• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.38-48
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• 2020

The purpose of this study was to analysis characteristics and changes of epistemic thinking in middle school students on class-argument activities in an argument-based inquiry(ABI) science class. Data was collected from class recording video and activity worksheets of five subjects argument-based inquiry. Results of the analysis of student epistemic cognition characteristics show that experimental data was presented the most as evidence, and depending on the ABI activity, personal experience-based evidence and evidence based on scientific principles were used. As a result of analyzing the changes between claims made before and after class argumentations on five ABI activities in an argument-based inquiry science class, student claim modifications could be classified, according to reasons for the modification, into three types: correcting incorrect claims, clarifying unclear content, and expanding the concept.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.22 no.5
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• pp.764-771
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• 2018

This study focused on shape attributes in a basic study that identified infographics expression diversification and delivery efficiency based on formative attributes. To achieve that goal, formative attributes were categorized as geometric or expressional type, and significant differences between them were found by identifying the attributes of each type. The study analyzed the correlations between each infographic type's formative attributes and content delivery. The results found that regularity, clarity, visibility, and content delivery were attributes of the geometric type, whereas expressionality, visibility, clarity, and content delivery were attributes of the expressional type. Further analysis of the attributes focusing on content delivery found that regularity and visibility significantly influenced content delivery for the geometric type, and expressionality and clarity significantly influenced content delivery for the expressional type. Thus, this study empirically confirmed that formative attributes of infographics distinguished between expression types with statistically significant differences during the visualization process. And that specific factors influencing content delivery were formative attributes.

• Proceedings of the Korean Society for Information Management Conference
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• 1999.08a
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• pp.197-200
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• 1999

본 논문은 대학 도서관에서 제공되는 이용자 교육 프로그램의 유형에 대해 조사하여 각 유형에 따라 교육 대상, 교육 시간, 교육 담당자, 그리고 교육 내용 등을 비교 분석하였다.

• Proceedings of the Korean Society for Information Management Conference
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• 1995.08a
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• pp.115-118
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• 1995

DDC의 사회과학(300) 분야에서 특정 개념을 표현하기 위하여 사용되고 있는 합성주를 분석하여 7가지 유형으로 파악하고, 적용상의 일관성 여부를 검토하였다.

• Journal of the Speleological Society of Korea
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• no.84
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• pp.1-9
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• 2008

Since the existing cave type classification has no variety but was limited to the structural, genetical and dimensional classification, we need the new cave type classification. When we analyze the theoretical background of cluster analysis, the cave type can be classified in consideration of diverse variables depending on the selection of variables to use and the usability of such classification is very high. With the practical consideration on the internal environment of cave and surrounding environment, three classifications are available; first, numerical classification by the dimension and form of cave; second, classification by the use of land out of the cave and geographic features; third, classification by the feature of location related to the surrounding areas of cave.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.885-905
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• 2010

This study questions that mathematical evaluations strive to memorize fragmentary knowledge and have an objective test. To solve these problems on mathematical education We did descriptive test. Through the descriptive test, students think and express their ideas freely using mathematical terms. We want to know if that procedure is correct or not, and, if they understand what was being presented. We studied this because We want to analyze where and what kinds of faults they committed, and be able to correct an error so as to establish a correct mathematical concept. The result from this study can be summarized as the following; First, the mistakes students make when solving the descriptive tests can be divided into six things: error of question understanding, error of concept principle, error of data using, error of solving procedure, error of recording procedure, and solving procedure omissions. Second, students had difficulty with the part of the descriptive test that used logical thinking defined by mathematical terms. Third, errors pattern varied as did students' ability level. For high level students, there were a lot of cases of the solving procedure being correct, but simple calculations were not correct. There were also some mistakes due to some students' lack of concept understanding. For middle level students, they couldn't understand questions well, and they analyzed questions arbitrarily. They also have a tendency to solve questions using a wrong strategy with data that only they can understand. Low level students generally had difficulty understanding questions. Even when they understood questions, they couldn't derive the answers because they have a shortage of related knowledge as well as low enthusiasm on the subject.

• Proceedings of the Korea Water Resources Association Conference
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• 2018.05a
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• pp.109-109
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• 2018

전 세계적인 기후변화로 인한 자연재해의 빈도가 급증하고 있으며, 대규모 재산피해가 빈번하게 발생하고 있다. 자연재해로 인한 피해를 효과적으로 저감시키기 위하여 지역적 특성과 재해 특징을 함께 고려한 적절한 대책 방안을 수립해야 한다. 본 연구에서는 지역적 특성(해안 지역, 산간 지역, 내륙 지역)에 따라 크게 3분류로 구분하였고, 지역별 호우피해 발생빈도를 함께 고려하여 피해 특석을 분석하고자 하였다. 호우피해 특징을 분석하기 위하여 지역별 피해액과 호우피해 발생빈도를 분석하였고, 지역별 피해액과 호우피해 발생빈도를 무차원화 하여 4가지 유형(Red Zone, Orange Zone, Yellow Zone, Green Zone)으로 분류하였다. 지역별로 평균 피해액 발생 빈도(I)와 최대 피해 발생빈도(II)로 피해유형을 구분하였다. 최종적으로 지역적 특징 3가지에 대하여 2가지 피해유형과 4가지 호우피해 발생빈도를 분석하였다. 본 연구를 통하여 대피해가 발생하는 Red Zone, Orange Zone의 경우 평균 피해액 발생빈도(I)는 30%이고, 최대 피해액 평균 발생빈도(II)는 23%로 분포하고 있음을 알 수 있다. 따라서 본 연구결과를 활용한다면, 지형에 따른 호우피해 특징 파악 및 효과적인 방재대책 수집에 활용 할 수 있을 것으로 판단된다.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.199-204
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• 2022

This study was carried out in an L2 writing class using machine translation. The aim of this study was to explore what types of errors are identified the most frequently in the Korean-to-English machine translation output and what causes those errors. The participants were seven EFL university students who completed three writing tasks throughout the semester. The findings of data analysis indicated that the most common errors were seen in sentence structure and mechanics, and those errors in the translated texts were caused by the errors in the Korean source texts.

• Proceedings of the Korea Association of Information Systems Conference
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• 2005.05a
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• pp.362-374
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• 2005

항만정보시스템의 기능과 항만유형과는 관련성이 있는 것일까? 본 연구에서는 선진항만들의 유형과 정보시스템 기능 분석을 통하여 관련성을 규명하고자 하였다. 항만들은 자산의소유와 운영의 주체에 따라 국유제, 공영자치제, 지방자치제(지방정부자치제) 및 사유제의 4가지로 유형으로 구분된다. 유형에 따른 항만들의 주요 활동도 달라진다. 국유제와 지방자치제의 경우는 행정처리 기능에 중점을 두고 있는 반면, 공영자치제와 사유제는 고객서비스강화에 중점을 두고 있다. 항만의 유형과 정보시스템과의 상관관계를 조사한 결과 국유제, 지방자치제 항만에는 업무처리 중심의 시스템이 발달하여 있으며, 사유제 및 공영자치제 항만에는 고객서비스를 최우선으로하는 커뮤니티 시스템과 e-Business 시스템이 발달되어 있었다. 항만유형별 정보시스템의 차이는 부산항만정보시스템의 개선에 시사점을 던져주고 있다. 그동안 국유제 항만으로서 운영되던 부산항이 공영자치제 유형의 운영방식으로 변경됨에 따라 항만정보시스템도 추세에 따라 개선되어야 한다. 본 연구에서 제안하는 방법으로 3단계 방법을 제안하였다. 제 1단계가 미러링(Mirroring) 단계로서 항만운영을 안정화시키는 단계이며, 제 2단계에서는 커뮤니티 시스템을 구축하여 고객의 서비스를 제고시키는 협업화단계로 설정하였으며, 제 3단계는 부가가치창출을 위한 수익형 시스템을 개발하는e-Business 개발단계로 설정하였다.

• 한국사회정책
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• v.24 no.2
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• pp.127-155
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• 2017

The physical and psychological weaknesses of delinquent adolescents increase the possibility of socialization and the possibility of social exclusion. Therefore, this study aims to clarify the characteristics of the social exclusion through the Q methodology and to suggest policy and practical intervention directions. For this purpose, 36 statements about social exclusion were conducted through 15 prejudicial adolescents with the prior cooperation of the institution and the consent of the subjects. As a result of the analysis, four types were derived. Type 1 can be named as social disconnect type 'Type 2 is total type', type 3 is 'poverty type' and type 4 is 'service type'. Based on this, it can be said that the characteristics of social exclusion of juvenile delinquents are complexity, inclusivity, individuality, universality.