• Proceedings of the Korean Information Science Society Conference
• /
• 2002.10c
• /
• pp.52-54
• /
• 2002

인터넷에서 XML은 고유의 확장성과 문서 관계성의 우수성을 활용하여 새로운 정보 공유 환경의 표준으로 자리잡고 있으며 XML문서 안의 정보 검색을 위해서 XPath 질의어가 널리 사용 중이다. 따라서, XML 문서를 데이터베이스에 효율적으로 저장하고 검색하는 연구들이 진행되고 있다. 본 연구는 관계형 데이터베이스(RDBMS)를 통하여 XML문서를 저장하고 검색할 수 있게 하기 위해 XPath 질의어에 적합하도록 하부 저장 스키마를 설계하였다. 그리고, XPath 질의를 SQL문으로 변화시켜 수행함으로써 XML 데이터에 대한 접근을 허용하였다. 더욱이 SQL문 수행 후의 결과를 효율적으로 DOM 형식의 XML 문서를 생성시킴으로써 문서의 재 조작을 가능하게 하였다.

• Journal of The Korean Association For Science Education
• /
• v.24 no.5
• /
• pp.977-986
• /
• 2004

The purpose of this study was to investigate the general transfer effects of Thinking Science program on the problem solving with compensational reasoning of the elementary school students. For this study, 156 5th grade and 138 6th grade students were selected from four elementary schools. The students were tested with SRT(Science Reasoning Task) and compensational reasoning task. Statistically significant gains on the development of compensational reasoning were shown by the experimental group implemented with Thinking Science activities compared to the group implemented with compensation activity only. The achievement of the experimental group was higher than that of the compensation activity group in solving problem with compensational reasoning, specially for the boys and students in both the mature concrete and the concrete generalization stage. The results of this study implied that implementation of Thinking Science program related to several formal reasoning were effective for the development of reasoning ability as a general-transfer.

• Proceedings of the Korea Multimedia Society Conference
• /
• 2003.11b
• /
• pp.1010-1013
• /
• 2003

최근 3D 그래픽을 활용한 다양한 서비스들이 많이 개발되어 제공되고 있다. 특히 가상환경 내에서 아바타를 이용하여 컨덴츠 정보를 제공하는 서비스는 사용자의 흥미를 유발하기에 효과적이며, 정보 전달력 면에서도 뛰어나다는 장점으로 인해 최근 가장 각광받는 분야이다 이러한 3D아바타의 모션을 생성하기 위한 다양한 편집기 시스템이 제안되어 사용되고 있지만, 현재 시스템에서 생성하는 아바타 모션은 표준 형식이 아닌 어플리케이션에 비 독립적 방식으로 저장되기 때문에 모션의 재사용성 측면이나 활용성에서 비효율적이다. 그러므로 이와 같은 문제점을 해결하기 위해 사용자가 직접 아바타를 조작하여 작업레벨 모션을 정의할 수 있으며, 생성된 모션을 표준형식인 XML 파일로 변환하여 저장해주는 시스템을 제안하고자 한다.

• Journal of The Korean Association For Science Education
• /
• v.20 no.2
• /
• pp.297-306
• /
• 2000

The purpose of this study was to examine the relationship among an achievement, a meaningful learning orientation and a reasoning ability. 149 third grade middle school students were tested. The achievement test was designed to measure students' interrelated understanding of genetics. A modified LPQ(Learning Process Questionnaires) was used to measure students' meaningful learning orientation. Students' reasoning ability were identified by the short version GALT(Group Assessment of Logical Thinking). Correlations between different variables were examined. Regression analyses were conducted to examine the predictive influence of meaningful learning orientation and reasoning ability on the achievement of students. And ANCOVA was used to identify the interaction of these variables on students' achievement. Students did not understand well enough the concepts of genetics. Meaningful learning orientation indicated a significant gender difference. Girls tend to do more meaningful learning than boys(p<.05). Many students(48.76%) were at the transitional cognitive level. Results of correlations indicated that students' attainment of meaningful understanding was significantly and positively related with a meaningful learning orientation and a reasoning ability. But there was no significant correlation between students' meaningful learning orientation and reasoning ability. Regression analyses indicated that learning orientation and reasoning ability were able to predict the achievement of students. They predicted better on solving genetics problem than understanding genetics problem. Results of ANCOVA showed that the test scores of genetics were significantly different according to not only learning orientation levels but also cognitive levels. But, there was no interaction between learning orientation and cognitive levels. Within the transitional and formal cognitive level, the meaningful learners performed significantly better than the rote learners on the test of genetics.

• The Transactions of the Korea Information Processing Society
• /
• v.6 no.3
• /
• pp.589-602
• /
• 1999

There are some advantages of developing applications based on the object oriented concepts. One os them is that it is possible to reuse the existing designs and products. This paper provides a formal method for the reorganization of class hierarchies for the object extension in the object oriented design phase. In this paper, we introduce classes, and edges to represent the inheritance and aggregation relationship between classes. Based on the graph, we define an order relation(called the object extension) between class hierarchy graphs. And also we present a set of five basic transformations preserving the object extension relation. The set is proven to be correct and complete. The results of this paper help form a theoretical basis for the extension and reorganization object-oriented application systems.

• Journal of the Korean earth science society
• /
• v.26 no.6
• /
• pp.489-500
• /
• 2005

The objective of this study is to examine the cognitive process that undergoes a middle student’s conceptual change about the universe by the cognitive conflict, using science history materials as a teaching strategy. Four eighth graders were selected and classified by three cognitive level. Students were interviewed and conducted to an inquiry activities regarding their viewpoint about the universe after each class, and their conceptual change patterns were analysed from pre-test and post-test. This study showed that each student held dissimilar astronomical preconceptions and various misconceptions about celestial motion. Students at the formal operational stage and transitional stage experienced the conceptual change from geocentricism to heliocentricism by instructional model upon the science history materials. Student at the concrete operational stage had either unscientific conception, no conception, or could not have a conceptual change even when being presented with an environment that arouses cognitive conflict ($R^2$: Phase change of Venus and its Rise and set time). They ended up having a cognitive change from geocentricism to heliocentricism by solving another problem ($R^2$: Relation between visible diameter and position of Mars). After the instruction, a conceptual achievement progress was reported with a $10\%$ improvement. Therefore, the instruction model based upon science history was effective on student’s scientific conceptual change.

• Journal of the Korean Chemical Society
• /
• v.48 no.1
• /
• pp.85-93
• /
• 2004

The purpose of this research was to investigate the change of argumentation of middle school students when they participated in argument tasks with CASE(Cognitive acceleration through science education) programs. Students argumentations were divided into two categories; 'explanatory argumentation' and 'dialogic argumentation'. Several argumentation components were used in their argumentation. Among argumentation components, claim and ground took place more than half of argumentation components. The percentage of 'dialogic argumentation' was lower than the percentage of 'explanatory argumentation'. The percentage of 'dialogic argumentation' was getting higher during CASE intervention. CASE programs had more effect on symmetric group than asymmetric group, however it was unstable. In general, participation ratio in argumentation of the formal operational student was high and the ratio in argumentation of the transitional student was getting higher.

• Journal of the Korean earth science society
• /
• v.32 no.3
• /
• pp.294-305
• /
• 2011

This study was to examine the differences of behavioral characteristics between scientifically gifted students and ordinary students. The subjects were 40 scientifically gifted students (27 males and 13 females) and 38 ordinary students (21 males and 17 females). The study specifically analyzed the several characteristics including logical thinking, science process skills, creativity, earth science creativity, self-directed learning, and cognitive style. The results were as follows; First, while 94.74% of scientifically gifted students reached the formal stage, only 36.36% of ordinary students reached it in logical thinking. Second, scientifically gifted students gained higher scores than ordinary students did in science process skills (average 8.11), creativity (average 8.27), earth science creativity (average 6.73), scientific attitude (average 10.79), self-directed learning (average 21.60). Third, 70% of scientifically gifted students and 60.53% of ordinary students showed to have the characteristics of field independent thinking. These results implied that the behavioral characteristics of scientifically gifted students should be included in science gifted education for the pursuit of the essential gifted education and maximization of its efficiency.

• Journal of the Korean earth science society
• /
• v.31 no.3
• /
• pp.246-258
• /
• 2010

A convective circulation box was redesigned after analyzing reasons why adolescent elementary school students could not derive a convective circulation concept from the convection circulation box experiments. Even though students were in the formal operational period of Piaget, the adolescents felt difficult to understand a concept of the natural phenomena they have never seen before. Thus, we designed a method to help students increase their scientific understandings about the concept through developing a miniature convective circulation box. Findings indicated that an application of redesigned convective circulation box in the classroom experiment significantly increased the students' understanding about the convective circulations of land and sea breezes, and as well as their participation in the activities. In addition, the redesigned convective circulation box motivated students to develop their scientific thinking skills by allowing them to decide where to put visible incenses inside the box and to directly observe the smoke currents circulation formed accordingly. Redesigning and using a convective circulationbox as a miniature of natural phenomenon helps students avoid having misconceptions. The biggest merits of the box are that it is observable in all directions, it provides much clearer convective circulations comparing to the extant box, and it requires low production costs.

• Communications of Mathematical Education
• /
• v.9
• /
• pp.97-114
• /
• 1999

새로운 세기의 수학 교육은 직관과 조작 활동에 바탕을 둔 경험에서 수학적 형식, 관계, 개념, 원리 및 법칙 등을 이해하도록 지도되어야 한다. 즉 학생들의 내면 세계에서 적절한 경험을 통하여 시각적 ${\cdot}$ 직관적으로 수학적 개념을 재구성할 수 있도록 상황과 대상을 제공해야 한다. 이를 위하여 컴퓨터 응용 프로그램을 활용한 자기주도적 수학 개념 형성에 적합한 교수 ${\cdot}$ 학습 모델을 구안하여 보았다. 이는 수학의 필요성과 실용성 인식 및 자기주도적 문제해결력 향상을 위한 상호작용적 매체의 활용이 요구된다. 본 연구는 구성주의적 수학 교수 ${\cdot}$ 학습 이론을 근간으로 대수 ${\cdot}$ 해석 ${\cdot}$ 기하 및 스프레트시트의 상호 연계를 통하여 수학 지식을 재구성할 수 있도록 학습수행지를 제작하여 교사와 학생의 다원적 상호 학습 기회를 제공하는 데 주안점을 두고자 한다.