• 한국과학교육학회지
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• 제35권2호
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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.

• 한국수학교육학회지시리즈A:수학교육
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• 제63권2호
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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.

• 한국과학교육학회지
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• 제30권3호
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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.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제28권4호
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• pp.529-552
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• 2014

본 연구에서는 수학에서 추론의 중요성과 그 역할에 의미를 두고, 고등학교 수학 내용(문제)의 분석을 통해 학생들이 제공받는 추론의 유형이 얼마나 높은 수준, 즉 다양한 것인지에 대해 살펴보고자 한다. 현재, '수학 II' 교과목은 2009 개정에 따른 교과목들 중에서 '수학 I' 교과목을 이수한 후 선택하는 것(신이섭, 2011)으로, 중등 수학에서 가장 심도 있는 학습 내용을 다룬다고 볼 수 있다. 이러한 점에 감안하여 본 연구에서는 '수학 II' 교과목의 내용을 중심으로 Johnson, et al.(2010)의 여섯 가지 추론 유형을 재구성하여 이를 바탕으로 현행 9종의 모든 교과서에 수록된 추론 문제의 정도(비율) 및 유형을 파악하고자 한다. 이로써, 학생들에게 어느 정도의 추론 활동의 기회가 제공되고 있는지 살펴보고, 수학 수업에서의 추론 능력 신장의 긍정적 가능성을 가늠해 보고자 한다.

• 산업경영시스템학회지
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• 제9권13호
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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.

• 대한수학회지
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• 제31권4호
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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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• 제50권7호
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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.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제22권3호
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• pp.149-166
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• 2019

초등학교 수학에서 자료와 가능성 영역은 통계적 과정에서 요구되는 기초적인 통계적 내용을 학습하여 통계의 기초 소양을 기르는 단원이다. 학생들은 실제 자료에서 정보를 추출하고, 이를 표와 그래프로 정리하여 결론을 통계적으로 추론하며, 합리적인 의사결정을 내리는 과정을 경험한다. 본 연구에서는 '그림그래프에서 추론하기' 과제에 대한 초등학교 5, 6학년 학생들의 통계적 소양을 분석하여 초등학교에서 추론 학습 가능성과 통계적 소양의 관점에서 그림그래프의 교육적 가치를 살펴본다. 학생들의 통계적 사고를 길러주는 것은 통계교육에서 중요한 목표이며, 비형식적인 통계 추론의 경험은 이후 학습할 형식적 통계적 추론에 도움을 줄 수 있다. 따라서 '그림그래프에서 추론하기' 과제에서 나타나는 초등학생들의 통계적 소양에 대한 논의는 학교 통계 교육에 유의미한 시사점을 제시할 것이다.

• 한국통신학회논문지
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• 제27권3C호
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• pp.263-272
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• 2002

통신시장에서 경쟁도입의 가능한 방법으로 가입자망 분리(LLU;Local Loop Unbundling)가 여러 나라에서 고려되고 있다. 가입자망 분리는 통신시장의 경쟁도입으로 인해 시장의 효율성이 증대된다는 긍정적 측면이 있는 반면, 기존 통신사업자와 잠재적 시장진입자간의 과열경쟁으로 사업효율성을 저해하는 부정적 측면도 존재한다. 이러한 현실에서 본 논문에서는 첫째, 가입자망 분리에 대한 개념 및 각국의 입장을 소개하고 경제학에서의 계약이론을 도입하여 가입자망 분리의 경제적 효과를 고찰하였다. 둘째, 정보의 대칭성 하에서 적정한 계약을 체결함으로서 가입자망 분리가 기존 통신사업자와 가입자망 분리 수혜자 사이에 상호간에 경제적 이득을 얻을 수 있다는 적정계약의 경제적 가치의 존재 가능성을 분석하였다. 셋째, 현실적으로 통신기업들이 사용 가능한 전략들을 고려함으로서 계약과 가입자망 분리모형 하에서 가입자망 분리의 경제적 효과를 평가하였다.

• 한국어교육
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• 제29권3호
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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.