• 아동학회지
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• 제22권1호
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• pp.97-107
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• 2001

This study argues the nature of the microgenetic method in respect to child development research and explores its merits and limitations. The microgenetic method focuses on observations that span the entire period from the beginning of developmental change to the time it reaches a relatively stable state. This produces a high density of observations relative to the rate of change in the phenomenon. In this way, observed behavior may be used in intensive trial-by-trial analysis. The microgenetic method is superior to other methods in the possibilities for observing developmental changes as they occur, examining various aspects of change, detecting variability in behavior, and flexibility in application regardless of theoretical perspectives. Limitations of this method include reliability problems due to repeated observations, artificiality relative to the natural situation, inconsistency of short-and long-term change, and demands on children's motivation for participation in research.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.151-165
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• 2011

Following a microgenetic design, this study was analysed the characteristic and the change of classification strategy that appear in college students' classification activity. The 4 tasks were developed for classification activity; a shell as a familiar real things, an animal fossil as a unfamiliar real things, a snow flake as a familiar picture cards and galaxy as a unfamiliar picture card. Achieved study to 6 college students who major in elementary education. Data were collected by interview with subjects, subject's classification schema, investigator's observation of subject's activity, and videotaped that record subject's subject classification process over an extended period of 6 times. Result proved in this study is as following. In the 6 times of the data collection procedures, a strategy F identifying concrete attribution of classification objects and a more detailed strategy X3 combining qualitative, spatial and dimensional attribution were found and more frequently used in both groups of college students which reported a classification process and did not report the process. While discovery and absorption of both a concrete classification strategy and a detailed classification strategy were rapidly developed in the reporting group, they were gradually developed in the non-reporting group. In addition to this, as the data collection procedures were progressing, the college students were familiar with change factors of classification tasks and in the case of pictures the classification strategy showed more desirable changes.

• 한국초등과학교육학회지:초등과학교육
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• 제27권4호
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• pp.341-355
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• 2008

The purpose of this study was to analyze the measuring abilities of elementary school students by using a microgenetic method. The participants were seven elementary students in the fourth grade. To analyze their measuring abilities, students attended three physical quantities measuring tasks such as length, volume, and time task by six times. Results were as follows. First, in the measuring length task, students selected appropriate measuring instruments but they didn't consider measuring amounts. And as their measuring experience increased, they desirably improved management abilities of measuring instruments. In the measuring volume task, they dealed with measuring instruments, but not very well. And these tendency were maintained. In the measuring time task, they were not measure exactly. Second, as their measuring experience increased, their ability to read the scale marks improved. However, they had difficulties in estimating the volume between scale marks. Results indicate that, elementary students need to basic education about measuring instruments, their usage, and scale reading ability for their science experiment courses in schools.

• 아동학회지
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• 제22권3호
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• pp.31-48
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• 2001

This study was designed to examine various patterns of developmental change in children's recall, strategic behaviors, and meta-memory with a sort-recall task in relation to utilization deficiencies. Memory tasks consisting of 18 pictures were presented individually to 48 seven-year-old children in each of 7 sessions. Sessions 1 and 2 were baseline; Sessions 3 and 4 were for strategy training, including the organization group, the self-regulation group, the organization/self-regulation group and control group. Sessions 5, 6, and 7 were unprompted tests of strategy maintenance. Results showed significant differences between the 4 groups in their recall, strategy repertories and strategy evaluation. Findings were discussed in terms of the analysis of memory strategy and memory development.

• 한국강구조학회 논문집
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• 제23권4호
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• pp.465-474
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• 2011

본 연구는 마이크로 유전 알고리즘을 이용하여 트러스 구조물의 단면적 및 형상을 최적화 하였다. 구조물의 최소 물량을 얻기 위하여 허용 응력 및 좌굴 응력과 같은 여러 제약조건이 고려되었으며, 이를 통해 트러스 구조물의 최적 설계 시 최적화된 부재의 단면적과 구조물의 좌표를 얻었다. 트러스 구조물의 최적 설계에 적용가능 한 제안된 기법을 이용하여 다양한 예제들을 선정하여 최적화를 수행하였으며, 기존 연구 결과와 비교를 통해 본 마이크로 유전 알고리즘의 효과를 입증하였다.

• 한국과학교육학회지
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• 제30권6호
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• pp.752-769
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• 2010

이 연구는 미시발생적 연구 방법을 사용하여 초등학생들이 생성한 과학적 의문의 변화를 알아보는데 목적이 있다. 연구 대상은 경기도 소재 I초등학교 6학년 학생 6명으로 학생들은 사이다에 넣은 건포도 관찰 과제와 촛불 관찰 과제로 6회에 걸쳐 활동하였다. 자료는 학생들이 작성한 과학적 의문 생성 활동지, 현장 관찰 기록, 면담을 통해 수집되었다. 연구 결과, 첫째, 초등학생들이 생성한 과학적 의문은 회기에 따라 감소하는 경향을 나타내었다. 둘째, 과제에 따라 과학적 의문 생성의 변화 과정이 다르게 나타남을 확인할 수 있었다. 셋째, 각 개인에게서 일어나는 과학적 의문의 유형 변화를 살펴봄으로써 동일한 과제에 대해회기에 따라 다른 결과가 나타나고 각 개인에게서 나타나는 변화 패턴이 다양하다는 것을 알 수 있었다. 즉 과학적 의문 생성활동에서 학생들은 개인 내 변산성과 개인 간 변산성이 존재함을 확인할 수 있었다. 따라서 이 연구의 결과는 과학적 의문 생성 지도에 다음과 같은 시사점을 줄 수 있다. 학생들에게 있어 과학적 의문의 생성은 지식의 성장, 획득 과정을 경험할수 있는 기회를 높여줄 수 있기 때문에 과학적 의문을 생성할 수 있는 상황을 조성하는 것이 중요하며 다양한 유형의 과학적 의문 생성을 위해 과제 선정 시 과제 속성에 대한 분석이 필요하다.

• 한국초등과학교육학회지:초등과학교육
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• 제28권3호
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• pp.263-276
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• 2009

The purpose of this study was to analyze the elementary students' selection of representable value and confident method that appear in measuring activities by using a microgenetic method. The participants were seven elementary students in the fourth grade. They performed the same measuring activities six times for the study period. Data were collected by interview and observation with their activity recording papers and video tape transcription. Their activities were recorded and documented for the analysis. Results were as follows. First, in the time measuring activity, elementary students developed desirably as their measuring experience increased, for example they selected a representable value in use of a repeated measurement and used a various method in the domain of a time measurement and they showed an increase of a quantitative observation in the volume domain except in the length domain. Second, in a confident method of a representable value, though they must rely upon a repeated measurement, they only measure repeatedly in the time domain. Also in the time domain, it doesn't get accomplished a exact confidence of a representable value at a shortage of skill about a measurement. Accordingly this study will be implications for teachers to teach a handling abilities of measuring instruments to elementary students and to be promote understanding a nature of measurement.

• 복합신소재구조학회 논문집
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• 제1권2호
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• pp.51-58
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• 2010

본 연구는 차량 이동하중을 받는 손상된 콘크리트 슬래브교량의 강성저하를 규명하고, 복합신소재를 사용하여 보강 후 성능평가를 수행한다. 특히 마이크로 유전알고리즘에 의한 역해석에 기반하여 보강 전 후 각 요소에서의 강성변화를 수정된 2차변수 Gaussian 분포함수를 사용하여 정식화하였다. 본 연구에서 제안한 방법은 기존의 요소기반 접근 방식에 비하여 수치해석적인 관점에서 효율성을 갖는다. 개발한 알고리즘은 3차원 솔리드 요소를 사용하여 모델링한 교량의 동적 거동 시뮬레이션으로부터 계측한 데이터를 사전정보로 사용하여 검증하였다. 몇 가지 수치예제는 본 연구에서 개발한 방법이 실제교량과 수치모델간의 차이로 인한 오차 및 노이즈 등으로 인한 동적 계측치 오류 등이 고려되었음에도 강성분포 추정 및 성능 평가를 효율적으로 수행함을 보여준다.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권3호
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• pp.303-325
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• 2003

This study sought to provide an explanation of university students' concept understanding on the infinity and infinite process and utilized a psychological constructivist perspective to examine the differences in transitions that students make from static concept of limit to actualized infinity stage in context of problems. Open-ended questions were used to gather data that were used to develop an explanation concerning student understanding. 47 university students answered individually and were asked to solve 16 tasks developed by Petty(1996). Microgenetic method with two cases from the expert-novice perspective were used to develop and substantiate an explanation regarding students' transitions from static concept of limit to actualized infinity stage. The protocols were analyzed to document student conceptions. Cifarelli(1988)'s levels of reflective abstraction and Robert(1982) and Sierpinska(1985)'s three-stage concept development model of infinity and infinite process provided a framework for this explanation. Students who completed a transition to actualized infinity operated higher levels of reflective abstraction than students who was unable to complete such a transition. Developing this ability was found to be critical in achieving about understanding the concept of infinity and infinite process.

• 한국강구조학회 논문집
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• 제22권2호
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• pp.197-208
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• 2010

언더텐션이란 상부에서의 하중을 하부 케이블의 인장력을 이용하여 그 하중을 양 단부로 전달하는 시스템을 말하며 처짐과 부재 크기를 제어하기 위해 장스팬 구조물에 주로 적용된다. 하지만 수많은 단면 중에서 여러 조건을 만족하며 최소의 물량, 즉 최대의 경제성에 부합하는 최적의 단면을 찾는 것은 매우 어려운 일이다. 이에 본 연구에서는 마이크로 유전알고리즘을 이용하여 언더텐션 형태의 트러스 구조물에 단면 최적화 연구를 수행하였으며 처짐과 허용응력 그리고 좌굴이 제약조건으로 고려되었다. 최적화 검증 예제로 자주 사용되는 10-bar 트러스 예제의 이전 연구 결과와의 비교를 통하여 개발된 프로그램을 검증하였다. 이를 바탕으로 프리텐션 크기를 변수로 설정하여 언더텐션 구조물의 최적 설계를 수행하였다. 본 연구에서 제시된 최적설계 그래프를 통하여 설계자가 일정 조건을 만족하는 최적의 단면을 쉽게 선택할 수 있을 것으로 사료된다.