• Journal of Internet Computing and Services
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• v.14 no.4
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• pp.63-72
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• 2013

Business Process Intelligence (BPI) is one of the emerging technologies in the knowledge discovery and analysis area. BPI deals with a series of techniques from discovering knowledge to analyzing the discovered knowledge in BPM-supported organizations. By means of the BPI technology, we are able to provide the full functionality of control, monitoring, prediction, and optimization of process-supported organizational knowledge. Particularly, we focus on the focal organizational knowledge, which is so-called the BPM activity-performer affiliation networking knowledge that represents the affiliated relationships between performers and activities in enacting a specific business process model. That is, in this paper we devise a statistical analysis method to be applied to the BPM activity-performer affiliation networking knowledge, and dubbed it the activity-performer correspondence analysis method. The devised method consists of a series of pipelined phases from the generation of a bipartite matrix to the visualization of the analysis result, and through the method we are eventually able to analyze the degree of correspondences between a group of performers and a group of activities involved in a business process model or a package of business process models. Conclusively, we strongly expect the effectiveness and efficiency of the human resources allotments, and the improvement of the correlational degree between business activities and performers, in planning and designing business process models and packages for the BPM-supported organization, through the activity-performer correspondence analysis method.

• Journal of the Korean Chemical Society
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• v.43 no.5
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• pp.578-588
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• 1999

The purpose of this study is to develope the more effective chemistry teaching strategy through analyzing the demanded cognitive levels of contents in high school chemistry I textbooks and the cognitive levels of students who learn these textbooks. For this purpose, the levets of cognitive development stages of 821 second grade students of high schools in Seoul City were anaIyzed using the GALT short version test. The demanded cognitive levels of understanding the contents of chemistry I textbooks in high school were analyzed using the curriculum analysis taxonomy developed by CSMS (Concept in Secondaly Mathematics and Science) program of the Great Britain. The resuIts showed that the proportion of students in the concrete operational stage, the transition stage, and the formal operational stage was l0.7%, 43.0% and 46.3%, respectively. The demanded levels of textbook contents were mostly the early formal operational stages. The concepts demanded the level of the late formal operational stage were 'atomic and molecular weight', 'stoichiometry of chemical reaction', and 'periodic properties of elements'. The results will be helpful for teachers in knowing what concepts are difficult for students to understand and in planning strategies for teaching those concepts. To demonstrate the application of the results obtained in this study, an example of developing teaching strategy which includes the adjustment of cognitive level of contents was shown.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.63-80
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• 2009

In this study, we analyzed teachers' recognitions of the necessity of mathematical descriptive tests and their practices in the elementary schools. We then suggested several examples of improved formats of the mathematical descriptive evaluation. For analyzing teachers' recognitions and practices of mathematical descriptive assessment, we surveyed 104 elementary school teachers in Seoul. We collected the test items from the schools and analyzed them to find how they are practiced in the schools. The results were as follows. First, most elementary school teachers are basically recognizing the direction and the purpose of mathematical descriptive assessment. Second, the ratio of the descriptive test items was very low compared with the teachers' recognition of necessity of including descriptive items in the tests. Third, the teachers usually made the descriptive items with their colleagues using textbooks, test manuals for teachers, and the references that the office of education provided. Fourth, to enhance teachers' understanding of descriptive assessment, systematic training programs for teachers about the descriptive assessment should be continued. Finally, the office of education and research institutes should provide various types of test items and more teacher training programs on descriptive assessments.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.85-108
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• 2012

The comprehensive implication in justification activity that includes the proof in the elementary school level where the logical and formative verification is hard to come has to be instructed. Therefore, this study has set the following issues. First, what is the mathematical justification type shown in the Number and Operations, and Geometry? Second, what are the errors shown by students in the justification process? In order to solve these research issues, the test was implemented on 62 third grade elementary school students in D City and analyzed the mathematical justification type. The research result could be summarized as follows. First, in solving the justification type test for the number and operations, students evenly used the empirical justification type and the analytical justification type. Second, in the geometry, the ratio of the empirical justification was shown to be higher than the analytical justification, and it had a difference from the number and operations that evenly disclosed the ratio of the empirical justification and the analytical justification. And third, as a result of analyzing the errors of students occurring during the justification process, it was shown to show in the order of the error of omitting the problem solving process, error of concept and principle, error in understanding the questions, and technical error. Therefore, it is prudent to provide substantial justification experiences to students. And, since it is difficult to correct the erroneous concept and mistaken principle once it is accepted as familiar content that it is required to find out the principle accepted in error or mistake and re-instruct to correct it.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.205-221
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• 2019

The study aimed at investigating preservice elementary school teachers' statistical reasoning when they posed survey questions as they engaged in statistical problem solving, and analyzing how their statistical reasoning affect the subsequent stages. 24 groups of sophomore students(80 students) from two education universities conducted statistical problem solving and completed statistical report, and 22 of them were analyzed. As a result, 9 statistical reasoning were shown when preservice teachers posed survey questions. Among them, question clarification oriented reasoning and variability based reasoning were not exclusively focused upon in the previous research. In order to investigate how statistical reasoning in posing survey questions affected subsequent stages, we examined difficulties and issues that preservice teachers had when they engaged in analyses and conclusion stage described in their report. Consequently, preservice teachers' difficulties were related to population relevant reasoning, category level reasoning, standardization reasoning, alignment to question reasoning, and question clarification oriented reasoning. While previous studies did not focus on question posing stage, this study claimed the necessity of emphasizing various statistical reasoning in question posing and importance of teaching and learning method of appropriate statistical reasoning in question posing.

• Journal of Korean Society of Forest Science
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• v.110 no.4
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• pp.689-710
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• 2021

The purpose of this study was to analyze contents of the elementary school textbooks on 'Forest Education' based on the 2015 revised curriculum. This study is designed to determine the status of forest educationrelated content in the curriculum. Thetypesofforesteducationintextbooksweredividedintoanalysis. In addition, the standards of achievement of the curriculum were analyzed into the areas of forest education curriculum to determine the similarities between the curriculum and the achievement of forest education. This study shows that, first, the field of knowledge in forest education was included in all subjects and grades except mathematics. It noted that the curriculum includes areas of knowledge that directly convey knowledge related to forest education. This showed that the forest education knowledge area is linked to various courses. Second, the types of forest education included in the curriculum appeared differently depending on age. In the lower grades, there was the most information on the tools and sensibilities of forest education, and in the higher grades, the more knowledge and value-related areas were addressed. As the school year increases, so do forest education levels. Third, when analyzing the achievement criteria in the curriculum, the curriculum achievement criteria included key points in forest education. Thus, this study confirmed the link between the curriculum and forest education.

• Journal of Wellness
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• v.14 no.2
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• pp.207-223
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• 2019

The purpose This study aimed at proposing class module elements for creativity and convergence and class models for creativity and convergence by integrating content elements by physical activity field(health, challenge, competition, ) for physical education and STEAM. For this, literature review, focus group interview(FGI) and discussions with experts were conducted, and the following study results have been drawn up: First, concerning the class module elements for creativity and convergence, total 11 class module elements in the health field were suggested including detecting risks by posture analysis and analyzing and designing amount of physical activity. Second, total 7 module elements in the challenge field were deduced such as anticipation of obstacles to target achievement and modeling of effective exercise. There were 17 convergence elements in the competition field including game record analysis and creation of game data storage application. Third, total 9 creativity and convergence module elements in the field include modeling of technology improvement for motion and symbolization for motion records. In addition, class modules related to convergence with engineering in the health field, convergence with technology in the challenge field, convergence with art in the competition field and convergence with art and mathematical symbols were proposed.

• Journal of Science Education
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• v.47 no.1
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• pp.1-10
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• 2023

In this study, we investigated the perception of STEAM (science, technology, engineering, arts, and mathematics) education consultants (SEC) about the requirements to achieve actual results and the improvements for STEAM education consulting. Data were collected from teachers who have had previous SEC experience or have extensive experience in STEAM education. First, an open-ended questionnaire was used to conduct a survey on the requirements and improvements for the STEAM education consulting, and items were composed by analyzing the contents of these free responses, and then statistical analysis was performed by asking them to respond on the Likert scale to how much they agreed to each item. As a result of the analysis, the SEC recognized that "formation of consensus between consultants and teachers", "consultant feedback on reflection of previous consulting results" and "encouragement and support for teachers" are appeared to be the most required for STEAM education consulting to achieve actual results. As the improvements of STEAM education consulting, "sharing cases and opinions among consultants", "selection and sharing of consulting best practices", and "development of various consulting types such as open classes" received the highest agreement. Based on these results, a support plan to increase the effectiveness of STEAM consulting was proposed.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.619-637
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• 2012

The purpose of this study is to develop a new program for elementary math-gifted students by using 'Girih Tililng' and apply it to the elementary students to improve their math-ability. Girih Tililng is well known for 'the secrets of mathematics hidden in Mosque decoration' with lots of recent attention from the world. The process of this study is as follows; (1) Reference research has been done for various tiling theories and the theories have been utilized for making this study applicable. (2) The characteristic features of Mosque tiles and their basic structures have been analyzed. After logical examination of the patterns, their mathematic attributes have been found out. (3) After development of Girih tiling program, the program has been applied to math-gifted students and the program has been modified and complemented. This program which has been developed for math-gifted students is called 'Exploring the Secrets of Girih Hidden in Mosque Patterns'. The program was based on the Renzulli's three-part in-depth learning. The first part of the in-depth learning activity, as a research stage, is designed to examine Islamic patterns in various ways and get the gifted students to understand and have them motivated to learn the concept of the tiling, understanding the characteristics of Islamic patterns, investigating Islamic design, and experiencing the Girih tiles. The second part of the in-depth learning activity, as a discovery stage, is focused on investigating the mathematical features of the Girih tile, comparing Girih tiled patterns with non-Girih tiled ones, investigating the mathematical characteristics of the five Girih tiles, and filling out the blank of Islamic patterns. The third part of the in-depth learning activity, as an inquiry or a creative stage, is planned to show the students' mathematical creativity by thinking over different types of Girih tiling, making the students' own tile patterns, presenting artifacts and reflecting over production process. This program was applied to 6 students who were enrolled in an unified(math and science) gifted class of D elementary school in Daejeon. After analyzing the results produced by its application, the program was modified and complemented repeatedly. It is expected that this program and its materials used in this study will guide a direction of how to develop methodical materials for math-gifted education in elementary schools. This program is originally developed for gifted education in elementary schools, but for further study, it is hoped that this study and the program will be also utilized in the field of math-gifted or unified gifted education in secondary schools in connection with 'Penrose Tiling' or material of 'quasi-crystal'.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.543-562
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• 2010

The purpose of this thesis is to analyze the error happening in the process of solving the simultaneous inequality with two unknown qualities and to propose the correct teaching method. We first introduce a problem about the simultaneous inequality with two unknown qualities. And we will see the solution which a student offers. Finally we propose the correct teaching method by analyzing the error happening in the process of solving the simultaneous inequality with two unknown qualities. The cause of the error are a wrong conception which started with the process of solving the simultaneous equality with two unknown qualities and an insufficient curriculum in connection with the simultaneous inequality with two unknown qualities. Especially we can find out the problem that the students don't look the interrelation between two valuables when they solve the simultaneous inequality with two unknown qualities. Therefore we insist that we must teach students looking the interrelation between two valuables when they solve the simultaneous inequality with two unknown qualities.