• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.203-220
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• 2021

We explored the performance improvement method of automated scoring for scientific argumentation. We analyzed the pattern of argumentation using automated scoring models. For this purpose, we assessed the level of argumentation for student's scientific discourses in classrooms. The dataset consists of four units of argumentation features and argumentation levels for episodes. We utilized argumentation clusters and n-gram to enhance automated scoring accuracy. We used the three supervised learning algorithms resulting in 33 automatic scoring models. As a result of automated scoring, we got a good scoring accuracy of 77.59% on average and up to 85.37%. In this process, we found that argumentation cluster patterns could enhance automated scoring performance accuracy. Then, we analyzed argumentation patterns using the model of decision tree and random forest. Our results were consistent with the previous research in which justification in coordination with claim and evidence determines scientific argumentation quality. Our research method suggests a novel approach for analyzing the quality of scientific argumentation in classrooms.

• School Mathematics
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• v.17 no.3
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• pp.423-446
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• 2015

This study aims to look into the characteristics of argumentation in the task context of 'Monty Hall problem' at a high school probability class. As a result of an analysis of classroom discourses on the argumentation between teachers and second-year students in one upper level class in high school using Toulmin's argument pattern, it was found that it would be important to create a task context and a safe classroom culture in which the students could ask questions and refute them in order to make it an argument-centered discourse community. In addition, through the argumentation of solving complex problems together, the students could be further engaged in the class, and the actual empirical context enriched the understanding of concepts. However, reasoning in argumentation was mostly not a statistical one, but a mathematical one centered around probability problem-solving. Through these results of the study, it was noted that the teachers should help the students actively participate in argumentation through the task context and question, and an understanding of a statistical reasoning of interpreting the context would be necessary in order to induce their thinking and reasoning about probability and statistics.

• Proceedings of the Korean Information Science Society Conference
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• 2002.10d
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• pp.382-384
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• 2002

본 논문에서는 논리학에서 전통적으로 다루어 온 패턴인 삼단논증의 결론을 DNA 컴퓨팅을 이용해 증명해 내는 방법을 제시한다. 연역 장치로 진리나무 방법의 하나(resolution refutation)를 사용하기 위해서, 삼단논증의 전제들과 결론의 부정을 예화시킨 후 CNF 형태로 바꾸어 준다. 그리고 이것을 이중 가닥의 DNA 분자로 디자인한 후, 해소 반응을 통해 모순, 즉 닐(nil)을 발견하게 되면, 증명은 완료된다.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.840-862
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• 2013

This study undertook a methodological investigation on previous research that had proposed alternative methods for analyzing argumentative discourse in science classes in terms of collaborative construction and epistemic enactments of argumentation. The study also proposed a new way of analyzing argumentation discourse based on the achievements and limitations of previous research. The new method was applied to actual argumentation discourse episodes to examine its feasibility. For these purposes, we chose the studies employing Toulmin's argument layout, seeking for a method to analyze comprehensively the structure, content, and justification of arguments, or emphasizing evidence-based reasoning processes of argumentation discourse. In addition, we contrived an alternative method of analyzing argumentative discourse, Discourse Register on the Evidence-Explanation Continuum (DREEC), and applied DREEC to an argumentative discourse episode that occurred in an actual science classroom. The advanced methods of analyzing argumentative discourse used in previous research usually examined argument structure by the presence and absence of the elements of Toulmin's argument layout or its extension. Those methods, however, had some problems in describing and comparing the quality of argumentation based on the justification and epistemic enactments of the arguments, while they could analyze and compare argumentative discourse quantitatively. Also, those methods had limitations on showing participants' collaborative construction during the argumentative discourse. In contrast, DREEC could describe collaborative construction through the relationships between THEMEs and RHEMEs and the links of data, evidence, pattern, and explanation in the discourse, as well as the justification of arguments based on the flow of epistemic enactments of the argumentative discourse.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.257-275
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• 2023

In this study, we designed and implemented a instruction emphasizing mathematical argument for fifth-grade students and analyzed the teaching practices. Through a literature review related to instruction emphasizing mathematical argument, we organized a teaching model of five phases that explain why the general claim that the sum of consecutive odd numbers equals a square number is true: 1) noticing patterns, 2) articulating conjectures, 3) representing through visual model, 4) arguing based on representation, 5) comparing and contrasting. Then, we analyzed the argumentation stream by phases to observe how the instruction emphasizing mathematical argument is implemented in the elementary classroom. Based on the results of this study, we discuss the implications of teaching a mathematical argument in elementary school.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.919-929
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• 2015

This study aims to develop a modeling-based learning program about geologic structures and to reveal the relationship between the argumentation patterns and levels of students' mental models. Participants included 126 second grade high school students in four sessions of modeling-based learning regarding continental drift, oceanic ridges, transform faults, and characteristics of faults. A modeling-based learning program was implemented in two classes of the experimental group, and teacher-centered traditional classes were carried out for the other students in the comparison group. Science achievement scores and the distribution of students' mental models in experimental and comparison groups were quantitatively compared. The video-taped transcripts of five teams' argumentation were qualitatively analyzed based on the analytic framework developed in the study. The analytic framework for coding students' argumentation in the modeling-based learning was composed of five components of TAP and the corresponding components containing alternative concepts. The results suggest that the frequencies of causal two-dimensional model and cubic model were high in the experimental group, while the frequencies of simple two-dimensional model and simple cross sectional model were high in the comparison group. The higher the frequency of claims, an argumentation pattern was proven successful, and the level of mental model was higher. After the rebuttal was suggested, students observed the model again and claimed again according to new data. Therefore, the model could be confirmed as having a positive impact on students' argumentation process.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.323-345
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• 2015

This study examined the types of abduction appeared in the exploration activities of 'law of large numbers' in order to figure out relation between statistical reasoning and abduction. When the classroom discourse of students was analyzed by Peirce's abduction, Eco's abduction type and Toulmin's argument pattern, students used overcoded abduction the most in the discourse of abduction. However, there composed a low percent of undercoded abduction leading to various thinking, and creative abduction used to make new principles or theories. By the CAS calculators used in the process of reasoning, students were provided with empirical context to understand the concept of abstract probability, through which they actively participated in the argumentation centered on the reasoning. As a result, it was found that not only to understand the abduction, but to build statistical context with tools in the learning of statistical reasoning is important.

• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.234-238
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• 2023

미세 조정은 대부분의 연구에서 사전학습 모델을 위한 표준 기법으로 활용되고 있으나, 최근 초거대 모델의 등장과 환경 오염 등의 문제로 인해 더 효율적인 사전학습 모델 활용 방법이 요구되고 있다. 패턴 추출 학습은 사전학습 모델을 효율적으로 활용하기 위해 제안된 방법으로, 본 논문에서는 한국어 주장 탐지 및 입장 분류를 위해 패턴 추출 학습을 활용하는 모델을 구현하였다. 우리는 기존 미세 조정 방식 모델과의 비교 실험을 통해 본 논문에서 구현한 한국어 주장 탐지 및 입장 분류 모델이 사전학습 단계에서 학습한 모델의 내부 지식을 효과적으로 활용할 수 있음을 보였다.

• Korean Journal of Logic
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• v.22 no.1
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• pp.43-86
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• 2019

If 1st order ZFC is consistent(has a model($M_1$)) it has a transitive denumerable model($M_2$). This leads to a paradoxical situation called 'Skolem paradox'. This can be easily resolved by Skolem's typical resolution. but In the process, we must accept the model theoretic relativity for the concept of set. This relativity can generate a situation where the meaning of the set concept, for example, is given differently depending on the two models. The problem is next. because the sentence '¬denu(PN)' which indicate that PN is not denumerable is equally true in two models, A indistinguishability problem that the concept <¬denu> is not formally indistinguishable in ZFC arise. First, I will give a detail analysis of what the nature of this problem is. And I will provide three ways of responding to this problem from the standpoint of supporting ZFC. First, I will argue that <¬denu> concept, which can be relative to the different models, can be 'almost' distinguished in ZFC by using the formalization of model theory in ZFC. Second, I will show that <¬denu> can change its meaning intrinsically or naturally, by its contextual dependency from the semantic considerations about quantifier that plays a key role in the relativity of <¬denu>. Thus, I will show the model-relative meaning change of <¬denu> concept is a natural phenomenon external to the language, not a matter of responsible for ZFC.

• Journal of KIISE
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• v.43 no.7
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• pp.812-819
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• 2016

This paper introduces and analyzes the theoretical basis and method of the conventional initial-value assignment problem and feasibility of image segmentation. The paper presents topological evidence and a method of appropriate initial-value assignment based on topology theory. Subsequently, the paper shows minimum conditions for feasibility of image segmentation based on separation axiom theory of topology and a validation method of effectiveness for image modeling. As a summary, this paper shows image segmentation with its mathematical validity based on topological analysis rather than statistical analysis. Finally, the paper applies the theory and methods to conventional Gaussian random field model and examines effectiveness of GRF modeling.