• Koreanishche Zeitschrift fur Deutsche Sprachwissenschaft
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• v.6
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• pp.79-98
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• 2002

지금까지 우리는 한국어와 독일어를 비교하면서 동사의 정형과 부정형을 관찰해 왔다. 이 부정성(역으로 말하면 비구속성)은 한국어 동사에는 전반적으로 통용되는 데 반해 독일어에는 부정형/동사원형과 분사가 그러할 뿐이다. 동사의 특성 연구는 어느 자연어/개별언어의 상이한 기능을 위해서 뿐만이 아니라 외국어 학습/습득을 위해서도 큰 의미를 갖는다. 이러한 중요성에도 불구하고 독특한 한국어 동사의 부정성, 그 연구는 거의 찾아볼 수가 없다. 한국어와 독일어 동사의 부정성 비교에서 드러난 문제점은 대체로 다음과 같이 요약될 수 있을 것이다. $\ast$ 한국어 동사의 특징인 부정성은 우리의 운명으로 간주해야 할 것이다. 왜냐하면 우리가 어떤 면에서는 유익함을, 그리고 어떤 다른 면에서는 문제점을 감수해야 하기 때문이다. 특히 전형적인 전치성 언어인 유럽언어를 습득할 때 언어간섭현상을 통해 그러하다. $\ast$ 독일어의 부정사/분사 및 한국어 동사가 인칭변화를 하지 않는다는 것은 그들이 주어를 갖지 않고 있거나 (독일어의 경우), 아니면 그것이 어떤 문법/통사적 역할을 하는가 (한국어의 경우)에 주된 원인이 있다. $\ast$ 비교 대상의 양쪽은 생략가능성, 즉 원자가 요구에 대한 자유/비구속성을 누린다. 핵(성분), 즉 독일어의 부정형 및 분사 그리고 한국어 동사는 혼자 남을 때까지 생략이 계속될 수 있다. 이러한 의미에서 부정성은 <비한정성/비구속성>과 관련된 것 같으며, 반면에 정동사의 특성은 <한정성/구속성>과 관계되어 있다. $\ast$ 원자가 요구/충족에 대한 자유/비구속성은 한국어 동사/술어가 문장 끝에 고정되어 있다는 사실은, 직접 또는 간접으로 본동사 앞에 놓여 있어야 되는 모든 문장성분과 부문장 때문에, 즉 한국어의 전면적인 전위수식 현상으로 흔히 큰 부담/복잡함을 야기한다는 데에 그 원인이 있다. 이러한 상황에서 동사는 가능한 한 그의 문장성분을 줄이려 한다. 통사적으로 보장되어 이미 있으니 말이다. 그래서 한국어 동사의 부정성은 일종의 부담해소 대책으로 간주될 수 있을 것이다. $\ast$ 두 비교 대상에서의 핵 및 최소문장 가능성은 역시 원자가에 대한 비구속성에서 비롯된다. $\ast$ 우리 한국인이 빨리 말할 때 흔히 범하는 부정성으로 인한 인칭변화에서의 오류는 무엇보다도 정형성/제한성을 지닌 독일어 정동사가 인칭 변화하는 데 반해 한국어에서는 부정성/비구속성을 지닌 동사가 그것과는 무관한 페 기인한다. 동사의 속성을 철저히 분석함으로써 이런 과오를 극복해야 할 것이다. 한국어 동사의 부정성은 지금까지 거의 연구되지 않았다. 이 문제는 또한 지속적으로 수많은 다른 자연어들과의 비교분석을 통해 관찰돼야 할 것이다. 이 논문이 이런 연구와 언어습득을 위한 작업에 도움이 되기를 바란다.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.113-126
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• 2015

This study intends to investigate the features and the difference between traditional instruction and flipped learning through a comparative analysis of verbal interaction on those learning method. The videos of traditional instruction and flipped learning of 5th graders social class were recorded and transcribed, which were analyzed in Flanders verbal interaction model. The results were as follows: First, the flipped learning is composed of students' learning activity and a teacher's statement properly, while the traditional instruction consists of a teacher's statement mostly. Second, the traditional instruction tends to be directive classes that full of dominant, despotic, restrictive communication of teacher oriented. In contrast, the flipped learning is inclined to be nondirective with integrated, democratic, comprehensive, permissive communication of students oriented. Third, the flipped learning emphasizes students' activities and statement and reduces delivery of knowledge, meanwhile, the traditional instruction stresses delivery of content that the teacher centrally located. Lastly, the type of verbal interaction in traditional instruction is a one-way communication, students responding simply in teacher's lectures and questions. On the other hand, in flipped learning lessons, more interactive communication occurs, teachers complimenting students and accepting their comments.

• Journal of the Korean earth science society
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• v.32 no.2
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• pp.225-238
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• 2011

The purpose of this study was to explore the factors that are critical for successful scientific inquiry activity in the classroom and to analyze the students' abilities of 'Doing' scientific inquiry. Two hundred and forty gifted science students in grades $7^{th}$ and $8^{th}$ participated in this study and demonstrated their abilities of framing questions and designing investigation through a survey questionnaire. The survey was developed for measuring factors in terms of personal and interactive variables that are needed for 'Doing' a successful scientific. Additionally, two other questionnaires were developed to measure students' abilities of framing testable questions and designing the investigation in a sequence. The results were as follows: Students' learning motivation factors as personal variable (self-confidence about group and inquiry activity, views about inquiry value) also considered as influential for students' group inquiry activity. Other four components of interactive variable (grouping, kinds of task, physical context, and teachers' role) were found to be influential in successful students' 'Doing' group inquiry activity. In students' evaluation of group inquiry activity, the grouping factor was the most critical one for a successful 'Doing' inquiry activity. Participating students showed some level of inability of in the process of framing inquiry question and designing investigation.

• The Journal of Korean Academy of Sensory Integration
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• v.8 no.1
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• pp.1-13
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• 2010

Purpose : The purpose of the study is to find out the effect of wearing a weighted vest for sensory modulation disorder children. Methods : The participant of the study was an elementary school student, male, aged 7. The ABA single case study was used to design the study which was performed for 14 sessions. During the mediation period(B), the participant received the study cognitive education wearing weighted vest weighing 1.3kg. Results : Abnormal behaviors such as suddenly standing up from the chair, shaking body front and back, and left and right, sucking his thumb and putting the back of his hand to his mouth showed tendency to decrease gradually. Discussion : The participant's abnormal behaviors decreased as the sessions went by, which means the sensory integration therapy can improve the behavior of the child suffering the sensory modulation disorder. The design of the study had certain limitation to explain the influence a weighted vest to sustain the effect of the sensory integration therapy. New study design is needed for the extended studies to prove the lasting effect of a weighted vest for the sensory integration therapy and to suggest protocols incorporating wearing know-hows, proper wearing time, and the weight of a weighted vest.

• Journal of Intelligence and Information Systems
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• v.8 no.1
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• pp.103-117
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• 2002

Recently, many researchers have developed applications for automated contract and negotiation using agent technologies on electronic commerce. Especially, they have tried to study negotiation mechanism applying agent instead of buyers and sellers. Traditional researches, however, often had limitations. In the researches of automated negotiation, the agents had to negotiate with the other agents for a simple negotiation issue because the mechanisms were naive. In the researches of negotiation by user interaction, the agents did not have supported the procedures and methodologies for making the automated negotiation but only supported the users by providing communication environment during the negotiation process by users. In this paper, we propose efficient negotiation model using the modified negotiation model of the game theory. In the proposed model, the agents negotiate automatically with the partner agent and make good benefits by the strategic method during the negotiation process. Each agent makes negotiation issues with user's requirements and exchanges its suggestion alternatively in each step of the negotiation process. The agent evaluates degree of satisfaction for the opposite's suggestion and uses it in the next step of suggestion. To find out the negotiation strategies of opposite side, the agent uses teaming by weights of issues. As a result, the agent improves each own benefits for the contract and reduces the unbalance of its benefits through the proposed negotiation mechanism. We implement the negotiating agents according to the proposed mechanism and prove the efficiency of the proposed model by various experimentation.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.287-314
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• 2010

The algorithm is a chain of mechanical procedures, capable of solving a problem. In modern mathematics educations, the teaching algorithm is performing an important role, even though contracted than in the past. The conspicuous characteristic of current elementary mathematics textbook's manner of manipulating multiplication algorithm is exceeding converge to 'standard algorithm.' But there are many algorithm other than standard algorithm in calculating multiplication, and this diversity is important with respect to didactical dimension. In this thesis, we have reconstructed the experimental learning and teaching plan of multiplication algorithm unit by making the best use of diversity of multiplication algorithm. It's core contents are as follows. Firstly, It handled various modified algorithms in addition to standard algorithm. Secondly, It did not order children to use standard algorithm exclusively, but encouraged children to select algorithm according to his interest. As stated above, we have performed teaching experiment which is ruled by new lesson design and analysed the effects of teaching experiment. Through this study, we obtained the following results and suggestions. Firstly, the experimental learning and teaching plan was effective on understanding of the place-value principle and the distributive law. The experimental group which was learned through various modified algorithm in addition to standard algorithm displayed higher degree of understanding than the control group. Secondly, as for computational ability, the experimental group did not show better achievement than the control group. It's cause is, in my guess, that we taught the children the various modified algorithm and allowed the children to select a algorithm by preference. The experimental group was more interested in diversity of algorithm and it's application itself than correct computation. Thirdly, the lattice method was not adopted in the majority of present mathematics school textbooks, but ranked high in the children's preference. I suggest that the mathematics school textbooks which will be developed henceforth should accept the lattice method.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.33-46
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• 2004

Mentally disable children feel as failure because they have difficulty in restricted and undifferentiated communications with others. It also makes the counter-partner feel frustrated. Therefore, in the aspects of language acquirement and communication activities, it is essential to let the disable children learn and communicate voluntarily. Music provides the unthreatening and interesting stimulus as non-language communication vehicle. Musical experiences for mentally disable children's are multi-stimulating experiences that make a positive influence in speech and language development and development of variety of talents. There are many communication intervention and method to treat the mentally disable children. One of the most effective treatments for mentally disable children to acquire communication techniques by expressing the language more naturally and joyfully is the musical therapy. This study analyzes children's communication technique referring to response action and attempt action through video tape observation. Also, this study measured the receptive and expressive language by PRES(Preschool Receptive-Expressive Language Scale) as a test tool in order to examine the pre-post language ability for respective children as pre-post period of therapy activity. First result of this study showed that music therapy with song was effective for mentally disable children in enhancing the communication techniques centered with communication response and in attempt action by increasing the communication action incidence. Secondly, pre-post comparison test with PRES showed that the music therapy with song was effective on improvement the receptive and expressive language ability of 4 children.

• Journal of Bio-Environment Control
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• v.27 no.1
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• pp.27-33
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• 2018

This study was performed to review the domestic and international smart farm service model based on the convergence of agriculture and information & communication technology and derived various factors needed to improve the Korean smart greenhouse. Studies on modelling of crop growth environment in domestic smart farms were limited. And it took a lot of time to build research infrastructure. The cloud-based research platform as an alternative is needed. This platform can provide an infrastructure for comprehensive data storage and analysis as it manages the growth model of cloud-based integrated data, growth environment model, actuators control model, and farm management as well as knowledge-based expert systems and farm dashboard. Therefore, the cloud-based research platform can be applied as to quantify the relationships among various factors, such as the growth environment of crops, productivity, and actuators control. In addition, it will enable researchers to analyze quantitatively the growth environment model of crops, plants, and growth by utilizing big data, machine learning, and artificial intelligences.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.535-563
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• 2012

This study was conducted to confirm the necessity of analogical thinking and to empirically verify the effectiveness of analogical reasoning through the visual representation by analyzing the factors of problem solving depending on analogical conditions. Four conditions (a visual representation mapping condition, a conceptual mapping condition, a retrieval hint condition and no hint condition) were set up for the above purpose and 80 twelfth-grade students from C high-School in Cheong-Ju, Chung-Buk participated in the present study as subjects. They solved the same mathematical problem about sequence of complex numbers in their differed process requirements for analogical transfer. The problem solving rates for each condition were analyzed by Chi-square analysis using SPSS 12.0 program. The results of this study indicate that retrieval of base knowledge is restricted when participants do not use analogy intentionally in problem solving and the mapping of the base and target concepts through the visual representation would be closely related to successful analogical transfer. As the results of this study offer, analogical thinking is necessary while solving mathematical problems and it supports empirically the conclusion that recognition of the relational similarity between base and target concepts by the aid of visual representation is closely associated with successful problem solving.

• Journal of Science Education
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• v.38 no.1
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• pp.103-119
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• 2014

The purpose of this study was to investigate orientation toward teaching of science teachers had shown in lesson on Law of Definite Composition for middle school students and the factors which influenced its formation. To achieve this, we collected survey materials by recording and analyzing lessons of 8 teachers, interviewing them, and using CoRe questionnaire. From teachers' activities in lessons, we found their orientation toward science teaching, and through analyzing collected materials, drew the factors which influenced the formation of orientation toward science teaching. The result identified two types of orientation toward science teaching: activity-directional and lecture-directional. The former, activity-directional was categorized further as exploration and non-exploration; the latter as interaction-centered and content delivery. The main factors which affected the formation of orientation toward science teaching were reflective thinking through teaching experiences, interaction with colleagues, consideration on education environment, training as a learner, and their own interest and curiosity. Among them, the reflective thinking through teaching experiences was strongest cause, and teacher's interest and curiosity was even limited, also influenced positively. On the other hand, unlikely other factors, consideration on education setting affected negatively to build teacher's teaching orientation. Interaction with colleagues, training for teachers by universities and graduated schools acted on a bit, but had a limit just for mainly developing science content knowledge.