• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.709-721
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• 2004

This study explored the relationship between argumentation and the conceptual change model in a science teacher's explanations. Ten audiotape recordings (about 9 hours) collected in a high school physics classroom were all transcribed. The transcripts were analyzed using the components of Toulmin's argument framework and two constructs of the conceptual change model: the status of a conception, and the conceptual ecology. This analysis reveals that there are dynamic relationships among Toulmin's argument components, the status of a conception, and the conceptual ecology. The episode extracted from the transcripts shows the science teacher's explanations in the flow of classroom discourse, as directed and guided by her, presenting the intelligibility or plausibility of a conception by using warrants or backings such as examples or anomalies, two components of conceptual ecology.

• Proceedings of the Korean Society of Soil and Groundwater Environment Conference
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• 2001.04a
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• pp.85-88
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• 2001

Since mountainous area has access restrictions for field work, assessors need to establish a conceptual model of the contamination prior to the field investigation. In this study we established a conceptual model of the contamination based on site inspection and geological survey, followed by the field investigation for the petroleum spill site. In the conceptual model, we estimated that tile contamination should have spread by groundwater and topographical characteristics within the top soil layer. The spread of contamination through rock was not considered in the conceptual model due to impermeable characteristics of metasyenite. The contaminated environmental media of the petroleum spill site include soil and groundwater. According to the analysis result of the contamination, the volume of contaminated soil is estimated approximately 4, 150 cubic meters (7, 055 ton) with most contaminants existing along the groundwater flow within top soil layer.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1997.11a
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• pp.252-255
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• 1997

In this paper, we will propose the methodology of data analysis using the fuzzy property set model. In real world, the data can be represented with the object. $\theta$. and the property, $\pi$, and its has-property relation, P. Then, the conceptual space can be defined with the chosen properties. Each object has a unique location in the conceptual space. In Fuzzy mode, the fuzzy property, and fuzzy conceptual space can be redefined. To analyze data using the fuzzy property set model, the rough set need to be defined in the fuzzy conceptual space.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.19 no.6
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• pp.197-202
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• 2019

XML has been established as a de facto standard for representing and exchanging documents, and has been widely used as a logical data model. Using XML as a logical database model, it requires a conceptual model for the semantics that XML has. However, the existing conceptual models, such as Entity Relationship models and UML, have been extended their concepts to express the specific characteristics of XML, but so far, there are no standard models. This paper compares the characteristics of the typical model of conceptual model of XML by Extended Entity Relationship model from the perspective of database field. For this, we propose the requirements that must be met for XML, and on the basis of these requirements, the approaches of each model are compared.

• The Journal of Society for e-Business Studies
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• v.5 no.1
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• pp.123-134
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• 2000

Over the past several decades, several architectural approaches have been applied to develop Information Systems, The software architectural model has been recognized as one of the most important methods for improving productivity. Most conceptual models are difficult to understand and interpret at various system models. As a consequence, conceptual models of many Information Systems fail to represent, exploit, and apply to various aspects, which is needed for reducing development step of the architecture. In this paper, we will explain the architectural model as the 4＋1 View of UML. This model integrates the Knowledge Management System into five views： the Logical View, the Process View, the Deployment View, Implementation View, and the Use-Case View. Moreover, this paper will not only provide information on the application of the software architectural model by stakeholders, but also ultimately improve productivity.

• Journal of Korea Water Resources Association
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• v.35 no.3
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• pp.331-344
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• 2002

This study is aimed at the development of a deterministic runoff model which can be used for flood runoff. The model is formulated by the watershed runoff model. Based on the assumptions that runoff system is nonlinear, the proposed watershed runoff model is the conceptual model. In the model structure, the conceptual model divides the runoff system into a surface structure and a subsurface structure corresponding to the surface flow, and inter flow and ground water flow respectively. The lag time effect of surface can be represented by the sub-tank of surface structure in the conceptual model. The parameter calibration of inter flow and ground water flow in the subsurface structure of the conceptual model is performed by separating the components with numeric filter The runoff coefficient($\alpha$$_2$) is expressed as the function of antecedent precipitation index(API). The parameters with the surface flow can be calibrated with the runoff coefficient($\alpha$$_1$ and $\alpha$/$_{11}$) in the conceptual model. In the conceptual model, an algorithm is developed to calibrate the parameters automatically based on efficiency criteria. The comparative study shows that simulated value from the conceptual model well agreed to observed value.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.6-14
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• 2006

The study investigates mental models of scientifically gifted, middle school students when it comes to tides. This was done by analyzing facet of conceptual types for two contexts. We carried out two performance tasks of tide with different context. A large number of students showed different conceptual types by context. As a result of analyzing facet of conceptual types by context, there was a slight difference in content-specific facet, but a remarkable one in strategic facet. We classified four mental models about tide by configuring facets of conceptual types: (1) Tide model (2) Force model (3) Phase model (4) Hybrid model. The Tide model is scientifically accepted model, but Force model and Phase model are incorrect models, and Hybrid model is mixed model. In cases of Force model and Phase model, conceptual types concur with each other, but these types of students comprehend tides as a result of joined forces of Moon & Sun and phase change of Moon, respectively. Arranging low mental models in proportional order, Tide model (45.0%), Hybrid model (30.0%), Force model (12.5%), and Phase model (7.5%).

• School Mathematics
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• v.5 no.1
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• pp.135-149
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• 2003

We present an understanding about students' conceptual model of differential equations, based on the discourse data that were collected in a differential equations course at a university in Korea. An interpretive approach is taken to analyze classroom discourse. This paper consists of three main parts. First, we completely analyze the students' use of conceptual metaphor in a university differential equations class. Secondly, we identify conceptual metaphors representing students' conceptual model of differential equations. Finally, we describe the mathematical characteristics of the conceptual metaphors identified in detail. Among other things, this paper reveals that there exists dual aspects of the students' conceptual model of differential equations. In other words, in the differential equations course observed we found that the students very often used two kinds of conceptual metaphor,“machine metaphor”and“fictive motion metaphor”, that have contrastingly different mathematical characteristics. In order to interpret the duality, we take a sociocultural perspective, and this perspective suggests and helps us to realize the significance of understanding of cognitive diversity in mathematics classroom.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.359-382
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• 2008

There are so many research literatures on conceptual change theory and the nature of concepts such as p-prims, mental model, ontological belief, and cognitive structure. Conceptual change means learning (Vosniadou, 1999; Duit;1999). It is necessary to review and elaborate existing conceptual change theories in order to explain the learning process and its implications. Therefore, we derived from reviewing literatures that learners construct new conceptual structure in response to given contexts at the same time activating their beliefs. We reviewed some mental theories that integrated cognitive and affective components and were based on framework/specific theory or information processing theory. We suggest learners' framework of conceptual structure and conflict model of conceptual structure. We expect to obtain effective ways of science teaching and learning and implications for cognitive conflict and conceptual change from using conceptual structure later.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.15 no.4
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• pp.231-237
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• 2015

However XML languages can logically define the type of structure with their's own grammar, it is inadequate to use them as a tool for conceptual model that represents the semantics of data and the relationships between the data in the real world. In this paper, we propose conceptual modeling techniques, called CMXML, for modeling the XML schema at the conceptual level. For this purpose, we define the model formally, and provide a way to represent the model in a graphical and text form. We also propose an mapping methodology providing transformation from CMXML to XML schema to show the feasibility of the proposed model.