• Journal of the Korean earth science society
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• v.24 no.6
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• pp.524-532
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• 2003

The purpose of the present study was to test the hypothesis that student's abductive reasoning skills play an important role in the generation of hypotheses on pendulum motion tasks. To test the hypothesis, a hypothesis-generating test on the pendulum motion and a prior knowledge test about the length of the pendulum motion were developed and administered to a sample of 5th grade children. A significant number of subjects who have the prior knowledge about the length of the pendulum motion failed to apply that prior knowledge to generate a hypothesis on a swing task. These results showed that students' failure in hypothesis-generating was related to their deficiency in abductive reasoning ability, rather than the simple lack of prior knowledge. Furthermore, children's successful generating hypothesis should be required their abductive reasoning skills as well as prior knowledge. Therefore, this study supports the notion that abductive reasoning ability beyond prior knowledge plays an important role in the process of hypothesis-generation. This study suggests that science education should provide teaching about abdctive reasoning as well as scientific declarative knowledge for developing children's hypothesis-generating skills.

• Proceedings of the Korea Society of Information Technology Applications Conference
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• 2001.11a
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• pp.127-128
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• 2001

• 전기의세계
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• v.20 no.6
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• pp.22-28
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• 1971

3상 4선식 다중접지배전선로에서 고저압혼촉이나 1선지락이 발생하면 인근 통신선로에 전자유도전압이 유기되는데 이 유도전압의 정확한 예측은 전자유도장해의 방지책을 강구하는데 있어서 매우 중요하다. 따라서 본 논문은 이 유도전압을 계산하는 이론식을 제시하는데 그 목적이 있다.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.307-320
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• 2020

This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enacted lesson. Interviews were recorded and transcribed for analysis. The results indicate that one PST, Dohyung was positioned as a subject of evaluation throughout the course and the other, Jinwoo, was positioned as a preservice teacher and a subject of evaluation. Their positions were reflected in their epistemic understandings of inquiry-based lessons, which were developed when designing these lessons. During lesson design, both PSTs showed a shared understanding; they explained inquiry-based lessons as students setting and evaluating hypotheses under teachers' guidance. However, as they faced unexpected situations during lesson enactment, they developed different epistemic understandings. To receive a good grade, Dohyung showed a strong preference for anticipating situations that could occur in class and planning responses to them. He understood inquiry-based lessons as ones in which students conduct experiments to produce results expected by the teacher. On the other hand, Jinwoo emphasized the reasoning process based on students' prior knowledge and explained inquiry-based lessons as ones in which students construct new knowledge through a scientific reasoning process based on their knowledge. The findings of this study will contribute to developing strategies to support PSTs' development of their epistemic understandings of knowledge construction in inquiry-based lessons.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.61-73
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• 2004

The purpose of this study was to suggest a grounded theory on the process of undergraduate students' generating pattern-knowledge about scientific episodes. The pattern-discovery tasks were administered to seven college students majoring in elementary education. The present study found that college students show five types of procedural knowledge represented in the process of pattern-discovery, such as element, elementary variation, relative prior knowledge, predictive-pattern, and final pattern-knowledge. Furthermore, subjects used seven types of thinking ways, such as recognizing objects, recalling knowledges, searching elementary variation, predictive-pattern discovery, confirming a predictive-pattern, combining patterns, and selecting a pattern. In addition, pattern-discovering process involves a systemic process of element, elementary variation, relative prior knowledge, generating and confirming predictive-pattern, and selecting final pattern-knowledge. The processes were shown the abductive and deductive reasoning as well as inductive reasoning. This study also discussed the implications of these findings for teaching and evaluating in science education.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.599-610
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• 2018

The purpose of this study is to analyze mechanistic reasoning in Fabre's inquires and to develop mechanistic reasoning model. To analyze the order of the process elements in mechanistic reasoning, 30 chapters were selected in book. Inquiries were analyzed through a framework which is based on Russ et al. (2008). The nine process elements of mechanistic reasoning that was presented in Fabre's inquires were as follows: Describing the Target Phenomenon, Identifying prior Knowledge, Identifying Properties of Objects, Identifying Setup Conditions, Identifying Activities, Conjecturing Entities, Identifying Properties of Entities, Identifying Entities, and Organization of Entities. The order of process elements of mechanistic reasoning was affected by inquiry's subject, types of question, prior knowledge and situation. Three mechanistic reasoning models based on the process elements of mechanistic reasoning were developed: Mechanistic reasoning model for Identifying Entities(MIE), Mechanistic reasoning model for Identifying Activities(MIA), and Mechanistic reasoning model for Identifying Properties of entities (MIP). Science teacher can help students to use the questions of not only "why" but also "How", "If", "What", when students identify entities or generate hypotheses. Also science teacher should be required to understand mechanistic reasoning to give students opportunities to generate diverse hypotheses. If students can't conjecture entities easily, MIA and MIP would be helpful for students.

• Journal of Digital Contents Society
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• v.15 no.6
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• pp.737-743
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• 2014

For single image super resolution (SR), interpolation based and example based algorithms are extensively used. The interpolation algorithms have the strength of theoretical simplicity. However, those algorithms are tending to produce high resolution images with jagged edges, because they are not able to use more priori information. Example based algorithms have been studied in the past few years. For example based SR, the nearest neighbor based algorithms are extensively considered. Among them, neighbor embedding (NE) has been inspired by manifold learning method, particularly locally linear embedding. However, the sizes of local training sets are always too small. So, NE algorithm is weak in the performance of the visuality and quantitative measure by the poor generalization of nearest neighbor estimation. An improved NE algorithm with Support Vector Regression (SVR) was proposed to solve this problem. Given a low resolution image, the pixel values in its high resolution version are estimated by the improved NE. Comparing with bicubic and NE, the improvements of 1.25 dB and 2.33 dB are achieved in PSNR. Experimental results show that proposed method is quantitatively and visually more effective than prior works using bicubic interpolation and NE.

• The Transactions of the Korea Information Processing Society
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• v.7 no.11
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• pp.3566-3575
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• 2000

In this paper, we propose an simple and efficient method to estunate the camera operation by using compressed information, which is extracted diracily from MPEG2 stream without complete decoding. In the method, the motion vector is converted into approximate optical flow by using the feature of predicted frame, because the motion vector in MPEG2 video stream is not regular sequene. And they are used to estimate the camera operation, which consist of pan, and zoom by Hough transform technique. The method provided better results than the least square method for video stream of basketball and socer games. The proposed method can have a reduced computational complexity because the information is directiv abtained in compressed domain. Additionally it can be a useful technology in content-based searching and analysis of video information. Also, the estimatd cameral operationis applicable in searching or tracking objects in MPEG2 video stream without decoding.

• Journal of KIISE:Computing Practices and Letters
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• v.8 no.5
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• pp.520-529
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• 2002

Though BIFS is a complex description language that represents MPEG-4 content as text or bit streams, most traditional MPEG-4 content authoring tools are developed for a BIFS expert. Before using these tools, many authors must invest much time and energy in acquiring knowledge of BIFS. In this paper, we suggest a new manner for saving these efforts. Our proposal supplies the convenient user interface of traditional multimedia authoring tools for MPEG-4 authors and interprets the authored information and transforms it into BIFS. In our user interface, the author generates the minimal authoring information requested for generating BIFS; the BIFS generation module then transforms the information into BIFS format using predefined BIFS construction rules. The resulting BIFS consists of the Scene Tree and the Object Descriptor and Route; they are used for constructing MP4 standard files by mixing with the Elementary Stream.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.84-92
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• 2007

The purpose of this study was to investigate biologists' brain activation patterns during the generation of scientific questions on biological phenomena. Eight right-handed healthy biologists volunteered to be participants in the present study. The question-generation tasks were presented in a block design. The BOLD signals of the biologists' brain were measured by 3.0T fMRI system and data were analyzed using Statistical Parametric Mapping (SPM2). According to our results, the left inferior and middle frontal gyri, the medial prefrontal cortex, the bilateral hippocampus, the occipito-parietal route, the fusiform gyrus, and the cerebellum were activated significantly during the generation of scientific questions. Therefore, we suggested that generating scientific question is associated with analyzing observed situations, using verbal strategy, retrieving episodic memories for comparisons, and feeling cognitive conflicts.