• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.199-208
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• 2015

An enhanced understanding of the nature of scientific knowledge-what counts as a scientific argument and how scientists justify their claims with evidence-has been central in Korean science instruction. However, despite its importance, scholars are generally concerned about the difficulty of both addressing and improving students' epistemic understanding, especially for students of a young age. This study investigated Korean middle school students' epistemic ideas about claim, data, evidence, and argument when they engage in reading both text-based and data-inscription arguments. Compared to previous studies, Korean middle school students show a sophisticated understanding of the role of claim and evidence. Yet, these students think that there is only a single way of interpreting data. When comparing students' ideas from text-based and data-inscription arguments, the majority of Korean students barely perceive text description as evidence and recognize only measured data as evidence.

• The Mathematical Education
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• v.63 no.2
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• pp.139-163
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• 2024

The purpose of this study is to examine the capabilities of ChatGPT as a tool for supporting students in generating mathematical arguments that can be considered proofs. To examine this, we engaged students enrolled in a mathematics pathways course in evaluating and revising their original arguments using ChatGPT feedback. Students attempted to find and prove a method for the area of a triangle given its side lengths. Instead of directly asking students to prove a formula, we asked them to explore a method to find the area of a triangle given the lengths of its sides and justify why their methods work. Students completed these ChatGPT-embedded proving activities as class homework. To investigate the capabilities of ChatGPT as a proof tutor, we used these student homework responses as data for this study. We analyzed and compared original and revised arguments students constructed with and without ChatGPT assistance. We also analyzed student-written responses about their perspectives on mathematical proof and proving and their thoughts on using ChatGPT as a proof assistant. Our analysis shows that our participants' approaches to constructing, evaluating, and revising their arguments aligned with their perspectives on proof and proving. They saw ChatGPT's evaluations of their arguments as similar to how they usually evaluate arguments of themselves and others. Mostly, they agreed with ChatGPT's suggestions to make their original arguments more proof-like. They, therefore, revised their original arguments following ChatGPT's suggestions, focusing on improving clarity, providing additional justifications, and showing the generality of their arguments. Further investigation is needed to explore how ChatGPT can be effectively used as a tool in teaching and learning mathematical proof and proof-writing.

• Journal of The Korean Association For Science Education
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• v.30 no.3
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• pp.323-336
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• 2010

The purpose of this study was to evaluate students' written arguments embedded in scientific inquiry investigations using the Science Writing Heuristic (SWH) approach. Argument components defined in this study are questions, claims, questions-claims relationship, evidence, claims-evidence relationship, multiple modal representations, and reflection. A set of criteria for evaluating each argument component was developed to evaluate writing samples of students from college freshman general chemistry laboratory classes. Results indicate that students produced, on average, moderate to powerful questions, claims, and evidence. They also constructed reasonable questions-claims relationship and claims-evidence relationship. Compared to other component scores, the average score for reflection was relatively low. Overall, the average Total Argument score was 21.4 out of a possible 36, that is, the quality of the written arguments using the SWH approach during a series of inquiry-based chemistry laboratory investigations was moderate to powerful. The findings of this study suggest that students, on average, developed reasonable scientific arguments generated as part of scientific inquiry. In other words, students are capable of putting together reasonable arguments as they participate in inquiry-based laboratory classrooms.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.529-552
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• 2014

Recently, mathematical reasoning has been considered as one of the most important mathematical thinking abilities to be established in school mathematics. This study is to investigate the mathematical problems on the content of 'Set and Statement' and 'Sequences' in high school according to the four types of reasoning, namely Making Conjectures, Investigating Conjectures, Developing Arguments, and Evaluating Arguments. Those types of reasoning were reconstructed based on Johnson's six types of reasoning suggested in 2010. The content is dealt with in 'Mathematics II' textbook developed and published according to the mathematics curriculum revised in 2009. The subject of this study is nine types of textbooks and mathematical problems in the textbook are consisted of as two parts of 'general problem' and 'evaluation problem'. Finally, the results of this study can be summarized as follow: First, it is stated that students be establishing a logical justification activity, the highest reasoning activity through dealing with the 'Developing Arguments' type of problems affluently in both 'Set and Statement' and 'Sequence' chapters of Mathematics II textbook. Second, it is mentioned that students have an chance to investigate conjectures and develop logical arguments in 'Set and Statement' chapter of Mathematics II textbook. In particular, whereas they have an chance to investigate conjectures and also develop arguments in 'Statement', the 'Set' chapter is given only an opportunity of developing arguments. Third, students are offered on an opportunity of reasoning that can make conjectures and develop logical arguments in 'Sequences' chapter of Mathematics II textbook. Fourth, Mathematics II textbook are geared to do activities that could evaluate arguments while dealing with the problems relevant to 'mathematical process' included in 'general problem'.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.9 no.13
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• pp.33-38
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• 1986

Arguments in favor of cyclic servicing, as opposed to random servicing, in connection with machines which stop in a random manner, are not conclusive because hitherto no general formular has been available for calculating the results which may be expected from cyclic servicing. The aim of the following paper is to help in evaluating the cyclic procedure by presenting a formular for calculating the standard efficiency of a group of semi-automatic machines assigned to one operator who will service them on a cyclic pattern.

• Journal of the Korean Mathematical Society
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• v.31 no.4
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• pp.709-715
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• 1994

The aim of of the study is a powerful test for the discrimination and therefore an optimal desin for that purpose. This problem is studied by Chernoff ([5]) and used in Chernoff ([6]) for accelerated life tests using the exponential distribution for life times. The approach used here is similar to that suggested by Lauter ([10]) and used in Chaloner ([3]) and Chaloner and Larntz ([4]) where it is motivated using Bayesian arguments. The approach taken in this paper the loss function $L(\cdot)$ evaluating a test procedure and a design d.

• Nuclear Engineering and Technology
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• v.50 no.7
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• pp.1168-1172
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• 2018

This study went beyond making an indicator simply based on theoretical arguments, and explored a wide spectrum of different types of perceptions about energy safety to make a concept of energy safety for the Korean society. The energy safety schemata of people can be divided into three types. Type1 is concern about multi-level risks-responsibility-centric, type2 is concern about security and personal burden-expertise-centric, and type3 is concern about health and personal burden-responsibility-centric. Questions were designed on the basis of the characteristics, differences and commonalities of the three types of perceptions, explored through the Q methodology, and Koreans' perception of nuclear safety was examined. Based on the results of this research the following components of trust in nuclear safety were derived, risk perception, responsibility, honesty, expertise and procedural justification. The items for specifically evaluating them were developed, and factor analysis was conducted, and as a result, the validity of each item was proven. The components of the nuclear safety trust indicator do not exist independently, but influence each other continuously through interactions. For this reason, rather than focusing on any one of them, laws and systems must be improved first so that they can move together in one big frame.

• Education of Primary School Mathematics
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• v.22 no.3
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• pp.149-166
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• 2019

The purpose of this study is to analyze the statistical literacy in elementary school students when they beginning inference. Picto-graphs provide statistical information and often data-related arguments they certainly qualify as objects for interpretation, for critical evaluation, and for discussion or communication of the conclusions presented. For research, the inference from pictograph task was designed and statistical literacy standards for evaluating the student's level was presented based on prior studies. Evaluating student's statistical literacy is meaningful in that it can check their current level. To know the student's current level can help them achieve a higher level of performance. The outcomes of this research indicate that pictograph can provide a basis for rich tasks displaying not only student's counting skills but also their appreciation of variation and uncertainty in prediction. Raising statistical thinking by students is an important goal in statistical education, and the experience of informal statistical reasoning can help with formal statistical reasoning that will be learned later. Therefore, the task about the inference from a pictograph, discussions on statistical learning of elementary school children are expected to present meaningful implications for statistical education.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.27 no.3C
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• pp.263-272
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• 2002

This paper focuses on the economic effects of local loop unbundling under some contract theories. Local loop unbundling is considered as a means of achieving competition in telecommunications industry. Although there are potentially significant economic benefits to be gained from competitive local loop provision, some arguments against the implementation of local loop unbundling are coincident. we propose that both optimal contracts between contract partners in local loop unbundling market exit and strategic commitment be important in evaluating the economic effects of local loop unbundling.

• Journal of Korean language education
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• v.29 no.3
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• pp.293-324
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• 2018

The purpose of this study was to identify differences in the report assessment patterns of international undergraduate students and instructors. Based on two sample reports, the following differences were confirmed between international students and instructors' assessments of reports. First, instructors and students showed no differences in their assessments of the well-formatted report. However, the two groups exhibited differences in their assessments of the report that was not well formatted in that students evaluated the report more highly than instructors did. Second, instructors and students exhibited notable differences in their assessments of items such as citation, logic, and expression. This may have been because students lacked knowledge on citation methods and the use of grounds for arguments based on citation methods and topics. Third, students and instructors showed differences in their areas of focus when evaluating reports. Instructors mostly focused on the main topics of each report, whereas students focused on supporting details for the main topics. Based on these findings, instructors need to emphasize the following areas in educating international undergraduate students on report writing. First, they should stress proper source citation. They should provide frequent guidance on how to accurately cite sources. Second, they should help students to first think about the overall form and content of their reports. Instructors should emphasize that having a logical overall report structure and content that is relevant to the subject is more important in general than grammar or accuracy of vocabulary.