• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.658-666
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• 2014

This study was designed to explore pre-service secondary science teachers' understanding and views of argument-based inquiry approach. Participants were 17 pre-service secondary science teachers enrolled in chemistry curricular materials and teaching methods course for majors in the college of education at a university in Seoul. Main data sources included each student responses to an open ended survey and individual interviews. Data analyses indicated that the pre-service teachers had very limited and biased understanding on scientific inquiry at the beginning of the semester. While the pre-service teachers understood that scientific inquiry should be an essential component of science teaching, a few pre-service teachers mentioned 'argumentation' or 'discussions' when they defined what scientific inquiry is. The majority of the pre-service teachers mentioned that science should be taught through scientific inquiry since science is inquiry itself. However, the pre-service teachers expressed several potential barriers and their concerns on implementing argumentation in scientific inquiry. While they concerned about students' lack of participation at the beginning of the semester, they concerned more about the teachers' ability of leading student argumentation at the end of the semester.

• Journal of the Korean Data and Information Science Society
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• v.14 no.4
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• pp.1013-1021
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• 2003

Huffer and Park (2002) proposed a chi-squared test for multivariate structure. Their test detects the deviation of data from mutual independence or multivariate normality. We will compute the Rao-Robson chi-squared version of the test, which is easy to apply in practice since it has a limiting chi-squared distribution. We will provide a self-contained argument that it has a limiting chi-squared distribution. We study the accuracy in finite samples of the limiting distribution. We finally compare the power of our test with those of other popular normality tests in an application to a real data.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.241-256
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• 2001

This study investigated types of language during dyadic collaboration on 2 spatial perspective problems. Subjects were 3 groups of children consisting of 14 dyads each of boys and of girls paired by age and sex, totaling 168 6-, 8-, and 10-year-old children. The entire procedure was videotaped. Data were processed by t-test and one-way ANOVA. Older children used less ego-centric and more socialized speech than younger children. No age differences were found for degree of exploration without collaboration, quarreling, or nonabstract collaborative explanation. The 10-year-olds used more abstract collaborative explanation, primitive argument, and genuine argument than the 6-year-olds.

• The Journal of Fisheries Business Administration
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• v.38 no.1 s.73
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• pp.97-113
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• 2007

This study attempts to suggest a new approach of the the determination of location and range of fishing ground in the coastal vessel fishery using the anaiysis of variance(ANOVA) and least significant difference test(LSD test) in statistics. The important result of the empirical study is that there is no significant difference in fisfishing ground based on between fishermen's argument and spot investigation. But there is stastitically significant difference in fisfishing ground based on between fishermen's argument and the official documents of fishing records for past three years. The results suggest us that there exists a possibility of misuse of tax free oil providied for subsidizing fisheries. But because of the range limitation of data, it is impossible for us to generalize the above results.

• Journal of Korean Library and Information Science Society
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• v.37 no.4
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• pp.271-287
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• 2006

In these days, the public library role for the lifelong education is getting enlarger. Thus the study suggested the ground of argument for the necessity that the public library should be in charge of the lifelong education through the relationship between the public library and the lifelong education. Based on this argument, the tendency or trend of the lifelong education, which has been performed overseas and domestically, was researched in the aspects of content, object, connection, basic facility and etc. As the result, the basic data needed to establish the lifelong education system in the library was suggested.

• Korean Journal of English Language and Linguistics
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• v.2 no.1
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• pp.1-21
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• 2002

In this paper, a persistent L1 influence on L2 argument structure acquisition is observed in terms of complement and adjunct PPs. Since the distinction between these two PPs in L1 seems not as sharp as in L2, overgeneralization is anticipated in the L2 acquisition due to L1 transfer. Result of an experimental study shows that Korean learners of English do not successfully acquire L2 verb meanings as to which locative PP is obligatory and which is not. Generally, learners transfer the L1 properties when asked to judge grammaticality. Some possible source of constraints in L2 acquisition, such as input frequency and noticing ability is proposed as possible explanations of data. Finally, pedagogical implications in language classroom for vocabulary acquisition are discussed.

• Communications of the Korean Mathematical Society
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• v.9 no.2
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• pp.327-329
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• 1994

The Dirichlet problem (DP) on the upper half plane {z = x ＋ iy : y > 0} is to find a real-valued harmonic function u(x, y) satisfying u(x, 0) = g(x) almost everywhere for some reasonably nice function g defined on the real line, which is called the data on the boundary for (DP).(omitted)

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.694-708
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• 2011

In this study, we developed tasks including cognitive scaffolding for students to explain scientific phenomena using valid evidences in science classroom and sought to investigate how tasks influence the development of small group scientific argumentation. Heterogeneous small groups in gender and achievement were organized in one classroom and the tasks were applied to the class. Students were asked to write down their own ideas, share individual ideas, and then choose the most plausible opinion in a group. One group was chosen for investigating the effect of tasks on the development of small group argumentation through the analysis of discourse transcripts of the group in 10 lessons, students' semi-structured interview, field note, and students' pre- and post argument tests. The discrepant argument examples were included in the tasks for students to refute an argument presenting evidences. Moreover, comparing opinion within the group and persuading others were included in the tasks to prompt small group argumentation. As a result, students' post-argument test grades were increased than pre-test grades, and they argued involving evidences and reasoning. The high level of arguments has appeared with high ratio of advanced utterances and lengthening of reasoning chain as lessons went on. Students had elaborate claims involving valid evidences and reasoning by reflective and critical thinking while discussing about the tasks. In addition, tasks which could have various warrants based on the data led to students' spontaneous participation. Therefore, this study has significance in understanding the context of developing small group argumentation, providing information about teaching and learning context prompting students to construct arguments in science inquiry lessons in middle school.

• 재활복지
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• v.18 no.4
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• pp.279-293
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• 2014

The purpose of the study was to investigate the effects of task presentation methods (animation vs. picture) on verb naming abilities as a function of verb argument structures for normal elderly adults. Participants were categorized into the two groups: animation group(n=21) vs. picture group(n=21). Data for the animation group were from obtained from Sung and Choi (2012). Percent of accuracy for the verb naming task served as a dependent measure for statistical analyses. After the years of education was controlled as a covariate, a two-way mixed ANOVA was performed with the group as a between-subject factor and the argument structure(1-, 2-, and 3-place) as a within-subject factor. Results revealed that there was a significant interaction between the group and argument structure, whereas there were no main effects for either of the factors. The animation group performed better than the picture group for one-place verb, whereas the opposite pattern was observed for the three-place verbs. The results suggested that the presentation methods are one of the critical factors that influenced verb naming abilities in elderly adults.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.219-234
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• 2018

In this study, we explored the possibility of automating the process of analyzing elements of scientific argument in the context of a Korean classroom. To gather training data, we collected 990 sentences from science education journals that illustrate the results of coding elements of argumentation according to Toulmin's argumentation structure framework. We extracted 483 sentences as a test data set from the transcription of students' discourse in scientific argumentation activities. The words and morphemes of each argument were analyzed using the Python 'KoNLPy' package and the 'Kkma' module for Korean Natural Language Processing. After constructing the 'argument-morpheme:class' matrix for 1,473 sentences, five machine learning techniques were applied to generate predictive models relating each sentences to the element of argument with which it corresponded. The accuracy of the predictive models was investigated by comparing them with the results of pre-coding by researchers and confirming the degree of agreement. The predictive model generated by the k-nearest neighbor algorithm (KNN) demonstrated the highest degree of agreement [54.04% (${\kappa}=0.22$)] when machine learning was performed with the consideration of morpheme of each sentence. The predictive model generated by the KNN exhibited higher agreement [55.07% (${\kappa}=0.24$)] when the coding results of the previous sentence were added to the prediction process. In addition, the results indicated importance of considering context of discourse by reflecting the codes of previous sentences to the analysis. The results have significance in that, it showed the possibility of automating the analysis of students' argumentation activities in Korean language by applying machine learning.