• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.199-208
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• 2015

An enhanced understanding of the nature of scientific knowledge-what counts as a scientific argument and how scientists justify their claims with evidence-has been central in Korean science instruction. However, despite its importance, scholars are generally concerned about the difficulty of both addressing and improving students' epistemic understanding, especially for students of a young age. This study investigated Korean middle school students' epistemic ideas about claim, data, evidence, and argument when they engage in reading both text-based and data-inscription arguments. Compared to previous studies, Korean middle school students show a sophisticated understanding of the role of claim and evidence. Yet, these students think that there is only a single way of interpreting data. When comparing students' ideas from text-based and data-inscription arguments, the majority of Korean students barely perceive text description as evidence and recognize only measured data as evidence.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.309-317
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• 2015

This study aims to find out the argument structure which appears in the type of argument class (teacher- and student-centered) of the high school. The argument structure was compared and analyzed according to analyzing the study achievement and verified the academic achievement related to climate change. The results are listed below. First, the student-centered class is more effective method through the result that analyzed the class type of the teacher in argument-centered class. This result is to suggest more effective method to revitalize the argument activity of students-centered class which students plan for themselves and find more various materials. Second, teacher-centered class is more effective in contrast with argument analysis in the academic achievement test. While this is why the teacher-centered class utilizes an essential data necessary to curriculum in the argumentation, the elements to form the argument increased because students utilized the materials with their interest and concern in the process of proving in the student-centered class. Through the results of the research, it is necessary to develop the argument-centered programs for the science class and the curriculum-centered materials for argument class activity.

• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.38-48
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• 2020

The purpose of this study was to analysis characteristics and changes of epistemic thinking in middle school students on class-argument activities in an argument-based inquiry(ABI) science class. Data was collected from class recording video and activity worksheets of five subjects argument-based inquiry. Results of the analysis of student epistemic cognition characteristics show that experimental data was presented the most as evidence, and depending on the ABI activity, personal experience-based evidence and evidence based on scientific principles were used. As a result of analyzing the changes between claims made before and after class argumentations on five ABI activities in an argument-based inquiry science class, student claim modifications could be classified, according to reasons for the modification, into three types: correcting incorrect claims, clarifying unclear content, and expanding the concept.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.195-205
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• 2014

The purpose of this study was to investigate the effect of scientific argumentation on argument tasks with incorrect alternative ideas in elementary science classes. The subjects were 41 fourth graders of 2 classes in an elementary school. In the experimental group, argument tasks with pictures including incorrect alternative ideas were suggested in order to facilitate argumentation. Students were asked to perform argumentation with the component of claim, evidence, and reasoning. In the control group, textbook-based traditional instruction was used. The results showed that scientific argumentation activities on argument tasks with incorrect alternative ideas had positive effects on students' science achievement and science-related affective domains. The analyses of students' argumentation revealed that argument tasks with incorrect alternative ideas could facilitate students' participation and exposure of their preconceptions. It also led students to find and connect evidence to support their claims. In some cases, students had difficulty in making appropriate argumentation because of unclear experimental data and/or invalid reasoning. Educational implications were discussed.

• Language and Information
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• v.7 no.1
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• pp.87-99
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• 2003

This paper investigates the role of input frequency in the acquisition of verb argument structures based on distributional information of a corpus of utterances derived from the English CHILDES database (MacWhinney 1993). It has been widely accepted that children successfully learn verb argument structures by innate language mechanisms, such as linking rules which connect verb meanings and its syntactic structures. In contrast, an approach to language acquisition called “statistical language learning” has currently claimed that children could succeed in acquiring syntactic structures in the absence of innate language mechanisms, making use of distributional properties of the input. In this paper, I evaluate the feasibility of the statistical learning in acquiring verb argument structures, based on distributional information about locative verbs in parental input. The naturalistic data allow us to investigate to what extent the statistical learning approach can and cannot help children succeed in learning the syntax of locative verbs. Based on the results of English database analysis, I show that there is rich statistical information for learning the syntactic possibilities of locative verbs in parental input, despite some limitations in the statistical learning approach.

• Language and Information
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• v.17 no.2
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• pp.67-91
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• 2013

This paper describes Korean Nominal Bank, a project that provides argument structure for instances of the predicative nouns in the Sejong parsed Corpus. We use the language resources of the Sejong project, so that the same set of data is annotated with more and more levels of annotation, since a new type of a language resource building project could bring new information of separate and isolated processing. We have based on the annotation scheme based on the Sejong electronic dictionary, semantically tagged corpus, and syntactically analyzed corpus. Our work also involves the deep linguistic knowledge of syntaxsemantic interface in general. We consider the semantic theories including the Frame Semantics of Fillmore (1976), argument structure of Grimshaw (1990) and argument alternation of Levin (1993), and Levin and Rappaport Hovav (2005). Various syntactic theories should be needed in explaining various sentence types, including empty categories, raising, left (or right dislocation). We also need an explanation on the idiosyncratic lexical feature, such as collocation and etc.

• Language and Information
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• v.11 no.2
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• pp.87-103
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• 2007

This paper reanalyzes examples with missing verbs. Northern Mandarin rejects argument nominal phrases after a silent verb, as well as silent verbs inside islands. These restrictions suggest a grammatical process which silences verbs. I propose that these restrictions are the result of VP-topicalization followed by ellipsis. This analysis accounts for the island sensitivity of these constructions: since VP-topicalization feeds ellipsis, constructions with elided VPs are not derivable from configurations where movement is impossible. Also, to avoid topicalization along with the VP, the argument must move out of VP; the subsequent topicalization of the VP containing the argument's trace would then give rise to a configuration where that trace c-commands the moved-out DP. Adjuncts do not pose a problem because they are located outside of that smallest VP-shell. The data presented here are accommodated by neither of Tang's (2001) proposals for silent verbs (gapping and empty verbs). Instead, they provide support for a third source for silent verbs, VP-ellipsis via topicalization.

• Journal of the Korean Mathematical Society
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• v.37 no.6
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• pp.1071-1084
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• 2000

We show that a weak solution of the Cauchy problem for he nonlinear Schrodinger equation, {i∂(sub)t u + ∂$^2$(sub)x u = f(u,u), t∈(-T,T), x∈R, u(0,x) = ø(x).} in the negative solbolev space H(sup)s has a smoothing effect up to real analyticity if the initial data only have a single point singularity such as the Dirac delta measure. It is shown that for H(sup)s (R)(s>-3/4) data satisfying the condition (※Equations, See Full-text) the solution is analytic in both space and time variable. The argument is based on the recent progress on the well-posedness result by Bourgain [2] and Kenig-Ponce-Vega [18] and previous work by Kato-Ogawa [12]. We give an improved new argument in the regularity argument.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2003.09a
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• pp.90-93
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• 2003

The function, which represents the closed curve, is found from the sampling data by S-System in this study. Two methods are proposed. One is the extension of S-System. The data x and y are regarded as input data, and the data z=0 as output data. To avoid the trap into the invalid function, the judgment points (x$\_$j/, y/sug j/) are introduced. They are arranged in the inside and the outside of the closed curve. By introducing this concept, the functions representing closed curve are found by S-System. This method is simple because of a little extension of S-System. It is, however, difficult for the method to find the complex function like a hand-written curve. Then another method is also proposed. It uses the system incorporating the argument function. The closed curve can be expressed by the argument function. The relatively complex function, which represents the closed curve like a hand-written curve, is found by utilizing argument function.

• Journal of the Korean Data and Information Science Society
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• v.13 no.2
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• pp.139-145
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• 2002

In Cretu (2001), triangular norms and their hierarchy are investigated. In this paper, we give new proofs which are significantly shorter than those given in Cretu, applying a known result which involves only one argument of one-place rather than two-place argument s by Klement et al.(1997).