• School Mathematics
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• v.6 no.3
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• pp.267-281
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• 2004

The purpose of this study is to understand Preservice elementary teachers' knowledge about multiplication of fractions by focusing on their computation abilities, understanding of meanings, generating appropriate problem contexts and representations. A total of 115 preservice elementary teachers participated in the present study. The results of this study indicated that most of preservice elementary teachers have little difficulty in computing multiplication of fractions for right answers, but they have big difficulty in understanding meanings and generating appropriate problem contexts for multiplication of fractions when the multiplier is not an integer, called 'multiplier effect.' Likewise, the rate of appropriate representations surprisingly decreased for multiplication of fractions when the multiplier is not an integer. The findings also point out that an ability to make problem contexts is highly correlated with representations and meanings. This study implies that teacher education programs need to improve preservice elementary teachers' profound understanding of elementary mathematics in order to fundamentally improve the quality of teaching practices in classrooms.

• Journal of the Korean Geographical Society
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• v.36 no.1
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• pp.15-34
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• 2001

This is the second segment of an action research on the constructivist geography education.(1)Deeper and lasting construction of knowledge may be possible especially when some key or leading concepts are utilized, around which other related concepts may be further explored. (2) Graphic languages may be more pedagogically effective than any other language, when they are viewed as means of learning may be the teacher's questioning, cooperative discussion, and the teacher's guidance and assistance. The questioning by the teacher seems effective when it is appropriate to the different levels of learner's comprehension, and cooperative discussion among thern seems productive with the teacher's attentive guidance. And, (5) constructivism may best be understood when teachers try to embody it in their own classrooms. This may be part of the context in which action research is called for.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.102-110
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• 2019

The purpose of this study was to explore the progression levels of science metamodeling knowledge through using questionnaires for 97 students of the gifted in G science academy. As a result of the Rasch model analysis, it was confirmed that the progression levels of the scientific metamodeling knowledge is suitable for the person reliability of 0.71 and the item reliability of 0.96. The progression levels of students' science metamodeling knowledge were classified into 4 stages. First and second levels were considered model to be objective and the third and fourth stages were perceived as subjective. The first level is to view the model as a visual representation of a phenomenon as it is, and the second level is to think that the model corresponds to objective knowledge or theory and is a tool for explanation. The Third level looks at the model as a scientist's exploration tool and fourth level is to think that the model is provisional one and multiple models can coexist in one phenomenon. The progression levels of science metamodeling knowledge of science high school students derived from this study is expected to be used as a reference when constructing a curriculum for science modeling and modeling for gifted students.

• The Journal of the Korea Contents Association
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• v.12 no.7
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• pp.65-75
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• 2012

Throughout the agraian society, industrial society, information society, and the knowledge-based society, the word father has become the representation of the law, oder, control, protection, and discipline. This study, with traditional fairy tale "Le petit chaperon rouge", aim to analyze the child readers a notion familly around 'me' and conceiving the father as the unit of the institution; also, in the Korean film , cinema audiences feeling keenly the necessity of the conventional family values and looking for the poster of principal agent of law and order. Generally the father is protector of 'me' and simutaneously, is incorporal being; even if he is inessential, he has, only by the name, great influence with people(law, order, control, discipline, are operating only with the name as the father God does). Our study will show how the signifier father operates and what similarity is between the film and the traditional fairy tale. A father is recognized as a tyrant or criminal, but a man is always realized to undertake a duty of resisting unjust powers and protecting nonperson. Those opposing structures was well represented in epic works such as"Le petit chaperon rouge" and . The father described in children's tale appeared as a symbol of desire and oppression, therefore youngster readers realized around 'Me' the concept of family through the absence of a father and received the father as a unit in the system. A father in a film has been described as a protector of nonperson, and a main part in the institution and order of traditional family. In both genre, the psychological signifiant of father still has been shown based on the symbol of father as a social institution.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.215-228
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• 2003

The present study is to analyze the arguments about the generation of declarative scientific-knowledge in the philosophy of science and invent a structured model of the process of scientific-knowledge generation with the types of the generated scientific-knowledge. The invented model shows that scientific-knowledge generation is a distinctive process with the processes of inductive, abductive, and deductive thinking. Furthermore, inductive process is included with observation, which is consisted of simple observation and operative observation, and rule-discovery which is involved with the processes of commonness discovery, classification, pattern discovery, and hierarchical relationship. Also, abductive process has two components. One component generates question and second component generates hypothesis in which the process consists of representing question situation, identifying experienced situation, identifying causal explicans, and generating hypothetical explicans. Finally, deductive process is involved with logical inventing test method and evaluation criteria, concrete inventing test method and evaluation criteria, evaluating hypothesis, and making conclusion.

• Korean Journal of Cognitive Science
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• v.14 no.3
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• pp.23-36
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• 2003

A comprehension-based approach to learning assumes that incoming information and background knowledge are integrated to form a mental representation which is subsequently used to incorporate new knowledge. It is demonstrated that this approach can be validated by comparing human and computational model performance in the prompt learning context. A computational model (ADAPT-UNIX) based on the construction-integration theory of comprehension (Kintsch, 1988; 1998) predicted how users learn from help prompts which are designed to assist UNIX composite command production. In addition, the comparison also revealed high similarity in composite production task performance between model and human. Educational implications of present research are discussed on the basis of the fact that prompt instructions have differential effect on learning and application as background knowledge varies.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.200-213
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• 2000

This study is to examine how common science, which was selected as a required subject in high schools with the reorganization of the 6th national science curriculum by the Ministry of Education, is taught in high schools these days. The results show that only one teacher is teaching common science in 3.2% of schools or the teachers divide and teach units according to their majors. In this situation, there are many problems because there are too many integrated contents in each unit and they are too short to solve the study subject during the unit time of 50 minutes. Another problem is that there is no special laboratory for common science. For the knowledge part of common science, lecture-learning is used as a method of teaching and for the inquiry part, inquiry-learning is used. Evaluation is conducted using subjective or objective paper-tests for the knowledge part, and reports are used for evaluation in the inquiry part. Therefore, this study shows that students' response to common science is below the general level and this subject missed the original intent introduced to raise students' interests about science.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.581-605
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• 2015

The purpose of this study is to build an instruction method focused on the mathematical process and apply it to 12, 5-year-olds from Kindergarten located in Seoul with a view to explore the changes in their mathematical thinking. In addition, surveys with parents and teachers, as well as those conducted in the field of early childhood education, were conducted to analyze the current situation. The effects focused on the five mathematical processes, namely problem solving, reasoning and proof, connecting, representing and communication was found to help the interactions between teacher-child and child-child stimulate the mathematical thinking of the children and induce changes. The mathematical process-focused instruction aimed to advance mathematical thinking internalized mathematical knowledge, presented an integrated problematic situation, and empathized the mathematical process, which enabled the children to solve the problem by working together with peers. As such, the mathematical thinking of the children was integrated and developed within the process of a positive change in the mathematical attitude in which mathematical knowledge is internalized through mathematical process.

• The Journal of Korean Association of Computer Education
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• v.12 no.6
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• pp.21-32
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• 2009

This paper proposes a method to extract a user's intention automatically and implementation of intention map that support a user can appropriate search results using a user' information need accurately. It selects user intention based on searching history obtained from previous users' same queries and extracts user intentions by using clustering algorithm and user intention extraction algorithm, extracted user intentions are represented in an intention map base on a theory of knowledge representation. For the efficiency analysis of intention map, we extracted user intentions using 2,600 search history data which provided by a current domestic commercial search engine. The experimental results using the information intention map search when using general search engines represent more than satisfaction was statistically significant.

• 한국HCI학회:학술대회논문집
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• 2006.02b
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• pp.351-355
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• 2006

1990년대 후반 이후 등장한 N세대 N generation라는 신조어는 넓게는 '10대 후반과 20대 초반의 새로운 세대'라는 'new'의 개념에서의 N세대 new generation를, 좁게는 '네트워크 network를 자유자재로 다루는 세대' 또는 '네트워크 속에서 생활하는 세대' 라는 '디지털 유저 digital user'의 개념에서의 N세대 network generation를 의미한다. 다시 말해, N세대는 디지털 디바이스의 정보와 지식을 바탕으로 자유롭게 디지털 세상을 넘나드는 젊은 디지털 유저 층이다. 본 연구의 목적은 디지털 디바이스 프로덕트 광고의 한 사례를 기호학적으로 분석하여 '"디지털 디바이스+ N세대=디지털 코드"라는 광고공식'과 '외연과 내연이 합해져 "기술적 시니피앙과 감성적 시니피에"의 상호작용적 조합 interaction'을 찾아보는 것에 있다. 여기서는 광고 분석의 사례로써 삼성 KENOX V4 광고를 이용한다. KENOX V4 는 N세대를 겨냥한 디지털 디바이스 프로덕트이며, 이 광고는 '외국 브랜드를 제압하는 의미의 V'라는 코드를 사용하고 있다. 자기만의 주장을 당당하게 할 줄 아는 N세대가 소년기에 가졌던 한국이라는 자부심이 그가 성인기에 들어선 이후에도 V라는 승리의 표상으로 나타나고 있는 것이다. V4 광고의 이미지는 N세대를 상징하는 강력한 '디지털 코드digital code'를 담아내고 있으며, 그 V4의 메시지는 '4백만 화소'라는 '기술적 시니피앙 technological significant'과 '4가지 승리'라는 '감성적 시니피에 emotional signifie'의 상호작용적 조합을 구성하고 있다.