• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.387-408
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• 2015

The purpose of this research is to analyze the mathematical tasks of length measurement in two different perspectives, the level of cognitive demands and learning trajectories, and restructure the mathematical tasks so that the students' conceptual learning is promoted and students are able to have opportunities to think more broadly. Ten lessons with the restructured mathematical tasks were implemented for a class of 2nd grade elementary students. Also a qualitative and in-depth study was conducted with 4 students of the target group. The study shows that firstly, the restructured tasks requiring high level of cognitive skills, had positive effects in increasing the students' level of thinking and reasoning. Secondly, the tasks modified according to the learning trajectories of Szilag, Clements & Sarama(2013) in length measurement, have proven to promote students' concept learning and elaborate the students' level of thinking.

• Korean Journal of Cognitive Science
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• v.10 no.4
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• pp.63-70
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• 1999

Reconstruction of collision accidents is to analyze the cause of accidents and collision behavior using available information from vehicle accident circumstances. This paper introduces a collision reconstruction system which is developed to be applicable to traffic accident reconstruction. Our System combines both quantitative and qualitative collision models so as to compensate for weaknesses in each with strengths of each other. I It provides accurate predictions and causal explanations of the collision behavior. During r reverse analysis of collision. qualitative simulation is used to verify a hypothesis and to detect any conflict in early stage of reconstruction. It is implemented and applied to real car-to-car collision accidents. The test results verify the reliabilities of our techniques.

• Journal of Digital Convergence
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• v.15 no.12
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• pp.591-604
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• 2017

The purpose of this study was to develop and evaluate the program for convericient reconfiguration in an attempt to change maladjustmental way of thinking among female junior tennis players. For verification of the program, a qualitative analysis and quantitative analysis were carried out. Through the REBT program for convericient reconfiguration, maladjustmental way of thinking among junior tennis players was drawed and interviews with them were subsequently performed. As a result, REBT counseling technique was applied to understand personal psychological problems and to transform maladjustmental and unreasonable way of thinking into rational belief, confirming positivity toward their situation. After all, their athletic performance as well as holistic development was found to be improved. In quantitative analysis, maladaptive thinking scale sports psychology questionnaire and survey for Korean sports performance strategy were both increased post treatment, suggesting that their psychological status became positive as a result of application of psychological prevention. The results of this study showed that athletic performance would be enhanced and growth and development in personality and self-realization would be expected if various psychological problems in adolescent players were progressed in detailed.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10d
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• pp.723-727
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• 2006

애드혹 유비쿼터스 컴퓨팅 환경에서 상호작용 미들웨어는 컨텍스트의 변화에 따라 애플리케이션간의 상호작용을 재구성할 수 있도록 지원해야 한다. 또한 미들웨어는 컨텍스트 인지 상호작용을 지원하는데 있어 컨텍스트 종류나 애플리케이션들 혹은 환경의 다양성에 따라 컨텍스트 변화에 대한 적응성을 동적으로 변화시킬 수 있도록 기능을 제공해야 한다. 하지만 기존 연구들은 컨텍스트 변화에 대한 적응성을 변화시키는 이러한 요소들에 대해 고려하지 않으며 그로 인해 컨텍스트 변화에 대한 적응 정도를 정적으로 설정함으로써 컨텍스트 인지 상호작용을 지원하는데 있어 경우에 따라 오버헤드가 발생하거나 컨텍스트 변화에 빠르게 대응하지 못한다. 따라서 본 연구는 애드혹 유비쿼터스 컴퓨팅 환경에서 동작하는 Publish/Subscribe 기반의 상호작용 미들웨어에서 이벤트 중계의 정확성과 컨텍스트 변화 적응성간의 관계를 기반으로 다양한 컨텍스트 종류나 사용자, 환경에 따라 이벤트 중계의 정확도를 동적으로 조절하는 기법을 제안한다. 그리고 이를 기반으로 이벤트 중계 정보를 동적으로 재구성하여 컨텍스트에 맞춰 효율적으로 컨텍스트 인지 상호작용을 구성할 수 있는 기법을 제안한다. 비교 분석 결과 기존 연구에 비해 컨텍스트 변화에 대한 적응성에서 더 나은 결과를 보여주었다.

• Anxiety and mood
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• v.12 no.1
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• pp.42-46
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• 2016

The therapeutic effect of cognitive behavioral therapy (CBT) for patients with Social Anxiety Disorder (SAD) is supported by evidence from numerous studies. This article provides an overview of cognitive models and major techniques (i.e., cognitive restructuring and exposure) of CBT for SAD, developed by the study group of SAD in the Korean Academy of Anxiety Disorder. Korean-culture specific factors and new trends such as a third wave of CBT are also described.

• The KIPS Transactions:PartB
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• v.13B no.2 s.105
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• pp.115-120
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• 2006

In This Paper, We Propose The Method To Reconstruct And Estimate Partially Occluded Elliptical Objects In Images From Overlapping And Cutting. We Present The Robust Method For Recognizing Partially Occluded Objects Based On Symmetry Properties, Which Is Based On The Contours Of Elliptical Objects. A Proposed Method Provides Simple Techniques To Reconstruct Occluded Regions Via A Region Copy Using The Symmetry Axis Within An Object. Based On The Estimated Parameters For Partially Occluded Objects, We Perform Object Recognition On The Classifier. Since A Proposed Method Relies On Reconstruction Of The Object Based On The Symmetry Properties Rather Than Statistical Estimates, It Has Proven To Be Remarkably Robust In Recognizing Partially Occluded Objects In The Presence Of Scale Changes, Object Pose, And Rotated Objects With Occlusion, Even Though h Proposed Method Has Minor Limitations Of Object Poses.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.533-551
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• 2015

Problem posing in school mathematics is generally regarded to make a new problem from contexts, information, and experiences relevant to realistic or mathematical situations. Also, it is to reconstruct a similar or more complicated new problem based on an original problem. The former is called as problem generation and the latter is as problem reformulation. The purpose of this study was to explore the co-relation between problem generation and problem reformulation, and the educational effectiveness of each problem posing. For this purpose, on the subject of 33 pre-service secondary school teachers, this study developed two types of problem posing activities. The one was executed as the procedures of [problem generation${\rightarrow}$solving a self-generated problem${\rightarrow}$reformulation of the problem], and the other was done as the procedures of [problem generation${\rightarrow}$solving the most often generated problem${\rightarrow}$reformulation of the problem]. The intent of the former activity was to lead students' maintaining the ability to deal with the problem generation and reformulation for themselves. Furthermore, through the latter one, they were led to have peers' thinking patterns and typical tendency on problem generation and reformulation according to the instructor(the researcher)'s guidance. After these activities, the subject(33 pre-service teachers) was responded in the survey. The information on the survey is consisted of mathematical difficulties and interests, cognitive and affective domains, merits and demerits, and application to the instruction and assessment situations in math class. According to the results of this study, problem generation would be geared to understand mathematical concepts and also problem reformulation would enhance problem solving ability. And it is shown that accomplishing the second activity of problem posing be more efficient than doing the first activity in math class.

• Convergence Security Journal
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• v.8 no.4
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• pp.81-89
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• 2008

This paper introduces u-learning service model based on context awareness. Also, it concentrates on agent-based WPAN technology, OSGi based middleware design, and the application mechanism such as context manager/profile manager provided by agents/server. Especially, we'll introduce the meta structure and its management algorithm, which can be updated with learning experience dynamically. So, we can provide learner with personalized profile and dynamic context for seamless learning service. The OSGi middleware is applied to our meta structure as a conceptual infrastructure.

• The Journal of Korean Association of Computer Education
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• v.11 no.3
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• pp.43-55
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• 2008

This study investigates how learners extract their implicit knowledge into explicit form of the knowledge. The process of implicit-explicit transfer is known to help learners to reconstruct and refine their knowledge which was constructed before in some ways. Also we investigate which types of explicit form are more effective when it is delivered to other learners. In a classroom-based learning environment, students take educational content that is delivered by instructor and go through the process in which they try to fit the content into their cognitive structure by reconstructing the knowledge into their cognitive model. When they try to deliver their own cognitive model for the knowledge to other learners, they have to transform it into explicit form, and through the process, they reconstruct and refine the cognitive model of the knowledge, and find effective and appropriate way to express it. In this research, we experimented the process on a group of 77 college students and analyzed the results. We also did peer evaluated experiments to see which types of explicit format and factors are more effective than others. The results indicate that the types of explicit form of implicit knowledge play an important role in effectiveness of learning.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.309-333
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• 2008

In this research, we reconstructed the textbook on the concept of rate and ratio, which is based on the review on the previous researches and the analysis on the elementary textbook of the 7th mathematics curriculum. We conducted the teaching experiment using the reconstructed textbook, which is to identify the students' conception of rate and ratio and the appropriateness and limit of the reconstructed textbook. As the results of this study, we identify that the changed sequence of instruction (that is, ratio ${\rightarrow}$ percent and value of rate ${\rightarrow}$ rate) was very proper to help students understand the concept of rate and ratio. The relative comparison and absolute comparison and the additive thinking and multiplicative thinking included in the reconstructed textbook were identified very helpful to students' understanding. Meanwhile some contexts given in the reconstructed textbook were identified to cause the students' cognitive confusions.