• 한국수학교육학회지시리즈A:수학교육
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• 제51권4호
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• pp.377-393
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• 2012

The understanding demands the different degree of the understanding according to student's learning situation. In this paper, we investigate what is the foundation for the complete understanding for the generalization in the generalization-process and justification of some concepts or some theories, through a case. We discovered that the completeness of the understanding in the generalization-process and justification requires 'the meaningful-mental object' which can give the meaning about the concept or theory to students. Students can do the generalization-process through the construction of 'the meaningful-mental object' and confirm the validity of generalization through 'the meaningful-mental object' which is constructed by them. And we can judge the whether students construct the completeness of the understanding or not, by 'the meaningful-mental object' of the student. Hence 'the meaningful-mental object' are vital condition for the generalization-process and justification.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권3호
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• pp.303-325
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• 2003

This study sought to provide an explanation of university students' concept understanding on the infinity and infinite process and utilized a psychological constructivist perspective to examine the differences in transitions that students make from static concept of limit to actualized infinity stage in context of problems. Open-ended questions were used to gather data that were used to develop an explanation concerning student understanding. 47 university students answered individually and were asked to solve 16 tasks developed by Petty(1996). Microgenetic method with two cases from the expert-novice perspective were used to develop and substantiate an explanation regarding students' transitions from static concept of limit to actualized infinity stage. The protocols were analyzed to document student conceptions. Cifarelli(1988)'s levels of reflective abstraction and Robert(1982) and Sierpinska(1985)'s three-stage concept development model of infinity and infinite process provided a framework for this explanation. Students who completed a transition to actualized infinity operated higher levels of reflective abstraction than students who was unable to complete such a transition. Developing this ability was found to be critical in achieving about understanding the concept of infinity and infinite process.

• 한국학교수학회논문집
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• 제7권2호
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• pp.81-97
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• 2004

본 논문은 그래픽 계산기를 활용한 이산수학의 ‘행렬과 그래프’개념의 이해과정에 관한 연구이다. 본 연구의 목적을 위해 우리는 TI-92 계산기를 활용하여 ‘행렬과 그래프’ 개념을 학습해 가는 두 명의 중학생을 조사하였다. 이 과정에서 우리는 켐코더나 녹음기를 활용하여 질적자료를 수집하였으며 이 자료들을 테크놀로지에 관한 학생들의 태도, 용어의 의미 이해, 행렬 연산의 이해 과정, 수학적 의사소통 등으로 범주화하였다. 이로부터 우리는 다음과 같은 결론을 얻었다. 첫째, 학생들은 그래픽 계산기를 활용하여 행렬의 의미와 역할을 그들 스스로 탐구하였으며 계산기는 이 과정에서 훌륭한 학습동반자 역할을 수행하였다. 둘째, 탐구과정에서 학생들이 오류를 범했을 때 그래픽 계산기가 에러메시지를 곧바로 출력함으로써 학생들의 자기주도적 학습을 가능하게 하였다. 셋째, 계산기는 교사와 학생들간, 혹은 학생들 사이의 수학적 의사소통을 강화시키는 역할을 하였다.

• 산업경영시스템학회지
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• 제21권45호
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• pp.347-356
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• 1998

For assessing the capability of a process, the quantification of process location and variation is central to understanding the quality of units produced from the manufacturing process. Conventional process capability indices is insufficient to drive out the information for process condition, furthermore it is very difficult to evaluate the process capability accurately when the target value is not consistent with the center of specification, and/or the shape of distribution is changed, but the process incapability indices is enable to provide more detailed information to evaluate the process capability by dividing information about the process mean and variance. In this paper, we have a brief review and comparison about these indices, provide an understanding of the relationships between the process capability indices and the incapability indices. And we explore the strengths and weakness of these indices as they apply to normally distributed process, and to examine the effect that non-normality has on these indices.

• 아동학회지
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• 제18권2호
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• pp.57-71
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• 1997

This study discusses the nature of data-interpretation process in the perspective of modern hermeneutics and explores its methodological implications for qualitative research on the life of children. Discussions center around the basic concepts of modern hermeneutics, such as the conceptual distinctions between understanding and explanation, the intersubjective reality constituted between the child's horizon and the researcher's, the concept of the hermeneutics circle and the importance of the openness of language in understanding children's lifeworld. The conclusions are made as follows: First, the concept of "understanding", which is the basic concern of qualitative research on children, has a much different meaning from that of "explanation" in quantitative research. The task of understanding lies in interpreting the lived meaning in context as experienced by children in all its complexity. Second the researcher's subjectivity in the interpretation process has a dual function in that it can produce a faulty hermeneutics circle and yet it provides the researcher with the strong momentum to open up her understanding towards a deeper and wider level. Third, the reliability and the validity of qualitative research should be discussed within the interpretation process itself in that interpretation in qualitative research is guided basically by the researcher's internal dialectic: between data (text) and her subjectivity. Lastly, the language in interpretive research should be open and free in terms of style in order to present a fuller and richer description of children's lifeworld and the delicate textures of their lived meanings.

• 한국실내디자인학회논문집
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• 제15권6호
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• pp.238-246
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• 2006

Recent trends of interior design have a focus on creation of more various meanings rather than past ideology which sought after the compatibility to the function of modem design. These trends requires integral understanding of social and cultural ideologies with a sens of values for a certain periods. In addition, they also require creativity which able to read, find and solve consumer's diverse demand and desire. Considering the effort of trend forecasting in Korea is still heavily rely on the foreign trend shows, it is natural to attempt to study the analytical forecasting methodology based upon more systematic principles which lead to more objective outcome, when the understanding, forcasting and analysis of interior decoration trend are required. In this thesis, the analysis and forecasting of interior decoration trend are studied by means of verbal image code process which involves the induction of design concept through data extraction, classification and analysis, in order to understanding and satisfying the diversified consumer's demand and trend. The coding process of verbal image is understanding as general concept. by extracting common elements from abstract and individual image, and/or specific concept. Therefore, it is proposed that the database building and data mining process of verbal Image, and subsequent development of programming skill can be applied as more efficient tool for various verbal image process.

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.213-231
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• 2011

The purpose of this study was to investigate knowledge types which the elementary science gifted students would use when solving a science problem, and to examine characteristics and types that were shown in the science problem solving process. For this study, 39 fifth graders and 38 sixth graders from Institute of Education for the Gifted Science Class were sampled in one National University of Education. The results of this study were as follows. First, for science problem solving, the elementary science gifted students used procedural knowledge and declarative knowledge at the same time, and procedural knowledge was more frequently used than declarative knowledge. Second, as for the characteristics in the understanding step of solving science problems, students tend to exactly figure out questions' given conditions and what to seek. In planning and solving stage, most of them used 3~4 different problem solving methods and strategies for solving. In evaluating stage, they mostly re-examined problem solving process for once or twice. Also, they did not correct the answer and had high confidence in their answers. Third, good solvers had used more complete or partially applied procedural knowledge and proper declarative knowledge than poor solvers. In the problem solving process, good solvers had more accurate problem-understanding and successful problem solving strategies. From characteristics shown in the good solvers' problem solving process, it is confirmed that the education program for science gifted students needs both studying on process of acquiring declarative knowledge and studying procedural knowledge for interpreting new situation, solving problem and deducting. In addition, in problem-understanding stage, it is required to develop divided and gradual programs for interpreting and symbolizing the problem, and for increasing the understanding.

• 한국초등과학교육학회지:초등과학교육
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• 제19권2호
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• pp.57-74
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• 2000

Students' concepts of scientific phenomena have become a point of focus in science education research. This study investigated into developmental process and mechanism of the students' respiration concept through a cross-age study. This study utilized the 1st, 3rd, 6th grade elementary students to find out changes in student's understanding of the concept of respiration. The 1st and 3rd grade level students were interviewed what the respiration mean and whether each of living things respires, etc. The 6th grade students were interviewed and tested. Respiration is a word that students come across often in everyday life. It was found that they were more likely to associate respiration with its more common concept of breathing or gas exchange as opposed to its more scientific definition as the process in which nutrients are oxidized to provide energy. This trend didn't improve as they advanced grade. This is an indication that the knowledge system of student is split into a generic knowledge system and scientific knowledge system. Understanding of concept increased and differentiated across grade levels but that understanding was limited. They overcome their tendency to base their understanding of respiration on their understanding of human phenomena and learn to integrate their understanding of biological phenomena through a one organ - one role type of logic. They also intuitively explain everything based on their own experience.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.89-101
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• 2011

Science, Mathematics, Engineering, and Technology (STEM) integrated education has been spotlighted as a new approach for promoting students' conceptual understanding and supporting their future career in STEM field. There is increasing evidence of the positive impact of using a whole design process that can be an example of STEM integrated activities to improve students' conceptual understanding and problem solving skills. However, there is a lack of information on how teachers should accomplish science and engineering integration activities in their classroom and what process they should pay attention. To answer this question, we research the relationship between an design process and students' conceptual understanding using an engineering design activity, called 'Save the Penguins', and study on how each step in an engineering design process in this activity enhance students' conceptual knowledge in science. We found that testing their prototypes and discussing with their peers were the most important process for students to understand and apply science concept for their design, even though the whole engineering design process (demonstration about radiation, discussion about examples in our lives, and testing and reviewing their prototypes, and making final design) helps the students understand the scientific concepts.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제33권3호
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• pp.319-334
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• 2019

본 연구는 삼각함수와 관련된 과제를 통해 고등학교 학생들의 함수 개념 이해 정도를 Hitt(1998)의 층위 분석을 통해 살펴보았다. 우선 학생들의 함수 이해 정도를 층위 분석을 통해 단계를 구분한 후 이해 관점을 과정과 대상 관점으로 다시 분류하였다. 그 결과 고등학교 학생들의 함수 개념 이해의 정도 층위는 3단계에서 불완전성을 보였다. 그리고 함수의 이해의 관점은 그래프 해석에서 과정 관점이 주를 이루고 있으며 대수적 표상의 조작이 중요시되고 있음을 알 수 있었다. 이러한 결과를 바탕으로 삼각함수를 다양한 관점으로 이해할 수 있는 교수-학습 방법에 대한 연구와 함께 문제 해결과 그에 따른 표상 체계 사이의 일관성이 유지되는 함수 개념 이해 층위 5단계에 도달할 수 있는 수업모델의 연구가 필요할 것으로 보인다.