• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.94-99
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• 2006

본 연구에서는 고등학교 지구과학 교과서 분석을 통해 지구과학 그래프의 주요 유형과 특징을 파악하고 지구과학 그래프 관련 검사지를 제작, 투입하여 고등학생들의 지구과학 그래프 해석 능력과 인식을 분석하였다. 지구과학 그래프는 타 과학 과목에 비해 그래프의 수가 많고 그 유형이 다양했다. 특히, 선 그래프와 등치선도가 많았으며, 선 그래프 중에는 다중 선 그래프와 YX 그래프 등의 비율이 높았다. 고등학교 2, 3학년생 111명을 대상으로 한 검사지 1단계에서는 '마그마의 생성 조건', '지구 자기장의 영년 변화', '과냉각 물방울과 빙정의 포화 수증기압', 'H-R도' 등에 관한 문항의 정답률이 특히 낮았다. 검사지 2단계에서는 약 $56\%$의 학생들이 지구과학 그래프의 유형이 타 과학 및 수학 과목의 그래프와 차이가 있다고 응답했다. 검사지 3단계에서는 동일한 내용이라 하더라도 그래프의 형식이나 구체적인 표현 방법에서 학생들의 이해를 높일 수 있는 방안에 대한 고민이 필요함을 알 수 있었다. 본 연구에서 학생들은 '그래프의 유형'에 대한 이해가 다소 부족하고 자신에게 익숙한 그래프를 쉽다고 생각하는 경향을 보였다. 따라서, 과학 교육자나 과학 교육과정 설계자들은 학생들에게 그래프 연습의 기회를 많이 부여하고, '그래프' 자체에 관한 교육은 물론 지구과학의 학문적 특성과 관련지어 '그래프의 유형'에 관해 체계적인 교육을 해야 할 필요가 있다.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.285-296
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• 2007

Graph is a major aspect of science textbooks. In this study, we investigated graph types and characteristics used in high school earth science subject by comparative analysis of science textbooks. The results of the analysis revealed that line graph and contour map was the most widely used graph types in earth science. Among line graphs, multiple line graph and YX graph was dominant. Comparing earth science graphs with other science graphs, earth science graphs exhibited superior in the number and variety. In earth science graphs, the portion of line graph was small, but the portion of contour map and scatter graph was larger than that of other science graphs. YX graph was the most specific graph type in earth science textbooks. The results of our study have implications for reform in function and structure of graph. We suggest that future studies be focused on students' ability of earth science graph interpretation.

• Journal of the Korean earth science society
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• v.31 no.4
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• pp.378-391
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• 2010

The purpose of this study was to investigate the graph interpretation ability and perception of high school students and preservice secondary teachers in Earth science. We developed two different instruments; one was a graph interpretation ability inventory that consists of 9 graph types with 18 items, and the other one is two questionnaires to explore the participants' perception about Earth science-related graph. The results of this study are as follows: High school students and preservice secondary teachers demonstrated their remarkable ability in interpreting a line graph, but showed their limited ability with the graph of overlapped and directional change, which means the graph interpretation ability was affected by a graph type; two groups participated in this study revealed a considerable difference in the graph interpretation ability depending on the grade level; preservice teachers were superior to high school students in discriminating two graphs, the representation method, which are different with the same topic; and many participants in both groups considered that the property of Earth science graph was considerably different from that of other science subjects, especially in directional change graph, scatter graph, contour map, and domain graph. The results suggest that the effective graph instruction strategies be developed in Earth science learning.

• Proceedings of the Korea Contents Association Conference
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• 2019.05a
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• pp.11-12
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• 2019

IoT 및 SNS의 발달로 인해 관계를 표현하는 그래프 모델링 기법이 활용되고 있다. 실시간 스트림 그래프에서 유사한 모형의 그래프를 탐색하기 위한 근사 Top-k 서브 그래프 매칭에 대한 요구가 증가하고 있다. 본 논문에서는 그래프 스트림에서 간선의 유형 및 구조적 차이를 고려한 효율적인 근사 Top-k 서브 그래프 매칭 기법을 제안한다. 임계값 기반의 필터링과 스트림 환경에 맞는 연속 서브 그래프 매칭 구조를 제안함으로써 그래프 스트림에 적합한 질의 처리를 수행한다.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.655-668
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• 2019

In this study, we investigated the middle school students' processes of scientific graph construction from the perspective of the problem solving process. Ten 9th graders participated in this study. They constructed a scientific graph based on pictorial data depicting precipitation reaction. The think-aloud method was used in order to investigate their thinking processes deeply. Their activities were videotaped, and semi-structured interviews were also conducted. The analysis of the results revealed that their processes of scientific graph construction could be classified into four types according to the problem solving strategy and the level of representations utilized. Students using the structural strategy succeeded in constructing scientific graph regardless of the level of representation utilized, by analyzing the data and identifying the trend based on the propositional knowledge about the target concept of the graph. Students of random strategy-higher order representation type were able to succeed in constructing scientific graph by systematically analyzing the characteristics of the data using various representations, and considering the meaning of the graph constructed in terms of the scientific context. On the other hand, students of random strategy-lower order representation type failed to construct correct scientific graph by constructing graph in a way of simply connecting points, and checking the processes of graph construction only without considering the scientific context. On the bases of the results, effective methods for improving students' ability to construct scientific graphs are discussed.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.168-178
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• 2009

In this study, we investigated the errors that students committed in the processes of constructing graphs on experimental results by the students' science achievement level. A test of constructing a graph about 'the relationship between the pressure and volume of a gas' was administered to 7th graders (N=145). Results revealed that most students committed errors in the processes of constructing the graph, showing 12 error types in the categories of 'Misinterpreting the variables', 'Mismarking the graphical elements', and 'Misusing the data'. The students in the lower achievement level had more errors than those in the higher achievement level in the two error types, that is 'representing the bar graph' and 'marking the scale in the presented data order', but the results were reversed in the three error types, that is 'marking the independent variable and dependent variable reversely', 'adding the data', and 'neglecting the data'. In the other error types, there were little differences in the frequencies of the errors by students' science achievement level.

• Proceedings of the Korea Information Processing Society Conference
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• 2023.11a
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• pp.1247-1249
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• 2023

스마트 컨트랙트는 블록체인 상에서 실행되는 프로그램으로 복잡한 비즈니스 논리를 처리할 수 있다. 그러나 블록체인의 무결성과 조건에 따라 실행되는 특성을 이용한 악의적 사용으로 인하여 블록체인 보안에서 시급한 문제가 되고있다. 따라서 스마트 컨트랙트 취약성 탐지문제는 최근 많은 연구가 이루어지고 있다. 그러나 기존 연구의 대부분이 단일 유형의 취약성 여부에 대한 탐지에만 초점이 맞춰져 있어 여러 유형의 취약성에 대한 동시 식별이 어렵다. 이 문제를 해결하고자 본 연구에서는 스마트 컨트랙트 소스코드 제어 흐름 그래프를 기반으로 그래프의 forward edge와 backward edge를 고려한 신경망으로 그래프 구조를 학습한 후 그래프 multi-label classification을 진행하여 다중 취약성을 탐지할 수 있는 모델을 제안한다.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.1-30
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• 2020

This study was carried out in order to identify the error types of statistical graphs for statistical literacy education. We analyze the meaning of using graphs in statistical problem solving, and identify categories, frequencies, and contexts as the components of statistical graphs. Error types of representing categories and frequencies make statistics consumers see incorrect distributions of data by subjective point of view of statistics producers and visual illusion. Error types of providing contexts hinder the interpretation of statistical information by concealing or twisting the contexts of data. Moreover, the findings show that tasks provide standardized frame already for drawing graphs in order to avoid errors and pay attention to the process of drawing the graph rather than statistical literacy for analyzing data. We suggest some implications about statistical literacy education, ethical problems, and knowledge for teaching to be considered when teaching the statistical graph in elementary mathematics classes.

• Proceedings of the Korea Contents Association Conference
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• 2019.05a
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• pp.451-452
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• 2019

논문 검색 서비스 응용에서는 공저자, 출판 정보 등을 표현하기 위해서 다양한 정점 레이블 (논문,저자) 및 간선 정보(주저자, 공저자)를 이용하여 그래프로 표현한다. 이와 함께 다양한 간선 특징 정보를 질의로 입력하는 연속 서브 그래프 매칭에 대한 요구가 존재한다. 본 논문에서는 간선의 다양한 특성을 지원하고 색인의 부하를 감소시킨 연속 서브 그래프 매칭 기법을 제안한다. 제안하는 기법은 거리 값과 질의 연관 정보만을 관리하여 간선의 다양한 특성을 지원하는 효율적인 서브 그래프 매칭을 수행한다.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.978-989
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• 2009

In this study, we investigated high school students' errors in constructing and interpreting graph on experimental results by students' science achievement level. Two tests regarding constructing and interpreting graph about 'the relationship between the pressure and volume of a gas' were administered to 11th-graders (N=140). Analysis of the results revealed that most students exhibited many errors in the processes of constructing and interpreting graph. In the processes of constructing graph, there were 16 types of errors on the categories of 'misinterpreting the variables', 'mis-marking the graphical elements', and 'misusing the data'. The students of lower achievement level had more errors than those of higher achievement level in the four error types, that is, 'missing the variables', 'representing the best fit line using a broken line', 'adding the data', and 'neglecting the data'. However, the results were reversed in the error type of 'not marking the origin.' In the processes of interpreting graph, there were 9 types of errors on 'misreading the data', 'wrong interpolation and extrapolation', and 'establishing the wrong relationship'. The students of lower achievement level had more errors than those in the higher achievement level in the error types of 'wrong interpolation' and 'misdescribing the relationship between variables'. Educational implications of the findings are discussed.