• (The) Korean Journal of Educational Psychology
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• v.22 no.2
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• pp.461-478
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• 2008

This study attempted to test whether or not students' collaborative argumentation and explanation activity while using concept mapping did improve understanding on texts. Total of 52 college students participated in this study. They were randomly assigned to one of four experimental conditions. The experiment lasted for two or three weeks and students were tested on comprehension level of a text material that they have studied over the period. As a result, with two independent factors of explanation and collaboration, there was a significant interaction effect without main effects. That is, individual did better when they did have to explain what they were doing. However, this is not the case when students collaborate. Students in the paired condition, they did better when they do not have to explain what they were doing with concept maps. This study showed efficiency with using computerized software does not always guarantee higher understanding on text materials. Instructional contexts and variables, collaboration and explanation, needs to be considered. Collaborating with others and explaining their own learning processes should be carefully designed when they are combined with concept mapping contexts. How to minimize learning obstacles from discussing ideas with others are a critical issue for future research.

• The Journal of the Korea Contents Association
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• v.7 no.1
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• pp.10-20
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• 2007

This paper describes a concept-based question analysis to analyze concept which is more important than keyword for the accurate answer extraction. Our idea is that we can extract correct answers from various paragraphs with different structures when we use well-defined concepts because concepts occurred in questions of same answer type are similar. That is, we will analyze the syntactic and semantic role of each word or phrase in a question in order to extract more relevant documents and more accurate answer in them. For each answer type, we define a concept frame which is composed of concepts commonly occurred in that type of questions and analyze user's question by filling a concept frame with a word or phrase. Empirical results show that our concept-based question analysis can extract more accurate answer than any other conventional approach. Also, concept-based approach has additional merits that it is language universal model, and can be combined with arbitrary conventional approaches.

• Journal of the Korean Institute of Intelligent Systems
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• v.12 no.5
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• pp.432-441
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• 2002

Though many services offer useful information on internet, computer users are not so familiar with such services that they need an assistant system to use the services easily In the case of web sites, for example, the operators answer the users e-mail questions, but the increasing number of users makes it hard to answer the questions efficiently. In this paper, we propose an assistant system which responds to the users questions automatically and helps them browse the Hanmail Net FAQ (Frequently Asked Question) conceptually. This system uses two-level self-organizing map (SOM): the keyword clustering SOM and document classification SOM. The keyword clustering SOM reduces a variable length question to a normalized vector and the document classification SOM classifies the question into an answer class. Experiments on the 2,206 e-mail question data collected for a month from the Hanmail net show that this system is able to find the correct answers with the recognition rate of 95% and also the browsing based on the map is conceptual and efficient.

• Proceedings of the Korean Association of Geographic Inforamtion Studies Conference
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• 2010.09a
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• pp.277-282
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• 2010

IT를 매개로 서로 다른 분야의 기술들이 상호 융합되어 새로운 서비스 또는 기술을 제공하는 유비쿼터스 패러다임은 도시에 대한 새로운 시각을 제공하고 있다. u-City는 첨단 정보통신 인프라와 유비쿼터스 정보서비스를 도시공간에 융합하여 도시생활의 편의 증대와 삶의 질 향상, 체계적 도시관리에 의한 안전보장과 시민복지 향상, 신산업 창출 등 도시의 제반기능을 혁신시킬 수 있는 차세대 정보화 도시를 의미한다. 성공적인 u-City 건설을 위해서 기존의 지자체GIS 개념을 확대한 지능형 도시공간정보의 개념이 필요하며, 지능형 도시공간정보를 효율적으로 제공하기 위한 서비스가 요구된다. 이러한 지능형 도시공간정보 서비스는 도시 전반의 영역에서 제시될 수 있으므로 다양한 서비스를 도출할 수 있다. 이에 본 연구에서는 지능형 도시공간정보의 개념을 살펴보고, 기존 u-City 관련 서비스 분류에 관한 선행 연구내용을 중심으로 지능형 도시공간정보 서비스 분류체계를 제시였다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.2 no.2
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• pp.25-31
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• 2001

The TRIZ theory which was invented by Russian scientist Genrich Altshuller provides a systematic methodology for innovative engineering design in place of brainstorming. synectics, analogical thinking, which seeming1y high efficiency are still variations of the trials and errors method. TRIZ theory gives designer the ability to explore design solutions in fields other than his (her) own experience. Among several TRIZ theories, most widely used techniques in engineering field are contradiction theory. Su-Field analysis, physical phenomenon and effect and directed production evolution. which are described in this thesis and its application to conceptual design of high-speed train is performed as a case study of TRIZ theory.

• School Mathematics
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• v.12 no.2
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• pp.239-257
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• 2010

In school mathematics the derivative concept is intuitively taught with the tangents and the concept of instantaneous velocity. In this paper, I investigated the long historical developments of the derivative concepts and analysed the relationships between the definition of derivative and the related elements. Finally I proposed some educational implications based on the analysis.

• Journal of Korea Society of Industrial Information Systems
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• v.1 no.1
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• pp.267-300
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• 1996

정보기술에 대한 투자가 증대되고 그 전략적 중요성이 높아짐에 따라 정보시스템의 효과성 평가문제는 실무적으로나 학문적으로나 중요한 이슈중의 하나가 되었다. 정보시스템의 효과성은 보는 관점에 따라 여러 가지의 개념을 내포하고 있어 단일의 기준으로는 평가될 수 없다. 본 연구에서는 정보시스템의 효과성을 종합적으로 평가할 수 있을 뿐만 아니라 평가의 목적에 따라 적절한 기준을 선택할 수 있도록 하는 개념적 틀을 구축하였다. 조직이론에서 제시하고 있는 효과성 평가의 세가지 접근방법인 자원획득 접근법, 내부과정 접근법, 목표달성 접근법을 정보시스템의 기능인 정보기술의 가치부가 활동에 적용하여 정보기술의 획득, 정보기술의 전환, 정보기술의 활용이라는 세가지 평가영역을 도출하였다. 또한 평가기준의 완전성 정도에 따라 각 영역별 세부 평가기준과 대표적인 측정치를 제시하였다.

• Proceedings of the Korean Association of Geographic Inforamtion Studies Conference
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• 2008.06a
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• pp.238-247
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• 2008

최근 IT(Information Technology)산업의 가장 핵심적 키워드는 산업 내 혹은 산업간의 융합화 즉 컨버전스(Convergence)라 할 수 있다. 즉, IT를 매개로 서로 다른 분야의 기술들이 상호 융합되어 새로운 서비스 또는 기술을 제공하는 융합화 현상이 나타나고 있다. 이러한 융합의 핵심에는 유비쿼터스라는 패러다임이 있으며, 유비쿼터스 패러다임은 도시에 대한 새로운 시각을 제공하였다. u-City는 첨단 정보통신 인프라와 유비쿼터스 정보서비스를 도시공간에 융합하여 도시생활의 편의 증대와 삶의 질 향상, 체계적 도시관리에 의한 안전보장과 시민복지 향상, 신산업 창출 등 도시의 제반기능을 혁신시킬 수 있는 차세대 정보화 도시로 정의된다. 성공적인 u-City 건설을 위해선 기존의 지자체GIS 개념을 확대하여 지능형 도시공간정보의 개념이 필요하며, 지능형 도시공간정보를 효율적으로 서비스하기 위한 서비스 표준체계가 필요하다. 즉, u-City의 실질적 구현 및 운영을 위해서는 정보(컨텐츠)가 필요하며. 이를 위해선 도시공간정보의 상호운용성의 확보가 필요한 시점이라 할 수 있다. 이에 본 연구에서는 지능형 도시공간정보의 개념과 지능형 도시공간정보 서비스 표준체계를 제시하도록 한다.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.179-198
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• 2011

The understanding of mathematical concepts should be backed up on a constant basis in oder to grow problem-solving skills which is one of the ultimate goals of math education. The purpose of the study was to provide readers with the information which could be considered valuably for the math educators trying both to prevent mathematical misconceptions and to develop curricular program by estimating the actual conditions and developing backgrounds of the mathematical misconceptions held by the gifted education learners. Accordingly, this study, as the first step, theoretically examined the meaning and the developing background of mathematical misconception. As the second step, this study examined the actual conditions of mathematical misconceptions held by the participant students who were enrolled in the CTY(Center for Talented Youth) program run by a university. The results showed that the percentage of the correct statements made by participant students is only 35%. The results also showed that most of the participant students belonged either to the level 2 requiring students to distinguish examples from non-examples of the mathematical concepts or the level 3 requiring students to recognize and describe the common nature of the mathematical concepts with their own expressions based on the four-level of concept formulation. The causes could be traced to the presentation of limited example, wrong preconcept, the imbalance of conceptual definition and conceptual image. Based on the estimation, this study summarized a general plan preventing the mathematical misconceptions in a math classroom.

• Journal of the Korean Chemical Society
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• v.50 no.3
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• pp.247-255
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• 2006

The purpose of this study was to investigate the correlation between concepts on chemical reaction rates and concepts on chemical equilibrium in high school students. The subjects of the investigation consisted of 120 third grade students attending high school in K city of Kyunggi province. For this study, questionnaire relevant to the subject of chemical reaction rates and chemical equilibrium was developed and the answers were analyzed. As a result of the study, a large percentage of high school students answered questions on reaction rates correctly, but only a small percentage of the students could give explanations. Many high school students answered questions on the rates of forward reactions correctly, but not the questions on the rates of reverse reactions. For the concepts on chemical equilibrium, many high school students gave correct answers when faced with equilibrium questions that only required the understanding of one side of the reaction. But the students could not answer the questions requiring understanding of both forward and reverse reactions as well. Overall, there was a little high correlation between concepts on chemical reaction rates and concepts on chemical equilibrium in high school students. Especially, high school students with little understanding of reverse reaction rates did not understand that chemical equilibrium is a dynamic equilibrium. Also, high school students with little understanding of the collision mechanism regarding chemical reaction rates did not understand the effect of concentration and catalyst factors on chemical equilibrium. And the correlation between concepts on chemical reaction rates and concepts on chemical equilibrium related to concentration and catalyst factors was low. In conclusion, the formation of scientific concepts on chemical reactions rates can decrease misconceptions on chemical equilibrium. Also the teaching-learning method limited to one side of a reaction can cause difficulty in forming the concepts on chemical dynamic equilibrium. Therefore, the development of a teaching-learning method which covers both the forward and reverse reactions can be effective in helping students form the concepts on chemical equilibrium.