements of the metamodeling knowledge showed most of model and modeling-related research utilized for the change of scientific concept or understanding.

• Journal of the Korean earth science society
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• v.29 no.1
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• pp.60-77
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• 2008

We investigated the textbook model explaining a phase of the Moon and compared it with student models at the secondary levels in Korea. 20 high school students and 36 middle school students from suburb area participated in this study. Participants were interviewed to explain understandings about the cause of the Moon's phase with drawing their models. The results of this study showed that the textbooks now in use explain the phase of the Moon with one unique scientific model, while students displayed 6 different kinds of models including the scientific model. Furthermore the students tend to have comparatively scientific model modes as their grades increase and their scholastic ability levels become higher. Although the students have learned the Moon's phase in school, they still have alternative models because the textbook does not explain enough for the students to overcome their alternative conceptions. In the textbook, the model presented without explanation of the limitation of the model, so there can be a gap between the model in the textbooks and the models in the mind of students. With these findings, we propose complementary models for helping secondary school students to develop their understanding of moon phases.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.509-520
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• 2023

Scientific explanation is the main goal of scientists' scientific practice, and the science curriculum also includes developing students' abilities to construct scientific explanations as a major goal. Thus, clarifying its meaning is an important issue in the science education community. In this paper, the researchers identified three perspectives on 'scientific explanation' based on the scoping review method (Deductive-Nomological, Probabilistic, and Pragmatic explanation models). We argued that it is important to clarify and distinguish the meanings of 'scientific explanation' from other concepts used in science education, such as 'description', 'prediction', 'hypothesis', and 'argument' based on a review of the literature. It is also pointed out that there is a difference between 'scientific explanation' as a product and 'explaining scientifically' as communication, and several ways to revise achievement standard statements in the science curriculum are suggested, to guide students to construct scientific explanations and to help students to explain scientifically. By adopting the three scientific explanation models, the important factors to be considered were classified and organized, and examples of science learning activities for scientific explanation considering such factors were suggested. It is hoped that the discussion in this study will help establish clearer learning goals in science learning related to scientific explanation and aid the design of more appropriate learning activities accordingly.

• Proceedings of the Korea Information Processing Society Conference
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• 2010.04a
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• pp.56-59
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• 2010

오늘날 임베디드 환경에서의 하드웨어의 발전에 더불어, 소프트웨어의 복잡도가 점점 증가하고, 유지보수에 대한 비용이 증가함에 따라 UML모델을 이용한 자동코드 생성에 대한 관심이 더욱 커지고 있다. UML을 이용한 코드 생성의 효과적으로 이루어지기 위해서는 설계된 모델의 무결성이 요구되고 이를 위해서는 모델의 논리적 검증이 선행되어야 한다. 아울러 설계자로 하여금 정의하는 모델이 명확하게 이해되고 구현될 있어야 한다. 하지만 코드 생성의 행위적 관점의 기본이 되는 상태머신 다이어그램에서 잘 드러나는 흐름과는 다르게 데이터의 사용은 다이어그램 내부에 숨겨져 있어 설계자로 하여금 모델에 대한 이해를 어렵게 하고 잠재적인 에러의 내포 가능성이 제기되어 왔다. 본 논문은 이러한 문제의 해결을 위해 코드 내포 상태머신 다이어그램의 데이터 시각화기법을 이용하고, 이러한 시각화 기법을 이용하여 데이터 사용관점에서의 모델의 이해를 도움과 동시에 이를 통하여 더욱 정확한 모델링을 수행하고 더불어 이를 통해 최종적으로는 더욱 효율적인 형태의 코드를 생성하는 코드 자동 생성기의 설계를 제안 한다.

• Korean Management Science Review
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• v.1
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• pp.5-9
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• 1984

본 논문에서는 모델 수립과정에 대한 올바른 인식과 함께 과거 모델 수립 과정의 문제점을 파악하고 계량적 모델의 성공적인 활용을 위한 개선방안에 대해서 논의하고자 한다.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.479-490
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• 2014

The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems - Planning experiment - Investigation through observation on experiment - Analyzing and interpreting data - Constructing pre-model - Presenting model - Expressing model using multimodal representations - Evaluating model - Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.143-154
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• 2017

Science inquiry has long been emphasized in Korean science education. Scientific modeling is one of key practices in science inquiry with a potential to provide students with opportunities to develop their own explanations and knowledge thereafter. The purpose of this study is to investigate teacher's understanding of models in science and science teaching. A professional development program on Models (PDM) was developed and refined through three times of implementation while teachers' conceptions of models and modeling were examined. A total of 29 elementary and secondary teachers participated in this study. A survey based on model use of scientists in the history of science was developed and used to collect data and audio recordings of discussions among teachers and artifacts produced by the teachers during PDM were also collected. Three ways of ontological and two ways of epistemological understanding of models and modeling were found in teachers' ideas. After PDM, a quarter of the teachers changed their ontological understanding whereas very few changed their epistemological understanding. In contrast, more than two thirds of the teachers deepened and extended their ideas about using models and modeling in teaching. There were no clear relationships between teachers' understanding of models and ways and ideas about using models in science teaching. However, teachers' perceptions of school conditions were found to mediate their intention to use models in science teaching. The findings indicate possible approaches to professional development program content design and further research.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.971-984
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• 2015

The purpose of this study is twofold: to theoretically review the 'resources-based view' (RBV) developed by D. Hammer and his colleagues as an alternative cognitive theory and to illustrate the usefulness of the theory by applying it to interpret a science learning activity in which undergraduate students worked together to construct a model of the seasons. The theoretical review was based on the exploration of relevant literature and dealt mainly with three types of resources: conceptual, epistemological, and practical resources. The trial application revealed that scientific models have been developed through the combination of different pieces of conceptual resources activated from participants, rather than emerging as unitary wholes. However, all the activated resources were not included into a model, and some of the conceptual resources acted as constraints to constructing a scientific model. The implications included that science educators should be attentive and responsive to students' resources and help them use the resources productively to learn science.

• Proceedings of the Technology Innovation Conference
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• 2009.02a
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• pp.355-389
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• 2009

절충교역은 국방과학기술의 다양한 획득방법 중의 하나로써 국외로부터 무기체계를 구매할 경우 반대급부로 핵심기술, 방산물자 및 부품 수출 등을 획득하는 국제무역거래의 한 특수형태이다. 우리나라는 방위산업의 발전과 국방과학기술력 향상을 위해 1983년부터 절충교역을 추진하여 오고 있다. 절충교역은 일반적인 상업 무역거래와는 달리 절충교역 추진국가가 기술 수혜국으로서 소기의 목적을 달성하여 성공적인 기술이전을 완수하기 위해서는 절충교역 추진과장상의 운영의 묘미가 절실히 요구된다. 따라서 우리나라는 그동안 절충교역 추진 효율성을 강화하고 실패사례를 줄이기 위해 절충교역 추진 목적과 정책을 전략적으로 개선하여 절차화 표준화해오고 있다. 최근 방위사업청 개청 이후 절충교역 추진 정책의 방향을 목표지향 성과지향적으로 설정하고 다시 한번 제도를 개선하여 적용하고 있으나 아직까지 정책적 방향성에 부합하는 실무적 절충교역 추진 모델은 미흡하여 여전히 개선의 여지가 존재한다. 따라서 본 연구에서는 절충교역 제도의 완성도를 높여 우리나라의 국방과학기술력 향상과 방위산업 육성을 위해 필요한 기술을 최대한 확보할 수 있도록 하는 선순환 구조의 한국형 절충교역 추진 모델을 개발 제안한다. 제안하는 한국형 절충교역 추진 모델은 현행 제도에 대한 심층적인 분석을 통해 도출된 개선 필요사항을 보완할 수 있도록 전체 절충교역 추진절차를 식별(Detecting), 확보(Securing), 이전(Transfer), 활용(Applying), 확산(Diffusion)이라는 다섯 단계로 나누고 각 단계의 성공적인 목적 달성을 위한 제도적 개선 방안을 제시한다.