• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.239-252
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• 2017

The purpose of this study is to examine metamodeling knowledge and its components, which means knowledge about model and modeling required for students and teachers for successful application of modeling in the field of science education based on research literature. For this, we analyzed and categorized major previous studies on modeling and modeling through research literature methods. Metamodeling knowledge aims to recognize models and modeling and is the most crucial element to create a scientific model in scientific modeling practice. The point of view of metamodeling knowledge proposed in this study is categorize nature of model, multiplicity of model, purpose of model, modeling process, and evaluation and revision of model. Students should be able to achieve more in-depth understanding through the awareness of the nature of the model. The development of metamodeling knowledge can facilitate students' science learning.

• 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 Korean Elementary Science Education
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• v.42 no.4
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• pp.538-559
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• 2023

In this study, the interplay between models and theories was explored through a series of focus group discussions (FGDs) involving five experts in science education. The FGDs were held seven times, beginning with the question of what is modeling in relation to models, which is a current area of research in science education. Throughout the discussion, several key issues regarding models and modeling were addressed, with a particular emphasis on their relationship to theory. A notable finding from this study is that the participants' discussions did not converge into a single viewpoint regarding the relationship between theory and models; instead, multiple related issues emerged, leading to attempts to reframe existing concepts and seek new understanding. The study findings relate to three main areas of inquiry: What is the meaning of models or modeling? What is the nature of the relationship between models and theories?, and Is modeling possible without a foundation in theory? Particularly, the relationship between models and theories was discussed in reference to the following points: 1) Is a model to be understood as derived from theory, and is modeling the application of theory to phenomena? 2) Can a model be inferred from theory? 3) Does modeling originate from a specific, structured foundational theory (a framework of empirical knowledge), or is it to be understood through the integration of various resources without explicit reference to a foundational theory? Based on the study outcomes, implications are presented for philosophy of science and for researchers and educators working in the realm of science education.

• 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.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.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.01a
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• pp.265-267
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• 2020

본 논문에서는 열간압연 공정에 있어 효율적인 제품 생산 스케줄링에 필수적인 제품단위 에너지 사용 모델링 기법을 제안한다. 제안된 모델은 시스템 자원을 효율적 혹은 최소화하여 사용하여 실시간 처리량을 최대화함으로써 생산 예정 리스트로부터의 예측 작업 수행시간을 최소화할 수 있도록 한다. 제안된 기법은 다변량 선형 모델 방식으로 구성됨으로써 인공 지능 혹은 신경망 학습 방식에 비교하여 그 처리 속도가 빠르다는 장점을 가지고 있다. 본 논문에서는 서두에서 대상 응용처인 철강 산업과 열간 압연 공정 및 에너지 스케줄링에 대하여 간략히 언급한 후 본문에서 모델링을 위한 사전 데이터 수집, 모델링 기법을 자세히 설명하고 결론에서 모델의 정확도 성능을 최신 신경망 기법과 비교하여 검증하였다.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.673-689
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• 2022

To understand seasonal changes it is necessary to understand the relationship between celestial bodies in a three-dimensional space, and to this end, modeling activities in which students directly construct, use, evaluate, and modify three-dimensional models are important. In this study, the process of elementary school students using globes and light bulbs to model Earth's motion in a three-dimensional space as a cause of seasonal changes was analyzed. Seventeen sixth graders participated in the modeling process. After exploring phenomena and concepts related to seasonal change, students constructed models using globes and bulbs and used them to explain seasonal changes. Video data recording students' modeling process, students' activity sheets, and transcripts of post-interview were used as research data, and data triangulation was conducted. The modeling level analysis framework was also developed based on previous studies. In particular, the framework was developed in detail in this study in consideration of the concept of Earth's motion as well as understanding model and implementing modeling. In the final analysis framework, the 3D modeling level was classified from level 1 to level 3, and student performance that may appear at each level was specified. As a result of the study, there were two main levels of modeling using globes for elementary school students to explain seasonal changes. The rotation and tilt of the axis of rotation and revolution of the earth were considered but the level at which empirical evidence was not used (level 2), the level at which empirical evidence was used to explain seasonal chages (level 3). However, even when students use empirical evidence, it did not lead to the construction of a scientific model. In this study, the cause was explored in relation to the characteristics of the tool used for modeling.

• Proceedings of the ESK Conference
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• 1995.04a
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• pp.51-51
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• 1995

인체 CAD 모델링 시스템은 장비와 인체를 모델링하여설계 초기단계에서 부터 별도의 Mock-up 없이 전 벙위의 운용자에 대한 작업자세의 안락도(Comfort), 동작한계(Reach), 적 합성(Fit), 시계(Vision)등 제반 작업공간 설계 및 평가에 수반되는 고려요소들을 보다 과학적 이고 합리적으로 반영할 수 있는 도구로 인식되고 있다. 본 연구는 크게 한국군 전차병의 인체 CAD 모델의 설계와 설계된 인체 모델을 활용한 한국형 전차 작업공간 평가로 구성되었다. 한국 군 전차병의 인체 CAD 모델링에서는 전차병의 인체 측정자료를 이용하여 5%, 50%, 95%치 전차병 에 대한 선 자세와 앉은 자세의 인체 모델을 설계하였으며, 보다 정확한 인체 모델의 구현을 위 해인체의 기능적 치수에 대한 실측치와 CAD 설계치와의 차이를 비교, 보정하여 줌으로써 작업공 간 평가시 보다 정확한 결과를 얻을 수 있도록 하였다. 한국형 전차 작업공간 평가에서는 설계 된 인체 모델과 한국형 전차 주요 구성품의 CAD 모델을 활용하여 각 승무원의 작업역을 분석하였고, 승무원 해치, 주요 조종장치의 운용 적합성, 판넬류 등의 위치 적합성에 대해 분석, 평가하였다. 본 연구를 통해 무기체계를 대상으로 하여 CAD 프로그램을 이용한 Man-Machine Interface에 대한 검토가 이루어 졌으며, 기존의 도면이나, Mock-up, Prototype에 의존하던 작업공간 타당성 검토가 CAD를 이용하여 3차원적으로 이루어 질 수 있는 기반을 마련하였다는데 의의가 있다.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.102-110
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• 2019

The purpose of this study was to explore the progression levels of science metamodeling knowledge through using questionnaires for 97 students of the gifted in G science academy. As a result of the Rasch model analysis, it was confirmed that the progression levels of the scientific metamodeling knowledge is suitable for the person reliability of 0.71 and the item reliability of 0.96. The progression levels of students' science metamodeling knowledge were classified into 4 stages. First and second levels were considered model to be objective and the third and fourth stages were perceived as subjective. The first level is to view the model as a visual representation of a phenomenon as it is, and the second level is to think that the model corresponds to objective knowledge or theory and is a tool for explanation. The Third level looks at the model as a scientist's exploration tool and fourth level is to think that the model is provisional one and multiple models can coexist in one phenomenon. The progression levels of science metamodeling knowledge of science high school students derived from this study is expected to be used as a reference when constructing a curriculum for science modeling and modeling for gifted students.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.583-592
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• 2014

The purpose of this study is to investigate the impact of argument-based modeling strategy using scientific writing on student's modeling ability. For this study, 66 students (three classes) from the 7th grade were selected and of these, 43 students (two classes) were assigned to two experimental groups while the other 23 students (one class) were assigned to comparative group. In the experimental groups, one group (22 students) was Argument-based multimodal Representation and Modeling (AbRM), and the other group (21 students) was Argument-based Modeling (AbM). Modeling ability consisted of identifying the problem, structuring of scientific concepts, adequacy of claim and evidence and index of multimodal representation. As for the modeling ability, AbRM group scored significantly higher than the other groups, AbM group was significantly higher than comparative group. The four sub-elements of modeling ability in the AbRM group was significantly higher than the other groups statistically and AbM group scored significantly higher than comparative group. From these results, the argument-based modeling strategy using scientific writing was effective on students' modeling ability. Students organized or expressed the model and evaluated or modified it through the process of argument-based modeling using scientific writing and the exchange of opinions with others by scientific language as argument and writing.