• School Mathematics
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• v.13 no.1
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• pp.207-227
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• 2011

This study developed a statistical thinking level with constructs framework from based on Jones, Thornton, Langrall, & Mooney (2000) to analyze the 6th graders' thinking level shown on their survey activities. It was modified by 5 constructs framework such as collecting, describing, organizing, representing, and analyzing and interpreting data with four thinking levels, which represent a continuum from idiosyncratic to analytic reasoning. As a result, among four levels such as idiosyncratic level (level 1), transitional level (level 2), quantitative level (level 3), and analytical level (level 4), levels of two through four are shown on statistical thinking levels in this study.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.89-108
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• 2020

Since arithmetic is the foundation of school mathematics, it needs to be taught meaningfully in the direction of improving arithmetical thinking levels of students beyond the fluency of computing skills. Therefore, in this study, the arithmetical thinking levels of 100 students in 5th grade were analyzed by applying the arithmetical thinking level test. As a result, 82 students were at 1st level and 15 students were at 2nd level of the arithmetical thinking. I analyzed the characteristics of arithmetical thinking and types of errors and misconceptions made by the students, and derived some didactical implications for arithmetic education in elementary school mathematics.

• Education of Primary School Mathematics
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• v.1 no.1
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• pp.59-71
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• 1997

기하학적 사고력 개발이라는 우리의 목표는 궁극적으로 보다 낮은 수준의 학생들에게 보다 높은 수준으로 나아가게 하는 경험을 주는 것이다. 학생들이 보다 높은 수준에서 추론할 수 있도록 하기 위하여 그들이 보다 낮은 수준에서 충분하고 효율적인 학습 경험을 가져야 한다는 것이다. 예를 들면 분수에서 이루어지는 것처럼 기계적인 암기식으로 사물을 학습함으로써 수준(단계)을 뛰어 넘으려고 노력하면은 그들이 학습한 것에 관한 많은 것을 기억할 수 없을 것이다. 조작에 관한 보다 풍부한 경험과 시각적으로 입체감을 주는 설명을 들은 어린이들이 보다 훌륭한 공간 추론을 할 수 있을 것이라 믿는다. 본 고에서는 기하학적인 사고의 개발에 관한 van Hiele 모델이 초등학교에서 기하 수업의 토론을 위한 기초로서 사용되어졌다. 그 모델의 수준들이 묘사되었고 일반적으로 초등학교 아동들의 사고는 0수준과 1수준이라 는 것이 밝혀졌다. 단지 극소수의 아동들이 2수준의 사고에 도달해 있을 것이다. 그러나 만약 초등학교에서의 수업이 기하학적인 개념을 구성하는데 주안점을 둔다면 보다 많은 어린이들이 2 수준의 사고를 보여줄 수 있을 것으로 생각된다. 0 수준의 어린이들은 도형의 형태에 초점이 맞추어져있고 1 수준의 어린이들은 도형의 성질을 이해하는데 에 있다. 2 수준의 사고자는 도형의 포함관계를 이해하고 비공식적으로 추론 할 수 있다. 처음 세 수준에서의 활동들에 대한 지침이 주어져 있으며 0 수준과 1수준에 연관되는 다수의 활동들을 묘사했다. 0수준의 어린이들을 위해 묘사된 활동들은 그들이 2차원 및 3차원의 도형 둘 다를 시각화하는데 도움을 주는 것이다. 1 수준에서 사고하는 학습자들을 위해 묘사된 활동들은 2차원 및 3차원 도형의 성질들을 강조했다. 아울러 본 고에서 언급한 활동들은 상호교수에의 접근을 반영했다. 그러한 접근방식은 학습자들로 하여금 그들의 활동과 의견으로부터 개념을 구성하게 해주며 그들의 활동 결과에 대해 다른 사람들과 의사소통 함으로서 개념을 명확하게 다듬어지게 해줄 수 있을 것이다. 아울러 평가 활동들이 본고의 마지막 부분에 주어져있다. 그러한 활동들은 교사들에게 어린이들의 기하학적인 사고수준을 결정하게 해주며 학습자들로 하여금 수업시간 이외에 보다 높은 사고수준으로 나아가게 해줄 수 있을 것으로 기대된다.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.575-598
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• 2017

This study aims to explore the level-specific characteristics of arithmetical thinking based on the arithmetical thinking factors and develop an arithmetical thinking level test that can identify students' arithmetical thinking levels by specifying the levels of arithmetical thinking based on the factors. In order to solve the research problems, we categorized the arithmetical thinking factors into 1~4 levels based on the literature review and constructed items of the arithmetical thinking level test considering both content and process based on the arithmetical thinking factors and the level-specific characteristics of the arithmetical thinking which conformed to the Guttman scale. To investigate the adequacy of the analysis of the arithmetical thinking levels, we reanalyzed the level-specific characteristics of the arithmetical thinking by checking that it matched the factors classified to the test developed by the Guttman scale. From the results of this research, the following conclusions were drawn. First, the arithmetical thinking factors are categorized into four levels which have different characteristics. Second, the arithmetical thinking level test of this study was developed satisfying the Guttman scale and it reflects the level-specific characteristics of the arithmetical thinking levels from 1 to 4. It is possible to determine the students' arithmetical thinking level using this test. Third, according to the results of the final application of the arithmetical thinking level test for 5th and 6th graders, teachers should provide more abundant learning experiences related to the relation level (the level 3) and the application level (the level 4) to increase students' arithmetical thinking level.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.355-367
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• 2018

The purposes of this study are 1) to identify systems thinking level and definition, 2) to develop a framework for the assessment of systems thinking level, and 3) to develop a rubric for scoring open-ended written responded test. In order to achieve these purposes, a total of 60 articles were analyzed by using the literature analysis framework. The systems thinking level and definition are identified through the results of systems thinking literature analysis. Based on the systems thinking level and definitions, the research derived a framework that includes the core ideas and evaluation content of each level. In addition, rubric for the scoring of open-ended response test items was revised and supplemented. It is concluded that a content validity test on the tools (systems thinking level and definition, framework for item development, rubric) has been developed in the study. The content validity was verified by 7-science education experts. According to the result of CVI, it was found to be more than .95 in all three tools. Based on the results of this study, the research will develop items that can measure students' level of systems thinking. The construct validity and criterion validity of the developed items should be verified systematically. The research could carry out a validation study for the systems thinking measurement related to the core competence emphasized in the 2015 revised curriculum.

• Korean Journal of Culture and Social Issue
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• v.13 no.4
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• pp.101-112
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• 2007

We investigated the influences of 'Circumstance Insensibility', 'Unsafe Driving', 'Incautious Driving', and 'Self-efficacy of Driving', consisting of driving confidence level, on traffic accidents. 1055 drivers conducted Driving Confidence Level Questionnaire, items about their dangerous driving experience and traffic accidents. Among them, after checking the missing items, we analyzed data of 998 drivers. As a result, we found the relation between driving confidence levels and traffic accidents. Specially, 'Circumstance Insensibility' and 'Unsafe Driving' influenced traffic accidents. However 'Circumstance Insensibility' had negative effects, the other side 'Unsafe Driving' had positive effects on traffic accidents. This result means each factor of driving confidence levels have different relation with traffic accidents. 'Incautious Driving' and 'Self-efficacy of Driving' didn't have any effects on traffic accidents in this research. In future, it should be investigated 'Incautious Driving' and 'Self-efficacy of Driving'.

• Journal of Korean Society of Transportation
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• v.26 no.2
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• pp.47-56
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• 2008

Two-Lane Highway of Korea is important, Because it has the largeest portion of all roads of Korea. But it has only one lane for one direction. So, If Delays are happened by low-speed vehicles, high-speed vehicles should over-take through the other side of the road. This over-takings can generate the high possibility of traffic accidents and the severity of traffic accidents by over-takings is very high. Because it generates a head-on collision. But the level of Service that indicates the operation states of Two-Lane Highway is defined as a conception that explains the operation conditions of traffic safety etc. Whencalculating the Level of service. It is considered by only delays. So, in this paper, first, this author wants to present the calculation of delay-time by Total-Delay Rate. Second, by multiplying this delay-time by the costs of delays wants to present the method of calulates the total delay costs. Third, to consider the traffic accidents, After predicting the number of traffic accidents, As multipling this by the average of costs of traffic accidents. want to present the method to calculate Total traffic accidents costs. Forth, present the operation costs.

• Journal of Korean Society of Transportation
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• v.26 no.3
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• pp.169-178
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• 2008

Level of Service (LOS) is one of ways to evaluate operational conditions. It is very important factor in evaluation especially for the facility of highways. However, some studies proved that ${\upsilon}/c$ ratio and accident rate is appeared like a second function which has a U-form. It means there is a gap between LOS and safety of highway facilities. Therefore, this study presents a method for evaluation of a signalized intersection which is considered both smooth traffic operation (delay) and traffic safety (accident). Firstly, as a result of our research, accident rates and EPDO are decreased when it has a big delay. In that reason, it is necessary to make a new Level of Service included traffic safety. Secondly, this study has developed a negative binominal regression model which is based on the relation between accident patterns and stream. Thirdly, standards of LOS are presented which is originated from calculation between annual delay costs and annual accident cost at each intersection. Lastly, worksheet form is presented as an expression to an estimation step of a signalized intersection with traffic accident prediction model and new LOS.

• Proceedings of the Korea Information Processing Society Conference
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• 2017.04a
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• pp.291-294
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• 2017

최근 국내에서 신 변종 공격이 대량으로 발생함에 따라, 한정적인 보안전문 인력과 기존의 장비로 분석 및 대응하는데 어려움이 있다. 본 논문에서는, 대량으로 발생하는 침해사고에 대해 분석 우선순위를 확인하고자, 침해사고에 활용된 침해지표들의 위협을 분석하고 이를 정량적인 값인 침해지표 위협수준(TL_IoC, Threat Level of IoC)로 도출하는 방안을 제안한다. 이를 통해, 침해지표의 위협수준을 직관적으로 확인함으로써 침해사고의 대응수준을 신속하게 판단하고, 위협수준이 높은 침해사고에 대해 능동적으로 빠르게 분석함으로써 대량의 침해사고를 효율적으로 대응할 수 있다.

• 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.