• Proceedings of the Korea Contents Association Conference
• /
• 2013.05a
• /
• pp.275-276
• /
• 2013

생명현상은 다양한 단백질들 간의 상호작용으로 외부의 환경에 대처하고 생명유지를 위한 다양한 생화학반응을 수행한다. 이러한 복잡한 생명현상의 과정을 이해하기 위해서 생명과학자들은 유전자 조절네트워크, 신호전달네트워크, 대사네트워크 등 다양한 종류의 네트워크를 모델링하고 있다. 하지만 각각의 모델링방법은 각 분야별로 다양하게 존재하고 있는 실정이다. 본 연구에서는 이러한 다양한 종류의 생물학적 네트워크를 통합적으로 모델링할 수 있는 통합적 모델링 시스템을 설계하고 구현하였다. 특히 신호전달 과정에 대한 블리온 모델링기법, 유전자 발현조절 및 대사과정에 대한 ODE(Ordinary Differential Equation)모델링 그리고 유전적 표현형을 분석할 수 있는 Flux 모델링을 하나의 모델링 시스템에서 설계 하였다. 또한 이 같은 다양한 종류의 모델링을 지원하기 위해서 SBML포멧을 기준으로 가시적인 모델링 시스템을 구현하였다. 특히 연구자가 모델링한 생물학적 모델이 다른 형태의 모델링기법에도 적용될 수 있도록 전환할 수 있도록 하였다. 이러한 통합적인 모델링 시스템은 향후 복잡해지는 생물학적 네트워크를 손쉽게 모델링 할 수 있는 시스템으로 활용될 것이다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2018.01a
• /
• pp.211-212
• /
• 2018

본 논문에서는 문화콘텐츠 캐릭터를 3D모델링 도구를 이용하여 디자인하고 3D 프린팅 기술을 접목하여 출력하여 판매하고자 하는 창업에 대한 교육과정을 제시하고자 한다. 이를 위해 첫 단계로서 3D 모델링 도구의 전반적인 특성을 살펴보고 3D 캐릭터 모델링 교육을 위한 교육과정으로 어떠한 교과목들이 제시되어야 하는지 제시해보고자 한다.

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

• Journal of The Korean Association For Science Education
• /
• v.35 no.2
• /
• pp.313-323
• /
• 2015

The purpose of this study is to investigate the cognitive process of student's modeling on a modeling-emphasized argument-based general chemistry experiment. The participants were twenty-one freshman students. Six topics were carried out during the first semester and semi-structured interview was implemented at the end of the semester. Semi-structured interview questions were used to elicit elements of effective model, modeling strategies, difficulties that students have experienced during modeling, and resolving the difficulties that students have experienced during modeling. All student interview data were collected and transcribed. The results of this study are summarized as follows: (1) Elements of effective model were considered to be visual expression, persuasive explanation, and rhetorical structure. (2) Modeling strategies included arranging important keywords or writing the outline, and during the modeling process, students used various data, suggested data after reconstructing, suggested definitions and explanations of core concepts, used meta-cognition, and considering rhetorical structure. (3) Difficulties students have experienced during modeling could be categorized as lack of modeling strategy and understanding. (4) Resolving difficulties students have experienced during modeling could be categorized as modeling strategy and understanding. Students learn the strategy by feedback, modeling experience, evaluation of experimental report, models which they constructed previously and references, and the understanding of contents were achieved through arguments which occurred during classes and during the process of writing the experimental reports. These results suggest that when using modeling in teaching and learning, the argument-based learning strategy can be effective in enhancing students' modeling by helping them to understand meta-modeling with scientific concepts.

• Communications of Mathematical Education
• /
• v.37 no.2
• /
• pp.257-276
• /
• 2023

Mathematical modeling can be described as a series of processes in which real-world problem situations are understood, interpreted using mathematical methods, and solved based on mathematical models. The effectiveness of mathematics instruction using mathematical modeling has been demonstrated through prior research. This study aims to explore insights for mathematical modeling instruction by analyzing the metacognitive characteristics shown in the mathematical modeling cycle, according to the mathematical thinking styles of elementary math gifted students. To achieve this, a mathematical thinking style assessment was conducted with 39 elementary math gifted students from University-affiliated Science Gifted Education Center, and based on the assessment results, they were classified into visual, analytical, and mixed groups. The metacognition manifested during the process of mathematical modeling for each group was analyzed. The analysis results revealed that metacognitive elements varied depending on the phases of modeling cycle and their mathematical thinking styles. Based on these findings, didactical implications for mathematical modeling instruction were derived.

• The Mathematical Education
• /
• v.62 no.3
• /
• pp.363-380
• /
• 2023

This study analyzed the difficulties and mathematical modeling knowledge improvement that an elementary school teacher experienced in modifying a mathematics textbook task to a mathematical modeling task. To this end, an elementary school teacher with 10 years of experience participated in teacher-researcher community's repeated discussions and modified the average task in the data and pattern domain of the 5th grade. The results are as followings. First, in the process of task modification, the teacher had difficulties in reflecting reality, setting the appropriate cognitive level of mathematical modeling tasks, and presenting detailed tasks according to the mathematical modeling process. Second, through repeated task modifications, the teacher was able to develop realistic tasks considering the mathematical content knowledge and students' cognitive level, set the cognitive level of the task by adjusting the complexity and openness of the task, and present detailed tasks through thought experiments on students' task-solving process, which shows that teachers' mathematical modeling knowledge, including the concept of mathematical modeling and the characteristics of the mathematical modeling task, has improved. The findings of this study suggest that, in terms of the mathematical modeling teacher education, it is necessary to provide teachers with opportunities to improve their mathematical modeling task development competency through textbook task modification rather than direct provision of mathematical modeling tasks, experience mathematical modeling theory and practice together, and participate in teacher-researcher communities.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2010.04a
• /
• pp.217-217
• /
• 2010

다양한 선택이 가능한 대학 입시 선택 과정에서, 대학 및 학과별 선발 기준을 고려하여 최선의 선택을 해야 할 필요가 있다. 본 연구는 2010학년도 대학별, 학과별, 시기별 전형 기준을 근거로 이 과정을 수학적으로 모델링 한다. 그 예로 2010학년도 전형 기준을 수능 반영영역과 반영비율, 가중치 등을 고려하여 대학입시과정에서 활용될 수 있는 AHP를 통한 수학적 모델을 소개한다. 이 과정을 엑셀을 이용한 수학적 모델링으로 구현한다.

• Proceedings of the Korea Water Resources Association Conference
• /
• 2019.05a
• /
• pp.115-115
• /
• 2019

하천수 흐름예측에 대한 연구는 대부분 WRF-Hydro와 같은 과정기반 모델링 시스템을 이용한다. 과정기반 모델링 시스템은 물리적 현상을 일반화한 수식으로 구성되어있다. 일반화된 수식은 불확실성을 내포하고 있으며 지역적 특성도 반영하지 못한다. 특히 수식에 사용되는 입력자료는 측정값으로 오차가 존재한다. 따라서 과정기반 모델링 시스템 예측결과는 계통오차와 우연오차가 존재한다. 현재 매개변수 보정을 통해 예측결과를 개선하는 방법을 사용하고 있으나 한계가 있다. 본 연구는 이러한 한계를 극복하기 위해 상호보완적인 Data-driven 모델을 구축하여 과정기반 모델링 시스템 결과를 개선하고자 하였다. Data-driven 모델 구축을 위해 머신러닝 기법인 instance-based weighting(IBW)과 support vector regression(SVR)을 사용하였다. 구축된 Data-driven 모델은 한반도 지역 주요 저수지 및 호수의 하천수 흐름예측을 통해 검증하였다. 검증을 위해 과정기반 모델링 시스템으로 WRF-Hydro를 구동하였다. 입력자료는 기상청의 국지수치예측모델자료(LDAPS), HydroSHEDS의 수치표고모델자료(DEM), 국가지리정보원의 저수지 및 호수 연속수치지형도를 사용하였다. 본 연구를 통해 구축된 Data-driven모델은 기존 과정기반 모델링 시스템의 오류수정 한계를 머신러닝을 이용하여 개선할 수 있는 가능성을 제시하였다.

• Journal of the Korean School Mathematics Society
• /
• v.24 no.2
• /
• pp.217-241
• /
• 2021

The purpose of this study is to qualitatively examine the effects of graphics representation of trigonometry modelling concerning question generating and idea sharing. The experimental setting(Experiment Group) was one class (N=26) at a public high school. The modelling process was designed as a process-oriented conceptualization divided into three steps i.e., (1) game with idea sharing and question generating, (2) graphic representation, and (3) symbolization in the mathematical applied tasks related to trigonometry function. The result indicates that Graphic Representation with Game Activity increases the opportunity of question generating and idea sharing during experimental work. Also, the results show that the introduction of computer graphics enhances the teaching of mathematical quantity in highschool classrooms.

• School Mathematics
• /
• v.9 no.1
• /
• pp.65-97
• /
• 2007

Problem solving and mathematical applications have been increasingly emphasized in school mathematics over the past ten years. Recently it is recommended that mathematical applications and modeling situations be incorporated into the secondary school curriculum. Many researches on this approach have been conducted in Korea. But unfortunately two thirds of these researches have been studied by graduate students. Therefore, more professional researchers should be concerned with the study related to mathematical modelling activity. This study is planning to investigate and establish i) the concepts and meanings of mathematical model, mathematical modelling, and mathematical modelling process, ii) the properties of problem situations introduced and dealt with in mathematical modelling activity, and iii) relationship between mathematical modelling activity and problem solving activity, and so on. To accomplish this, this study is based on the analysis and comparison of 11 articles published in domestic journals and 22 domestic master papers.