• 한국초등과학교육학회지:초등과학교육
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• 제25권3호
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• pp.257-270
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• 2006

The purpose of this study was to develop elementary students' ability to generate hypothesis knowledge through knowledge generation learning in science. The learning program consisted of a series of 28 activities to generate hypotheses in science. Eighty 6th grade students participated in the study and were divided into experimental and control groups. The experimental group was administered a program geared towards hypothesis generation learning and the control group was administered a program aimed at hypothesis expository learning in elementary science. After using the respective programs, subjects in both groups were tested in terms of their abilities in abductive knowledge generation and administered a descriptive self-report regarding their generation of hypotheses. Two of the 28 activity program worksheets in the experimental group were analyzed in terms of the quality and process of students' hypothesis generation. The results were as follows: 1) The experimental group showed significantly higher scores in terms of scientific knowledge generation (i.e. abductive knowledge generation) than the control group. 2) The degree of hypothesis explanation in the experimental group was significantly higher than in the control group in terms of the quality of the generated hypotheses. In addition, students in the experimental group generated more varied and valid knowledge than the control group in terms of sub-knowledge of hypothesis generation. Therefore, it can be argued that this program for hypothesis knowledge generation in elementary science students was effective in the generation of hypothesis knowledge.

• 가족자원경영과 정책
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• 제25권4호
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• pp.71-86
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• 2021

본 연구는 기혼 남성의 가사노동참여 양상의 변화를 파악하기 위해 남성의 가사노동시간의 영향 요인을 세대별로 파악하는 목적으로 한다. 이를 위해 기혼남성을 베이비붐세대, X세대, Y세대로 구분하고, 각 세대별 가사노동참여 요인을 가사노동 참여가설을 적용시켜 분석해 보았다. 자료는 통계청 '2019년 생활시간조사' 원자료를 사용하였다. 기혼남성의 가사노동시간에 영향을 미치는 요인을 분석하기 위해 다항로지스틱 분석을 실시하였다. 분석결과 베이비붐세대 기혼남성의 가사노동시간은 경제적 효율성가설과 성역할태도가설, 요구반응가능성가설에 의해 설명이 가능하고, X세대 기혼남성의 가사노동시간은 경제적 효율성가설, 성역할태도가설, 시간가용성가설, 요구반응가능성가설 모두에 의해 설명이 가능하였다. 반면, Y세대 기혼남성의 가사노동시간은 시간가용성가설과 요구반응가능성가설에 의해서만 설명이 가능하였다. 세대별로 가사노동참여의 동인이 다르다는 사실은 남성 대상 일가정양립지원 정책수립에 있어 세대별 특성을 고려해야 한다는 점을 시사해준다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권2호
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• pp.159-166
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• 2006

Changes in the brain activities following pre-service elementary teachers' learning hypothesis-generation were investigated using the analysis of EEG relative power and EEG coherence. In this study, the experimental group (n=16) were trained using learning methods for hypothesis-generation and the control group(n=16) were trained using learning methods for hypothesis-reception over the course of 8 weeks. EEG was measured before and following the learning process for both groups. Decreased theta ($4{\sim}7.9Hz$)/alpha 1 ($8{\sim}9.9Hz$) power and increased alpha 2 ($10{\sim}l2.9Hz$)/beta ($13{\sim}29.9Hz$)/gamma ($30{\sim}50Hz$) power were showed in the experimental group. Additionally, many changes in brian activities were observed for theta, beta and gamma coherence in the experimental group. In particular, fronto-parietal coherence increased in the experimental group. These differences in brain activities between the two groups suggest that the learning for subjects' hypothesis generation presumably leads to interesting changes in some types of brain activities in pre-service elementary teachers.

• 한국과학교육학회지
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• 제25권5호
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• pp.595-602
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• 2005

이 연구의 목적은 과학학습에서 가설 생성력 향상에 미치는 삼원귀추모형(TAM)의 적용 효과를 검증하는 것이다. 이를 위해 TAM의 가설 생성 절차에 따른 가설 생성 활동 10개와 전통적인 방법에 따른 가설생성활동 10개를 개발하여 각각26명의 고등학생으로 구성된 TAM 집단과 27명의 전통 집단에 투입하였다. 가설 생성 활동 10개가 투입되는 과정에서 4개의 활동에서 학생들이 생성한 최종 가설의 설명도를 평가하였다. 또한 가설 생성력의 향상 정도를 검증하기 위해서 과학 지식 생성력 검사 A형과 B형을 사전과 사후에 각각 투입하여 연구 대상 학생들의 가설 생성력을 검사하였다. 연구 결과 TAM 집단이 생성한 가설의 설명도가 전통 집단의 가설보다 통계적으로 의미 있는 수준에서 높았다. 가설 생성력 검사에서는 TAM 집단과 전통 집단의 검사 점수가 사전 검사에서는 통계적으로 유의미한 수준에서 차이가 없었으나 사후에는 TAM집단이 의미 있게 높았다. 따라서 TAM을 적용한 가설 생성 활동은 전통적인 방법보다 가설 생성력 향상에 효과적이라고 할 수 있다.

• 한국과학교육학회지
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• 제32권8호
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• pp.1269-1280
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• 2012

The purpose of this study is to analyze the verbal interaction during elementary students' hypothesis generation learning. For this study, 32 6th graders were selected and were assorted into heterogeneous small-groups by achievement levels. The topics of hypothesis generation learning were developed by analyzing the current elementary school curriculum. Each group's verbal interactions were audio/video taped and transcribed. After coding the protocol and having student retrospective interview, types and frequency of verbal interaction were analyzed. The frequency of verbal interaction during observation was highest and that of questioning situation identification was lowest. Regarding to the quality of verbal interactions, low level interactions were significantly frequent during observation. On the other hand, hypothetical explicans generation revealed high frequency of high level interactions. The results revealed that elementary students can make high level verbal interactions through hypothesis generation learning.

• 한국컴퓨터정보학회논문지
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• 제21권4호
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• pp.115-121
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• 2016

The purpose of this paper is to study the influence of hypersensitiveness in accident reports and usefulness on admission of atomic power generation. By the result of study we can look forward to understanding obstacles and promotion factors in constructing atomic power plants. The results of hypothesis testing can be summarized as follows: First, the hypothesis that hypersensitiveness in accident reports has a plus effect on reliability is accepted. Secondly, the hypothesis that hypersensitiveness in accident reports has a plus effect on anxiety is accepted. Thirdly, the hypothesis that reliability has a plus effect on anxiety is accepted. Fourthly, the hypothesis that reliability has a minus effect on receptiveness is accepted. Fifthly, the hypothesis that anxiety has a minus effect on receptiveness is accepted. Sixthly, the hypothesis that usefulness has a minus effect on necessity is accepted. Seventhly, the hypothesis that usefulness has a plus effect on receptiveness is rejected. Eighthly, the hypothesis that necessity has a minus effect on receptiveness is accepted.

• 한국과학교육학회지
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• 제26권3호
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• pp.356-366
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• 2006

이 연구는 유사 경험의 제공이 귀추에 의한 가설 설정에 미치는 영향을 알아보기 위하여 실시되었다. 서울 시내 중 고등학생 278명을 대상으로, 학생들에게 미지의 현상을 관찰하게 한 후 인과적 의문점을 제시하도록 하였다. 미지의 현상을 관찰하였을 때, 전체 학생의 79.9%에 해당하는 많은 학생들이 인과적 의문점을 제기하였다. 인과적 질문을 제기하는 빈도는 인지 수준에 따라 유의미한 차이가 나타났다(p<.05). 이어서 새로운 현상에 대하여 예측 가설을 설정하도록 한 후, 새로운 상황과 유사한 다양한 실험 상황을 제공한 후에 다시 가설을 설정해 보도록 하였다. 처음에는 대부분의 학생들이 실험 상황을 단순히 기술한 것을 가설로 제안하였으나, 학생들에게 다양한 유사경험을 제공한 후에 실험 상황에 대하여 다시 가설을 설정해 보도록 하였을 때는 변인을 찾고, 변인간의 관계를 과학적으로 설명한 학생들이 늘어났다. 다양한 유사 경험이 제공되기 전후에 학생들의 가설 설정에 차이가 있는지 알아보기 위하여 빈도 분석을 실시하였을 때, 유의미한 차이가 나타났다(p<.001). 이러한 결과는 유사 경험의 제공이 귀추에 의한 가설 설정에 도움을 준다는 사실을 알려준다. 또한 인지 수준에 따라 가설 설정에 차이가 있는지 알아보기 위하여 빈도 분석을 실시하였으며, 그 차이는 유의미하였다(p<.05).연구 결과로 보아 중 고등학교 현장에서 가설 설정과 관련된 수업을 실시하고자 할 때는 학생들의 귀추적 사고에 도움을 줄 수 있는 유사 경험의 제기 단계가 필요할 것으로 판단된다.

• 한국과학교육학회지
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• 제24권4호
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• pp.722-730
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• 2004

The purpose of this study was to test the notion that the inter-individual difference in hypothesis-generating is presumably detected by differentiating subjects' EEG correlation patterns of the prefrontal lobes. To test the notion of the inter-individual difference by EEG analysis, eight healthy undergraduate volunteers' EEG signals on the prefrontal lobes were recorded during hypothesis-generating and resting with eyes-closed condition. Their EEG signals were analyzed by time durations and transformed into correlation patterns. The results showed that subjects' EEG correlation patterns during hypothesis-generating were significantly different among individuals. In addition, the EEG correlation patterns were decreased during hypothesis-generating thinking. Furthermore, subject's EEG correlation showed a fluctuationpattern through-out hypothesis-generating, which is presumably caused by the difference of subjects' thinking activities in hypothesis-generating. This study also suggests a possibility that student's scientific thinking ability and the difficulty of scientific knowledge generating may be measured by the analysis of subject's EEG correlation pattern of the prefrontal lobes.

• 제어로봇시스템학회논문지
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• 제17권5호
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• pp.490-498
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• 2011

In this paper, we present a two-stage vision-based approach to detect multi views of pedestrian in road scene images. The first stage is HG (Hypothesis Generation), in which potential pedestrian are hypothesized. During the hypothesis generation step, we use a vertical, horizontal edge map, and different colors between road background and pedestrian's clothes to determine the leg position of pedestrian, then a novel symmetry peaks processing is performed to define how many pedestrians is covered in one potential candidate region. Finally, the real candidate region where pedestrian exists will be constructed. The second stage is HV (Hypothesis Verification). In this stage, all hypotheses are verified by Support Vector Machine for classification, which is robust for multi views of pedestrian detection and recognition problems.

• 한국자동차공학회논문집
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• 제17권1호
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• pp.1-11
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• 2009

This paper proposes an algorithm capable of detecting vehicles in front or in rear using a monocular camera installed in a vehicle. The vehicle detection has been regarded as an important part of intelligent vehicle technologies. The proposed algorithm is mainly composed of two parts: 1)hypothesis generation of vehicles, and 2)hypothesis verification. The hypotheses of vehicles are generated by the analysis of vertical and horizontal edges and the detection of symmetry axis. The hypothesis verification, which determines vehicles among hypotheses, is done by the AdaBoost algorithm. The proposed algorithm is proven to be effective through experiments performed on various images captured on the roads.