• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.193-202
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• 2021

This study aims to identify what kind of epistemological resources were activated in unproductive and productive practice by students participating in scientific argumentation, and to explore which contexts result in changes in argumentative practice. We collected transcriptions of participants' argumentative lessons and interview, participants' work sheets, and researchers' field notes. The analysis revealed that the focus group activated different kinds of epistemological resources depending on their practice; propagated, belief, and accumulation in unproductive practice and constructed, understanding, accumulation, formation and rebuttal in productive practice. We found two contextual cues that led to these changes; unfamiliar form of argumentative task was provided and emotional, epistemic, and conceptual support of the epistemic authority. This work can be provided as additional case studies to analyze changes in practice according to learner context-dependent epistemology, and we expect to contribute to discussions of productive epistemology and stabilization for students' authentic science engagement.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.471-483
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• 2016

The purpose of this study is to explore how students' epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students' framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were "understanding phenomena" and "facilitator" asked wonderment questions, but the others whose framings were "classroom game" and "non-respondent" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of "understanding phenomena" and shifted between the positional framings of "facilitator" and "respondent." Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of "classroom game" and "receiver." In contrast, when students constantly shared an "understanding phenomena" framing and dynamically shifted between the framings of "facilitator" and "respondent," they were able to activate various conceptual resources and develop their group model. The students' framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.971-984
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• 2015

The purpose of this study is twofold: to theoretically review the 'resources-based view' (RBV) developed by D. Hammer and his colleagues as an alternative cognitive theory and to illustrate the usefulness of the theory by applying it to interpret a science learning activity in which undergraduate students worked together to construct a model of the seasons. The theoretical review was based on the exploration of relevant literature and dealt mainly with three types of resources: conceptual, epistemological, and practical resources. The trial application revealed that scientific models have been developed through the combination of different pieces of conceptual resources activated from participants, rather than emerging as unitary wholes. However, all the activated resources were not included into a model, and some of the conceptual resources acted as constraints to constructing a scientific model. The implications included that science educators should be attentive and responsive to students' resources and help them use the resources productively to learn science.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2019.05a
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• pp.189-191
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• 2019

우리나라 선원은 해방기 이후 외화가득의 주역이며 비상시 군수물자를 운송할 수 있는 사회경제적으로 가치 있는 직업이나 최근 선원 직업의 사회적 인식이 다소 부정적이고, 예전처럼 젊은 선원의 유입이 높지 않은 편이다. 본 연구는 일반 대중을 대상으로 Q 방법론을 활용하여 선원의 직업을 어떻게 인식하는지 그 이미지 유형과 특성을 분석하였다. Q 방법론에 의한 선원 직업 이미지 인식은 3개 유형으로 분류되었고 우리나라 선원에 대한 대중의 인식은 부정적이였다. 이러한 연구 결과를 바탕으로 해운산업의 핵심 인적자원인 선원의 안정적으로 확보하고 선원 종사자들의 직업적 만족도와 취업률을 높이기 위해서는 대중들이 인식한 선원의 부정적 직업 이미지를 전환할 수 있는 다양한 방안을 마련해야 할 것이다.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.11-26
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• 2018

The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.

• Proceedings of the KSEEG Conference
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• 2003.04a
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• pp.165-168
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• 2003

최근 사면의 안정해석분야에서 자주 사용되고 있는 확률론적 해석 방법은 현장에서 획득 되는 자료들의 분산이 심하고 충분한 양의 자료가 획득되지 못할 경우 자료 내에 포함되는 불확실성과 가변성을 효과적으로 다룰 수 있는 방법 중의 하나로 인식되어 왔다. 그러나 대개 확률론적 해석 방법에서 이용되는 몬테카를로 시뮬레이션기법(Monte Carlo simulation method)은 파괴확률을 산정하기 위하여 수 많은 반복적인 계산과정이 요구되며 따라서 많은 시간과 노력이 필요하다는 단점을 가지고 있다. (중략)

• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.284-288
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• 2022

최근 다양한 언어모델의 구축 및 발전으로 개체명 인식 시스템의 성능은 최고 수준에 도달했다. 하지만 이와 관련된 대부분의 연구는 데이터가 충분한 언어에 대해서만 다루기 때문에, 양질의 지도학습 데이터의 존재를 가정한다. 대부분의 언어에서는 개체 유형에 대한 언어의 잠재적 특성을 충분히 학습할 수 있는 지도학습 데이터가 부족하기 때문에, 종종 자원 부족의 어려움에 직면한다. 본 논문에서는 Masked language modeling 기반 언어 간 전이학습을 이용한 개체명 인식 방법론에 대한 분석을 수행한다. 이를 위해 전이를 수행하는 소스 언어는 고자원 언어로 가정하며, 전이를 받는 타겟 언어는 저자원 언어로 가정한다. 본 논문에서는 언어모델의 토큰 사전에 언어 독립적인 가상의 자질인 개체 유형에 대한 프롬프트 토큰을 추가하고 이를 소스 언어로 학습한 뒤, 타겟 언어로 전이하는 상황에서 제안하는 방법론에 대한 평가를 수행한다. 실험 결과, 제안하는 방법론은 일반적인 미세조정 방법론보다 높은 성능을 보였으며, 한국어에서 가장 큰 영향을 받은 타겟 언어는 네덜란드어, 한국어로 전이할 때 가장 큰 영향을 준 소스 언어는 중국어인 결과를 보였다.

• The Journal of Society for e-Business Studies
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• v.17 no.1
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• pp.53-74
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• 2012

This study developed a method for selection of available human resources for incomingjob allocation that considers factors affecting resource performance in the business process management (BPM) environment. For many years, resource selection has been treated as a very important issue in scheduling due to its direct influence on the speed and quality of task accomplishment. Even though traditional resource selection can work well in many situations, it might not be the best choice when dealing with human resources. Humanresource performance is easily affected by several factors such as workload, queue, working hours, inter-arrival time, and others. The resource-selection rule developed in the present study considers factors that affect human resource performance. We used a Bayesian Network (BN) to incorporate those factors into a single model, which we have called the Bayesian Selection Rule (BSR). Our simulation results show that the BSR can reduce waiting time, completion time and cycle time.

• Korean Journal of Social Welfare
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• v.59 no.2
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• pp.223-249
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• 2007

In the health care setting which social work services are provided by interdisciplinary team approach, understanding the perception and expectation on the role of social workers worked with medical team is important for social workers to play their role effectively. This study is focused on the medical team members such as doctors, nurses, nutritionists and administrative staffs by researching the type of perception and each characteristics through using the Q methodology. It is concluded that perception on medical social workers is categorized into three types : psycho-social counselor, coordinator/developer of resources, multiple function player. Finding for this study suggest that the implications on social work practice in health care setting.

• 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.