• Education of Primary School Mathematics
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• v.19 no.1
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• pp.31-45
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• 2016

In this study, the case of error became the object of learning, and the investigator applied these cases to an actual class and established three study problems in order to achieve the purpose of this study. The results of analysis of students' errors in figure based on before achievement test are shown as follows: First, the most errors occurred in the figure was the ones from deficient mastery of prerequisite concepts and definitions. Specially, the errors from deficient mastery of prerequisite concepts and definitions have the majority. it is very high ratio even if it considers an influence of an evaluation question item. so, I think it is necessary to teach concept related figure above all. Second, as the results of application 'finding errors' to a class, there is a meaningful difference in the mathematical achievement and reasoning ability within significance level 5%. This means 'finding errors' is one of the teaching method that it develops the mathematical achievement and reasoning ability.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.49-56
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• 2020

This study aims to examine the effects of CF about learners' English writing through FL on English improvement and the factors that influence class satisfaction. For achieving this purpose, response to CF and feelings about CF were selected as predictive variables. It is intended to investigate how these variables predict learners' satisfaction. A total of 94 university students were placed into two groups: 48 experimental group, who received CF on their writing through FL, and 46 control group given traditional instruction. All the participants took pre/post tests including writing tasks, and the experimental group completed a questionnaire after the instructional treatment. The findings indicated that FL affected English improvement and both response to CF and feelings about CF predicted class satisfaction. Based on the findings, this study sheds light on the implications of how to manage the FL class efficiently.

• Journal of the Korea Institute of Building Construction
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• v.17 no.6
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• pp.535-544
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• 2017

This paper analyzes the relations between design errors, prevented by building information modeling (BIM)-based design validation, and their impacts in order to identify critical consideration factors for implementing BIM-based design validation in architecture, engineering, and construction (AEC) projects. More than 800 design errors detected by BIM-based design validation in two BIM-based projects in South Korea are categorized according to their causes (illogical error, discrepancy, and missing item) and work types (structure, architecture, and mechanical, electrical, and plumbing (MEP)). The probabilistic relations among the independent variables, including the causes and work types of design errors, and the dependent variables, including the project delays, cost overruns, low quality, and rework generation that can be caused by these errors, are analyzed using logistic regression. The characteristics of each design error are analyzed by means of face-to-face interviews with practitioners. According to the results, the impacts of design error causes in predicting the probability values of project delays, cost overruns, low quality, and rework generation were statistically meaningful.

• Journal of KIISE
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• v.43 no.6
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• pp.636-644
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• 2016

Annotated Corpus is important to understand natural language using machine learning method. In this paper, we propose a new method to automate error reduction of annotated corpora. We use the Ripple-Down Rules(RDR) for reducing errors and Kernel to extend RDR for NLP. We applied our system to the Korean Wikipedia and blog corpus errors to find the annotated corpora error type. Experimental results with various views from the Korean Wikipedia and blog are reported to evaluate the effectiveness and efficiency of our proposed approach. The proposed approach can be used to reduce errors of large corpora.

• Journal of Digital Convergence
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• v.16 no.6
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• pp.463-470
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• 2018

The main purpose of this study was to determine the efficacy of a group psychomotor training for the visual and auditory attention in children with ADHD. We examined some of the important factors of visual and auditory attention deficits, the Omission Error and False Alarm Error using Kiphard's 6-step program for children with ADHD. The result suggests that a significant decrease in factors involved in visual attention deficits was influenced by the degree of group interaction and the time of examination. However, factors involved in auditory attention deficits were not significantly affected. Our research on the effects of psychomotor program based on the convergent intervention approach suggests that future studies investigate different paradigms of intervention methods for children with ADHD.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.1-18
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• 2011

The purpose of this study was to investigate the effects of estimation strategy on placing decimal point in multiplication and division of decimals. To examine the effects of improving calculation ability and reducing decimal point errors with this estimation strategy, the experimental research on operation with decimal was conducted. The operation group conducted the decimal point estimation strategy for operating decimal fractions, whereas the control group used the traditional method with the same test paper. The results obtained in this research are as follows; First, the estimation strategy with understanding a basic meaning of decimals was much more effective in calculation improvement than the algorithm study with repeated calculations. Second, the mathematical problem solving ability - including the whole procedure for solving the mathematical question - had no effects since the decimal point estimation strategy is normally performed after finishing problem solving strategy. Third, the estimation strategy showed positive effects on the calculation ability. Th Memorizing algorithm doesn't last long to the students, but the estimation strategy based on the concept and the position of decimal fraction affects continually to the students. Finally, the estimation strategy assisted the students in understanding the connection of the position of decimal points in the product with that in the multiplicand or the multiplier. Moreover, this strategy suggested to the students that there was relation between the placing decimal point of the quotient and that of the dividend.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.486-493
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• 2006

study investigated the relationship between conceptual understanding and mapping errors induced in learning chemistry concept with two analogies presented in current science textbooks. Each of the two groups from 7th graders (N=260) in three middle schools studied with one of the analogies, and then a conception test and a mapping test were administered. Analyses of the results indicated that students conceptual understanding has a significant relationship with their understanding about the mapping. The scores of the conception test and the mapping test for the unshared attributes were lower than those for the shared attributes. Five types of mapping errors were also identified: overmapping, mismapping, failure to map, rash mapping, and artificial mapping. Many representative misconceptions were found to be associated with their mapping errors. Educational implications are discussed.

• The Mathematical Education
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• v.60 no.1
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• pp.61-76
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• 2021

The purpose of this study is to analyze the errors and difficulties which pre-service secondary teachers shows during the task modification in consideration of the cognitive demand and to provide significant implications to the pre-service teacher education program related to the modification of the mathematical tasks. In the pursuit of this purpose, tasks were selected from perpendicular bisector units and 24 pre-service teachers were asked to modify the tasks to higher and lower level tasks. After the modification activities, opportunities for reflection and modification were provided. The findings from analysis are as follows. Pre-service teachers had a difficulty to distinguish between PNC tasks and PWC tasks. Also, We identified the interference phenomena that pre-service teachers depended on the apparent elements of the task. Pre-service teachers showed a tendency to overlook the learning objectives and learning hierarchy during the task modification, and to focus on some types of task modification. However, pre-service teachers were able to have meaningful learning opportunities and extend the category of tools to technology including Geogebra through self-reflection and correction activities on task modification. The above results were summed up and we presented the implications to the task modification program in the pre-service secondary teacher education.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.19-34
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• 2021

The aim of this study is verifying the effects of chatbot's error types and structures of error message on attitude, behavior intention towards the chatbot and perceived usability of the chatbot. The error types of chatbot are divided into 'experience' error and 'agency' error, which set different expectancy level, according to mind perception theory. The structures of error message were either unstructured condition composed of error specification only or structured condition composed of apology, explanation and willingness of improvement. It was found that score of perceived usability was higher in experience error condition than agency error condition. Also, all three scores of dependent variables were higher in structured error message condition than unstructured error message condition. Furthermore, expectation gap of experience didn't predict the dependent variables but expectation gap of agency predicted all three dependent variables. Finally, the tendency of interaction effect between the error type and the structure of the error message on expectation gap of agency was observed. This study confirmed the mitigating effect of structured error messages and the possibility that these effects may vary by the type of error. The result is expected to be applicable to design of error coping strategies that enhance user experience.

• Education of Primary School Mathematics
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• v.11 no.1
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• pp.1-19
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• 2008

This study analyzed the repeated error patterns in division of fraction by elementary students through observation of their test papers. The questions for this study were following. First, what is the most changable thing among the repeated error patterns appeared in division of fraction by elementary students? Second, what is the most frequent error patterns in division of fraction by elementary students? First of all, the ratios of incorrect answers in division of fraction by general students were researched. This research was the only one time. The purpose was to know what kind of compositions in the problems were appeared more errors. Total 554 6th grade students(300 boys and 254 girls) from 6 elementary schools in Seoul are participated in this research. On the basis of this, the study for analysis began in earnest. 5 tests made progress for about 4 months. Total 181 6th grade students(92 boys and 89 girls) from S elementary school in Seoul were participated in this. After each test, to confirm the errors and to classify them were done. Then the repeated error patterns were arranged into 4 types: alpha, beta, gamma and delta type. Consequently, conclusions can be derived as follows. First, most students modify their errors as time goes by even though they make errors about already learned contents. Second, most students who appeared errors make them continually caused a reciprocal of natural number in the divisor when they calculate computations about '(fraction) $\div$ (natural number)'. Third, most students recognize that the divisor have to change the reciprocal when they calculate division of fraction through they modify their errors repeatedly.