• Journal for History of Mathematics
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• v.18 no.3
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• pp.91-106
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• 2005

History of mathematics must be analysed to discuss mathematical reality and thinking. Analysis of history of mathematics is the method of understanding mathematical activity, by these analysis can we know how historically mathematician' activity progress and mathematical concepts develop. In this respects, we investigate teaching algebra through historico-genetic analysis and propose historico-genetic analysis as alternative method to improve of teaching school algebra. First the necessity of historico-genetic analysis is discussed, and we think of epistemological obstacles through these analysis. Next we focus two concepts i.e. letters(unknowns) and negative numbers which is dealt with school algebra. To apply historico-genetic analysis to school algebra, some historical texts relating to letters and negative numbers is analysed, and mathematics educational discussions is followed with experimental researches.

• Proceedings of the Korean Society for Information Management Conference
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• 2014.08a
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• pp.153-156
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• 2014

도서관 서비스 품질을 향상하기 위해서는 이용자의 요구를 파악하는 것이 무엇보다 중요하며 이를 위해 서비스 품질에 대한 속성을 분석하여야 한다. 그러나 많은 선행연구에서 서비스 품질 속성과 만족도와의 관계를 선형관계로 접근함으로써 서비스 품질 속성을 구분하지 않고 있다. 이에 본 연구는 서비스 품질에 대한 이원적 인식방법을 제시한 KANO의 3요인 이론을 적용하여 서비스 품질 속성과 만족도와의 관계를 비선형관계로 접근하여 서비스 품질 속성을 분석함으로써 이용자 관점에서 도서관 서비스 품질을 이해하고 구체적인 개선안을 제시할 수 있는 방법론을 제언하고자 한다.

• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.465-469
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• 2022

자동 음성 인식 (Automatic Speech Recognition) 기술이 발달함에 따라 자동 음성 인식 시스템의 성능을 높이기 위한 방법 중 하나로 자동 후처리기 연구(automatic post-processor)가 진행되어 왔다. 후처리기를 훈련시키기 위해서는 오류 유형이 포함되어 있는 병렬 말뭉치가 필요하다. 이를 만드는 간단한 방법 중 하나는 정답 문장에 오류를 삽입하여 오류 문장을 생성하여 pseudo 병렬 말뭉치를 만드는 것이다. 하지만 이는 실제적인 오류가 아닐 가능성이 존재한다. 이를 완화시키기 위하여 Back TranScription (BTS)을 이용하여 후처리기 모델 훈련을 위한 병렬 말뭉치를 생성하는 방법론이 존재한다. 그러나 해당 방법론으로 생성 할 경우 노이즈가 적을 수 있다는 관점이 존재하다. 이에 본 연구에서는 BTS 방법론과 인위적으로 노이즈 강도를 추가한 방법론 간의 성능을 비교한다. 이를 통해 BTS의 정량적 성능이 가장 높은 것을 확인했을 뿐만 아니라 정성적 분석을 통해 BTS 방법론을 활용하였을 때 실제 음성 인식 상황에서 발생할 수 있는 실제적인 오류를 더 많이 포함하여 병렬 말뭉치를 생성할 수 있음을 보여준다.

• Journal for History of Mathematics
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• v.26 no.1
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• pp.85-101
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• 2013

This study is to analyse the characteristics of Barrow's theorem on the historical standpoint of hermeneutics and to discuss the teaching-learning sequence for guiding students to reinvent the calculus according to historico-genetic principle. By the historical analysis on the Barrow's theorem, we show the geometric feature of the theorem, conjecture the Barrow's intention in dealing with it, and consider the epistemological obstacles undergone by Barrow. On a basis of this result, we suggest a purposeful and meaning-oriented teaching-learning way for students to realize the sameness of the 'integration' and 'anti-differentiation', and point out the shortcomings and supplement point in current School Mathematic Calculus.

• Journal of the Korean Geographical Society
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• v.47 no.2
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• pp.297-309
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• 2012

This study examines how East Asia is represented in US World Geography textbooks and what kind of cultural and political epistemological frameworks are embedded in those representation focused on China and Japan. For this, four World Geography textbooks that widely used in public middle school throughout the State of Connecticut are selected as the major units of analysis and analyzed using content analysis. The results are as follows. First, The textbooks have the cultural epistemological framework that East Asia are portrayed not only as homegenous and static world but also as exotic world whose mode of life is quite different from that the West. Second, China are represented as having more traditional and negative images, whereas Japan are portrayed as receiving more modern and positive images in the textbooks. This difference is caused by the relationship between the U.S. and them and imply that the epistemological framework on East Asia of American can change according to the relationship between the U.S. and East Asia. Third, the textbooks seem to be dominated by colonialism epistemological framework that emphasize hierarchical order between the U.S. and East Asia and omit East Asian countries' contribution to global cultures and economies as political epistemological framework. These findings suggest the need to investigate the epistemological frameworks underlying World Geography textbooks used Korean classroom about neighbor Asia or non-Western societies.

• Korean journal of communication and information
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• v.73
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• pp.92-128
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• 2015

We found that world wide popularity was attracted by Korea culture aspects of Psy's . The main factors that caused the syndrome, we noticed that the image of Korea. Expressly, we compared the Korea cultural scene that appeared in and . So, we analyzed successful Korea cultural factors of . For the analysis, we applied the Q methodology. As a result, in , we found 'Recreation Type', 'Advanced Development Type', 'Relieve fatigue type' and 'Adult Type'. Most of these factors have been recognized in Korea cultural factors. we found 'Communal Dancing Type', 'Cheeky Dance Type', 'Pleasant Packing Carriage Type', and 'afflicting type'. However, the Korean factor of were identified only 'Packing Carriage Culture'.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.81-95
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• 2016

This study aims to introduce a new approach to make up for the weak points in small business, to explore views of the small business employees and job-seekers on the basis of Q-Methodology. From the Q-methodology, the types of perception toward small business and their features from diverse views were drawn. The data from 33 participants were analyzed by using QUANL-PC program. The perception types were classified as four types: positive perception type, negative perception type, high evaluation about utilitarian pursuit type, neutral evaluation type. The results found that views toward small business are more positive than previous findings and perceptions were diverse beyond the dichotomy. Hence, to mitigate job mismatch, small business recruiting strategy should be provided based on diverse job-seeker types.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.218-233
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• 2010

The purpose of this study was to explore science teacher's epistemological understanding of science and science teaching and learning, from the perspective of inquiry as the process of scientific knowledge building. Three science teachers participated in this study. The data were collected from individual in-depth interviews and classroom videotaping. The results show a case involving coherent and consistent data. It showed that the teacher's epistemological understanding of science and science teaching and learning consisted of five categories: scientists doing science with scientific thinking; scientific thinking as the process of knowing; science learner in the learning process of scientific thinking; science teacher as a man/woman with good understandings of science; and teaching and learning as the process of knowing science. Based on the results, discussions and implications about science education and science teacher education were presented.

• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.638-644
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• 2004

The purpose of this study was to investigate students' views on the scientific model and to compare their views by grade, gender, and achievement. Relationships between students' views on the scientific model and epistemological beliefs were also investigated. Participants were 137 8th- and 112 11th-graders in Seoul. The results indicated that the students' views on the scientific model, on the whole, were adequate except the items concerning the 'models as exact replicas'. Male students or high-achieving students had more adequate views on the scientific model than female students or low-achieving students. However, there was no significant difference between 8th- and 11th-graders. In correlation analysis, students with inappropriate views on the scientific model were found to have traditional epistemological beliefs.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.