• 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.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.327-342
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• 2018

The purpose of this paper is to review the domestic research on mathematical modeling by using three dimensional mathematical modeling map composed of perspective axis, domain axis, level axis, and to give direction to mathematical modeling research. The findings of this study show that the domestic research on mathematical modeling focuses on application perspective, notions and classroom domain and secondary level, and that we need various studies with concept formation perspective, system domain, tertiary level, and teacher(education) level on the future work about mathematical modeling.

• School Mathematics
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• v.16 no.3
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• pp.409-444
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• 2014

There have been many discussions of teaching and learning mathematics through modeling activities in mathematics education research community. Although there has been some agreement regarding modeling activity as an alternative way to support mathematics teaching and learning, there is still no clear consensus on these issues. This paper reports a case study which aims to identify ways to design modeling tasks and instruction to foster meta-level learning, and investigate how modeling activities can facilitate meta-level learning. From the results of teaching experiment, this study examines the potential of modeling activities in mathematics teaching and learning.

• Journal of the Korean Chemical Society
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• v.67 no.1
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• pp.42-53
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• 2023

The purpose of this study is to obtain basic data for constructing a modeling practice program integrated with meta-modeling knowledge by analyzing the cognition level for each meta-modeling knowledge components through modeling practice in the context of the chemistry discipline content. A chemistry teacher conducted inquiry-based modeling practice including anomalous phenomena for 16 students in the second year of a science gifted school, and in order to analyze the cognition level for each of the three meta-modeling knowledge components such as model variability, model multiplicity, and modeling process, the inquiry notes recorded by the students and observation note recorded by the researcher were used for analysis. The recognition level was classified from 0 to 3 levels. As a result of the analysis, it was found that the cognition level of the modeling process was the highest and the cognition level of the multiplicity of the model was the lowest. The cause of the low recognitive level of model variability is closely related to students' perception of conceptual models as objective facts. The cause of the low cognitive level of model multiplicity has to do with the belief that there can only be one correct model for a given phenomenon. Students elaborated conceptual models using symbolic models such as chemical symbols, but lacked recognition of the importance of data interpretation affecting the entire modeling process. It is necessary to introduce preliminary activities that can explicitly guide the nature of the model, and guide the importance of data interpretation through specific examples. Training to consider and verify the acceptability of the proposed model from a different point of view than mine should be done through a modeling practice program.

• Journal of the Korea Society for Simulation
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• v.27 no.3
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• pp.37-44
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• 2018

In applying modeling and simulation (M&S) techniques to analyze complex discrete event dynamic systems, conventionally users had to use different simulation environments depending on the user-level. To solve the inconvenience, this paper proposes an integrated development environment for M&S depending on user-level and a formalized interface to manage the model in the development environment efficiently. The interface consists of an extended DEVS formalism and model making rules. The development environment is divided into a modeling environment and a simulation environment. In the modeling environment, three modeling methods are provided for each level of the users. Users inputs several parameters to the model generated as a result of the modeling process, and experiments in various cases by using the simulation environment. The case study shows the implementation of the proposed M&S environment, and using the implemented environment, it shows the M&S process of the complex defense combat system.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.503-525
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• 2012

This study compared levels of mathematically talented students' statistical thinking with those of non-talented students in statistical modeling and sampling distribution understanding. t tests were conducted to test for statistically significant differences between mathematically gifted students and non-gifted students. In case of statistical modeling, for both of elementary and middle school graders, the t tests show that there is a statistically significant difference between mathematically gifted students and non-gifted students. Table of frequencies of each level, however, shows that levels of mathematically gifted students' thinking were not distributed at the high levels but were overlapped with those of non-gifted students. A similar tendency is also present in sampling distribution understanding. These results are thought-provoking results in statistics instruction for mathematically talented students.

• Proceedings of the Korea Society for Simulation Conference
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• 2000.04a
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• pp.45-50
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• 2000

실시간 시뮬레이션은 제약조건이 있는 시뮬레이션의 대표적인 경우로, 반드시 주어진 시간안에 최상의 시뮬레이션 결과를 생성해내야 한다. 본 논문에서는 시간제약과 같은 시스템에 주어진 제약조건을 모델링 및 시뮬레이션하기 위한 방법론을 제시한다. 시스템의 모델링 과정에서는 계층적 방법론에 기초하여 다중 추상화(multi-resolution)를 제공하는 모델을 만든다. 또한 제약조건이 있는 시뮬레이션을 위해서는 구축된 모델의 추상화수준을 조절한다. 즉, 1) 구축된 모델을 추상화 수준에 따라 정리하여 AT(Abstraction Tree)를 생성한 후 2) 주어진 제약조건을 integer programming 기법을 이용하여 정형화하고, 3) 제약조건을 만족시키는 최상의 추상화 수준을 AT상에서 결정한다. 결정된 추상화 수준에 따라 시뮬레이션에 필요한 모델을 동적으로 재구성하여 임의의 제약조건이 있는 시뮬레이션을 효과적으로 수행함으로써, 모델의 재사용 및 경제성을 증진시킬 수 있다.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.11 no.1
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• pp.31-36
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• 2006

A study on estimation of the datum level is carried out by combining observed and simulated harmonic constants of 4 major tides ($M_2$tide, $S_2$tide, $K_2$tide, and $O_1$tide). In the coastal zone, the datum level can be estimated by using observed tide harmonic constants at tide station. The observed tide harmonic constants, however, cannot be used to calculate the datum level of the sea because of the lack of tide station. In order to estimate the datum level of the sea, it is necessary to adopt the simulated harmonic constants instead of the observed ones. In this study, the datum level is calculated by using the simulated harmonic constants which is modified by tuning coefficient based on relationship between observed and simulated harmonic constants at tide station. Tuning coefficient of sea is interpolated on TIN (Triangulated Irregular Network) which has node points at tide stations.

• Proceedings of the Korean Information Science Society Conference
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• 2002.10c
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• pp.694-696
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• 2002

이 논문에서는 시스템 수준의 전력 소모를 분석하는 방법론을 설명한다. 응용의 시스템 수준 전력 모델을 구하기 위해서, 시스템을 이루는 각 부분들을 선형적으로 모델링하고, 이를 모두 더한다. 선형적으로 모델링된 식의 파라메터들을 구하기 위해서, 회귀분석에 기반한 분석을 한다. 이를 위해서 다양한 벤치마크들을 준비하고, 응용에 대해서 측정을 한 것과 수정된 시뮬레이터에서 필요한 정보를 얻어야 한다. 이렇게 분석한 전력 모델의 예측치는 5% 내의 정확도를 가짐을 확인하였다.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.91-117
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• 2017

In this paper, we develop a logarithm units' teaching learning materials using genetic modeling which is designed for students to construct by themselves and figure out mathematical knowledge conceptually, and we analyze the process of students' comprehension of logarithm concepts through genetic modeling activities. For this purpose, we divide logarithm units into three subunits and develop teaching learning materials which include genetic original contexts and are framed by the four pedagogic phases of genetic modeling, application, extraction, comprehension, and construction so that students themselves are capable of construct the concepts of logarithm units. The developed teaching learning materials are applied into lessons for two intermediate-basic students and two intermediate-advanced students. Through this, we examine students' conceptual construction process about logarithms units with the four pedagogical stages of genetic modeling applied, and analyze the depth of their comprehension about the logarithm units based on the general phases of mathematics-learning introduced by van Hiele, and then we suggest several pedagogical implications.