• Journal of the Computational Structural Engineering Institute of Korea
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• v.28 no.4
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• pp.351-359
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• 2015

In order to exactly evaluate the seismic collapse capacity of a structure, probabilistic approach is required by considering uncertainties related to its structural properties and ground motion. Regardless of the types of uncertainties, they influence on the seismic response of a structures and their effects are required to be estimated. An incremental dynamic analysis(IDA) is useful to investigate uncertainty-propagation due to ground motion. In this study, a 3-story steel moment-resisting frame is selected for a prototype frame and analyzed using the IDA. The uncertainty-propagation is assessed with categorized parameters representing epistemic uncertainties, such as the seismic weight, the inherent damping, the yield strength, and the elastic modulus. To do this, the influence of the uncertainty-propagation to the seismic collapse capacity of the prototype frame is probabilistically evaluated using the incremental dynamic analyses based on the Monte-Carlo simulation sampling with the Latin hypercube method. Of various parameters related to epistemic uncertainty-propagation, the inherent damping is investigated to be the most influential parameter on the seismic collapse capacity of the prototype frame.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.895-910
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• 2016

The purpose of this study is to explore secondary students' progression in group norms and argumentation competency through collaborative reflection about small group argumentation. The progression is identified as the development of group norms and an epistemic understanding of argumentation with the enhancement of group argumentation competency during collaborative reflection and argumentation lessons. Participants were four first grade middle school students who have different academic achievements and learning approaches. They participated in ten argumentation lessons related to photosynthesis and in seven collaborative reflections. As a result, the students' group norms related to participation were developed, and the students' epistemic understanding of argumentation was enhanced. Furthermore, the students' group argumentation competencies, identified as argumentation product and argumentation process, were advanced. As the collaborative reflection and argumentation lessons progressed, statements related to rebuttal increased and different students suggested a range of evidence with which to justify their claims or to rebut others' arguments. These findings will give a better idea of how to present an apt application of argumentation to science teachers and science education researchers.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.389-403
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• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.227-238
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• 2022

One of the main roles of the science teacher is to help students become active agents in their learning of science. This study described how an elementary science teacher used students' emotional resources to conduct emotionally responsive teaching and what were the learning outcomes of this approach. The participants of the study included the teacher himself and his 6^th grade students, and emotionally responsive teaching was applied in the science unit of 'Various Living Things and Our Human Lives'. Multiple types of data, including the teacher's teaching logs, video recordings of the lessons in the unit, and interviews with the students, were collected. The data were analyzed qualitatively, and the results were described using a self-study method. The teacher took advantage of three kinds of students' emotional resources (i.e., character drawing, t-shirt design, and raps) to organize his emotionally responsive teaching. The learning outcome included the students' positive emotions and active participation in science lessons, their epistemic practices such as explorations and justifications of knowledge, and the students' reconstruction of knowledge in consideration of their everyday lives. It was suggested that emotionally responsive teaching can promote elementary school students' active participation in science learning, resulting in meaningful learning outcomes in emotional, cognitive, and conceptual aspects. Further studies should thus be conducted to understand the characteristics of emotionally responsive teaching and its detailed teaching strategies.

• Journal of Korea Society of Digital Industry and Information Management
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• v.9 no.3
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• pp.129-144
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• 2013

Recognizing a limits on quantitative evaluation of cultural contents' and for its betterment, study aims developing a qualitative evaluation model. For this study, Reception Theory, Semiotics and Psychology were derived for epistemological dimension to contemplate culture contents' essential attribute. To be concrete, cultural contents was examined as experiential products, emotional products, rememberable products and texts. Also, codes of fun, emotion and culture were discussed as intrinsic attributes for cultural contents and how those attributes were expressed or composed in cultural contents was discussed as well. Evaluation items were extracted based on final discussion at the epistemic level, set up the final evaluation model by taking experts' advices on each items. With all those outcomes, qualitative evaluation model for cultural contents was developed. For the importance of each index in the model, priority was granted by weighting on each index. Lastly, evaluation scale was developed for each index. The culture contents' evaluation model developed in study is meaningful not only in drawing qualitative evaluation items of video(image) contents and developing the index and model for the first time, but also its possibility of wide use for other genres.

• English Language & Literature Teaching
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• v.13 no.1
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• pp.47-66
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• 2007

Error analysis plays an important role because understanding the types of errors can give a better opportunity for both teachers and learners to recognize the nature of errors and ways of preventing them. This study looks into errors in the medical research abstracts written by 26 Koreans and also examines hedging expressions since hedging can be a necessary tactic in which the validity and objectivity of their claims is conveyed. The hedging expressions of these research abstracts are to be compared with those of Hyland (1996)'s study done on ENL academic writers of cell and molecular biology. The results of the study reveal that wrong word choice was the most commonly occurred errors, followed by prepositions, articles, adding and missing words. Many of these errors, except articles, seemed to derive from the native language interference. There were also run-on sentences, subject & verb agreement, tense, word order and minor errors. As for hedging, ESL medical writers seemed to use very limited hedging expressions and inappropriately strong modals. It is recommended to take variations of hedges using epistemic adverbials and adjectives to present their claims in a more valid and polite way. Limited verb choice was also noted. As for preventing or minimizing similar future errors, collocation practices in ESP focused on commonly used medical related words and expressions can be effective.

• The Korean Journal of Food And Nutrition
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• v.30 no.2
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• pp.326-335
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• 2017

This study investigates what consumption values affect attitude and behavioral intentions toward a premium lunch box at a convenience store using VAB(Value-Attitude-Behavior) model. The main survey was conducted by a research company by means of an online survey in the form of a self-administered questionnaire. The samples were limited to customers who had tried the premium lunch box before. The survey was conducted in October 2016. The collected data were analyzed by using SPSS 21.0 for Windows and AMOS 21.0. A structural equation model(SEM) was used to verify the proposed relationships among the study variables. Three factors representing the value of the premium lunch box were identified: social & functional value, economic value, and epistemic value. The finding showed that these values had a positive effect on attitude toward the premium lunch box and that attitude had a positive effect on behavioral intentions.

• Journal of the Korean Society of Safety
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• v.29 no.6
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• pp.94-98
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• 2014

This study was intend to develop the optimal design method of suspension bridge by the reliability analysis based on minimization of life cycle cost(LCC). The reliability analysis was performed considering aleatory uncertainties included in the result of numerical analysis. The optimal design was estimated based on life-cycle cost analysis depending on the result of reliability analysis. As the effect of epistemic uncertainty, the safety index (beta), failure probability (pf) and minimum life cycle cost were random variables. The high-level distributions were generated, from which the critical percentile values were obtained for a conservative bridge design through sensitivity assessment.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.33 no.10
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• pp.1163-1170
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• 2009

Reliability analysis is of great importance in the advanced product design, which is to evaluate reliability due to the associated uncertainties. There are three types of uncertainties: the first is the aleatory uncertainty which is related with inherent physical randomness that is completely described by a suitable probability model. The second is the epistemic uncertainty, which results from the lack of knowledge due to the insufficient data. These two uncertainties are encountered in the input variables such as dimensional tolerances, material properties and loading conditions. The third is the metamodel uncertainty which arises from the approximation of the response function. In this study, an integrated method for the reliability analysis is proposed that can address all these uncertainties in a single Bayesian framework. Markov Chain Monte Carlo (MCMC) method is employed to facilitate the simulation of the posterior distribution. Mathematical and engineering examples are used to demonstrate the proposed method.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.215-232
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• 2005

Computer algebra system (CAS) calculators are becoming increasingly common in schools and universities. While Hey offer quite sophisticated mathematical capability to teachers and students, it is not clear at present how they may best be employed. In particular their integration into students' learning and problem-solving remains an issue. In this paper we address this issue through the lens of a study that considered the introduction of the TI-89 CAS calculator to students about to enter university. We describe a number of different aspects of the partnership they formed with the calculator as they began the process of instrumentation of the CAS in their learning.