• 한국경영정보학회:학술대회논문집
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• 2008.06a
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• pp.609-614
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• 2008

본 연구는 정보를 자원으로 지식사회에 있어 사용자들이 필요로 하는 지식 데이터베이스 모델링 기법에 대한 설계 및 구축에 대한 연구를 실시 하였다. 기존의 Key-word검색을 통한 나열식 정보 서비스 관점에서 벗어나, 디지털 정보들의 속성을 분해, 연계, 창출하는 3단계 Framework을 통해 지식 데이터베이스를 구축하는 과정과 활용에 대한 Case Study를 통해 지식 데이터베이스를 활용방안을 제시하고 있다. 지식 데이터베이스를 통해 기존의 데이터베이스모델링 패러다임에서 벗어나 사용자에게는 지식탐험의 즐거움과 서비스 및 지식제공자 들에게는 새로운 수익창출의 기회를 제시해 주고 있다.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.349-368
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• 2023

The purpose of this study is to explore ways for students to connect conceptual and procedural knowledge in mathematical modeling lessons. Accordingly, we selected the greatest common divisor among the learning contents in which elementary school students have difficulties connecting conceptual and procedural knowledge. A mathematical modeling lesson was designed and implemented to solve problems related to the greatest common divisor while connecting conceptual and procedural knowledge. As a result of the analysis, it was found that the mathematical modeling lesson had positive effects on students solving problems by connecting conceptual and procedural knowledge. In addition, through actual class application, a teaching and learning plan was derived to meaningfully connect conceptual and procedural knowledge in mathematical modeling lessons.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.239-252
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• 2017

The purpose of this study is to examine metamodeling knowledge and its components, which means knowledge about model and modeling required for students and teachers for successful application of modeling in the field of science education based on research literature. For this, we analyzed and categorized major previous studies on modeling and modeling through research literature methods. Metamodeling knowledge aims to recognize models and modeling and is the most crucial element to create a scientific model in scientific modeling practice. The point of view of metamodeling knowledge proposed in this study is categorize nature of model, multiplicity of model, purpose of model, modeling process, and evaluation and revision of model. Students should be able to achieve more in-depth understanding through the awareness of the nature of the model. The development of metamodeling knowledge can facilitate students' science learning.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.127-140
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• 2020

This study investigated the influence of an explicit and reflective modeling instruction on the metamodeling knowledge of fourth-graders. Two fourth-grade classes in an elementary school in Seoul were selected and each class was assigned to an experimental group and a control group, respectively. The experimental group was engaged in explicit and reflective modeling instruction, whereas the control group was engaged in implicit modeling instruction. The two groups were surveyed before and after instruction on the basis of five metamodeling knowledge categories: definition, purpose, design/construction, changeability, and multiplicity. The experimental group showed positive changes in model's meaning, examples, purpose, changeability as well as multiplicity. In contrast, fewer students in the control group understood the meaning of the model and modeling. They also showed limited changes in their understandings with regards to the modeling instruction, and could not expand their understanding of the nature of model and modeling. The findings indicate that an explicit and reflective modeling instruction has positive influence on elementary students' metamodeling knowledge.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.105-117
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• 2024

The purpose of this study was to explore changes in elementary teachers' modeling pPCK (personal PCK) resulting from knowledge exchange within the realms of PCK described in the Refined Consensus Model (hereafter RCM). For this purpose, a professional learning community (hereafter PLC) was established for three elementary school teachers to facilitate knowledge exchange specifically focused on science modeling instructions. The study then analyzed the CoRe (content representations) written by the research participants twice to explore any changes in modeling pPCK (personal PCK). In addition, the discourse shared by the participants in the PLC and the data from the in-depth interviews were also analyzed using grounded theory research methods. The results of the study showed that there was no significant change in knowledge of the science curriculum in elementary teachers' modeling pPCK, but there were changes in orientations toward teaching science, knowledge of students' understanding in science, knowledge of instructional strategies and representations, and knowledge of assessment of science learning. Furthermore, the analysis of PLC discourse and in-depth interviews showed that modeling instructions reflection (ePCK; enacted PCK) and educational research-based modeling cPCK (collective PCK) influenced these changes in teachers' modeling pPCK. Accordingly, this study suggests recommendations for pedagogical approaches aimed at improving teachers' modeling PCK.

• Journal of the Korean Chemical Society
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• v.67 no.1
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• pp.42-53
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• 2023

The purpose of this study is to obtain basic data for constructing a modeling practice program integrated with meta-modeling knowledge by analyzing the cognition level for each meta-modeling knowledge components through modeling practice in the context of the chemistry discipline content. A chemistry teacher conducted inquiry-based modeling practice including anomalous phenomena for 16 students in the second year of a science gifted school, and in order to analyze the cognition level for each of the three meta-modeling knowledge components such as model variability, model multiplicity, and modeling process, the inquiry notes recorded by the students and observation note recorded by the researcher were used for analysis. The recognition level was classified from 0 to 3 levels. As a result of the analysis, it was found that the cognition level of the modeling process was the highest and the cognition level of the multiplicity of the model was the lowest. The cause of the low recognitive level of model variability is closely related to students' perception of conceptual models as objective facts. The cause of the low cognitive level of model multiplicity has to do with the belief that there can only be one correct model for a given phenomenon. Students elaborated conceptual models using symbolic models such as chemical symbols, but lacked recognition of the importance of data interpretation affecting the entire modeling process. It is necessary to introduce preliminary activities that can explicitly guide the nature of the model, and guide the importance of data interpretation through specific examples. Training to consider and verify the acceptability of the proposed model from a different point of view than mine should be done through a modeling practice program.

• The KIPS Transactions:PartB
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• v.11B no.6
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• pp.683-690
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• 2004

Garment modeling and simulation is now one of the important elements in broad range of digital contents. Though there have been recent products on garment simulation, general users do not know well enough how to design a virtual costume that meets some requirements about its specific clothing pattern. In particular, Hanbok - the Korean traditional costume - has many different characteristics against western ones in the aspect of its pattern design and of draping. This paper presents a knowledge-driven approach for virtual Hanbok modeling without knowing how to make real Hanbok. First, parameterized knowledge for several fabric types art solicited using visual similarity assessment from simulated and real cloth. Secondly, based on the analysis of designer's knowledge, we defined multi-level adjustment processes of Hanbok measurements with regard to body shape features for different virtual actors. An experimental system is developed as the form of a Maya plug-in and the result shows the applicability of the proposed method.

• Proceedings of the KSLP Conference
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• 2003.11a
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• pp.236-236
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• 2003

음성합성을 위한 운율연구는 실험음성학과 음성공학 분야에서 활발히 이루어져 왔고, 가시적인 성과도 거두어 왔다. 최근 운율의 자연성을 향상시키기 위한 노력은 corpus-based unit selection에서와 같이, 대단위 음성자료에 의존하게 되면서 급격한 자연성의 향상을 가져온 것이 사실이지만, 여전히 새로 주어진 자료에 대해서 부자연스러운 운율을 극복해야 한다는 과제를 안고 있다. 이 논문은 길이, 억양, 에너지 등의 운율요소 가운데, 우선적으로 분절음의 길이에 초점을 두고, 대규모 음성자료를 바탕으로 한 자료기반형 길이예측모델을 지양하고 언어학적 지식과 언어자질을 이용한 지식기반형 길이예측모델을 제시하고자 한다. 모델링을 위한 방법으로는, 기본적으로 자료기반형 모델링 기법이지만 언어자질을 이용한 길이예측이 가능한 Classification and Regression Tree (CART) 모델링과 전통적인 지식기반형 모델링인 sequential rule systems을 확대시킨 Sums-of-Products 모델링을 사용한다. (중략)

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.434-454
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• 2023

This study explored the composition and attributes of modeling instructions and factors of teacher competence in elementary science classes. The study also examined educational research papers regarding modeling instruction cases in elementary schools and elementary teachers' perceptions of modeling instructions using qualitative meta-analysis, which can integrate findings from qualitative research. This investigation led to creating a small group to compose modeling instructions. Furthermore, the modeling approach was demonstrated to go through the process of generating, evaluating, and modifying the model. The attributes of modeling instructions can be divided into factors that affect modeling instructions and competence factors necessary for students participating in modeling instructions. The factors affecting modeling instructions included "small group interactions" and "time limitation in classes." The competence factors necessary for students participating in modeling instructions included "scientific knowledge," "meta-modeling knowledge," and the "ability to control emotions." The teacher competence factors in modeling instructions regarding knowledge, function, and attitude were explored. The teacher competence factors in elementary modeling instructions included "meta-modeling knowledge," "knowledge of modeling assessment," "emotional support for students," and the "awareness of modeling value." Accordingly, this study offered some recommendations for effective modeling instructions.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.539-552
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• 2017

The purpose of this study is to investigate the trends of model and modeling-related research in science education from 1989 to 2016 in Korea. Eighty-five (85) models and modeling-related journal articles were extracted from the KCI-listed journals and analyzed according to the criteria such as participants, research fields, research design, methods, data collection and elements of metamodeling knowledge. According to research participants, three out of four (3/4) were studied for students and the rest were for teachers. More than half of the studies for students were conducted with middle and high school students. The research fields of models and modeling-related researches in science education were comprised of earth science, chemistry, biology science, physics and science course. With regards to research design, the highest type is qualitative research and followed by hybrid research and quantitative research. According to research methods, the most numerous researches that were analyzed was the effectiveness of program, which was a developed model and modeling-related research. The analysis from the elements of the metamodeling knowledge showed most of model and modeling-related research utilized for the change of scientific concept or understanding.