• The Journal of Information Systems
• /
• v.7 no.1
• /
• pp.181-208
• /
• 1998

In many literatures of model management, various schemes for representing model base schema have proposed. Ultimately, the goal is to arrive at a set of mutually supportive and synergistic methodologies and tools for the modeling problem domain and model base design. This paper focus on how best to structure and represent conceptual model of problem domain and schema of model base. Semantic concepts and modeling constructs are valuable conceptual tools for understanding the structural relationships and constraints involved in an model management environment. To this end, we reviewed the model management literature, and analyzed the constructs of modeling tools of data model management graph-based approach. Although they have good tools but most of them are not enough for the representation of structural relationships and constraints. So we wanted more powerful tools which can represent diverse constructs in a decision support modeling and model base schema design. For the design of a model base, we developed object modeling framework which uses Object Modeling Techniques (OMT). In Object Modeling Framework, model base schema are classified into conceptual schema, logical schema, and physical schema. The conceptual schema represents the user's view of problem domain, and the logical schema represents a model formatted by a particular modeling language. The schema design, this paper proposes an extension of Object Model to overcome some of the limitations exhibited by the OMT. The proposed tool, Extended Object Model(EOM) have diverse constructs for the representation of decision support problem domain and conceptual model base schema.

• Journal of Gifted/Talented Education
• /
• v.19 no.1
• /
• pp.187-205
• /
• 2009

The purpose of this study was to investigate the perception of science high school students for modeling module that contain scientists' thinking process. Modeling modules about 'gas diffusion', 'ion conductivity' and 'ion mobility' were applied to science high school students. Interview, lab report, and dialogue were analyzed to comprehend features of modeling module. Students who performed modeling modules perceived that modeling modules were appropriate to experience scientists' research process. Modeling modules were kind of activity to raise 'muscle of thinking', to be needed 'new views' and 'various representations', and to contain 'designing laboratory process'. Therefore, the development of various modeling modules is needed in the near future.

• Coupled systems mechanics
• /
• v.7 no.6
• /
• pp.731-753
• /
• 2018

The recent seismic events have led to concerns on safety and vulnerability of Reinforced Concrete Moment Resisting Frame "RC-MRF" buildings. The seismic design demands are greatly dependent on the computational tools, the inherent assumptions and approximations introduced in the modeling process. Thus, it is essential to assess the relative importance of implementing different modeling approaches and investigate the computed response sensitivity to the corresponding modeling assumptions. Many parameters and assumptions are to be justified for generation effective and accurate structural models of RC-MRF buildings to simulate the lateral response and evaluate seismic design demands. So, the present study aims to develop reliable finite element model through many refinements in modeling the various structural components. The effect of finite element modeling assumptions, analysis methods and code provisions on seismic response demands for the structural design of RC-MRF buildings are investigated. where, a series of three-dimensional finite element models were created to study various approaches to quantitatively improve the accuracy of FE models of symmetric buildings located in active seismic zones. It is shown from results of the comparative analyses that the use of a calibrated frame model which was made up of line elements featuring rigid offsets manages to provide estimates that match best with estimates obtained from a much more rigorous modeling approach involving the use of shell elements.

• International Journal of Computer Science & Network Security
• /
• v.21 no.6
• /
• pp.127-136
• /
• 2021

In the systems and software modeling field, a conceptual model involves modeling with concepts to support development and design. An example of a conceptual model is a description developed using the Unified Modeling Language (UML). UML uses a model multiplicity formulation approach, wherein a number of models are used to represent alternative views. By contrast, a model singularity approach uses only a single integrated model. Each of these styles of modeling has its strengths and weaknesses. This paper introduces a partial solution to the issue of multiplicity vs. singularity in modeling by adopting UML use cases and class models into the conceptual thinging machine (TM) model. To apply use cases, we adopt the observation that a use-case diagram is a description that shows the internal structure of the part of the system represented by the use case in addition to being useful to people outside of the system. Additionally, the UML class diagram is recast in TM representation. Accordingly, we develop a TMUML model that embraces the TM specification of the UML class diagram and the internal structure extracted from the UML use case. TMUML modeling introduces some of the advantages that have made UML a popular modeling language to TM modeling. At the same time, this approach supplies UML with partial model singularity. The paper details experimentation with TMUML using examples from the literature. Our results indicate that mixing UML with other models could be a viable approach.

• Research in Mathematical Education
• /
• v.26 no.3
• /
• pp.253-270
• /
• 2023

This study aims to investigate the extent to which Korean high school textbooks incorporate opportunities for students to engage in the mathematical modeling process through tasks related to exponential and logarithmic functions. The tasks in three textbooks were analyzed based on the actions required for each stage in the mathematical modeling process, which includes identifying essential variables, formulating models, performing operations, interpreting results, and validating the outcomes. The study identified 324 units across the three textbooks, and the reliability coefficient was 0.869, indicating a high level of agreement in the coding process. The analysis revealed that the distribution of tasks requiring engagement in each of the five stages was similar in all three textbooks, reflecting the 2015 revised curriculum and national curriculum system. Among the 324 analyzed tasks, the highest proportion of the units required performing operations found in the mathematical modeling process. The findings suggest a need to include high-quality tasks that allow students to experience the entire process of mathematical modeling and to acknowledge the limitations of textbooks in providing appropriate opportunities for mathematical modeling with a heavy emphasis on performing operations. These results provide implications for the development of mathematical modeling activities and the reconstruction of textbook tasks in school mathematics, emphasizing the need to enhance opportunities for students to engage in mathematical modeling tasks and for teachers to provide support for students in the tasks.

• Journal of The Korean Association For Science Education
• /
• v.34 no.6
• /
• pp.583-592
• /
• 2014

The purpose of this study is to investigate the impact of argument-based modeling strategy using scientific writing on student's modeling ability. For this study, 66 students (three classes) from the 7th grade were selected and of these, 43 students (two classes) were assigned to two experimental groups while the other 23 students (one class) were assigned to comparative group. In the experimental groups, one group (22 students) was Argument-based multimodal Representation and Modeling (AbRM), and the other group (21 students) was Argument-based Modeling (AbM). Modeling ability consisted of identifying the problem, structuring of scientific concepts, adequacy of claim and evidence and index of multimodal representation. As for the modeling ability, AbRM group scored significantly higher than the other groups, AbM group was significantly higher than comparative group. The four sub-elements of modeling ability in the AbRM group was significantly higher than the other groups statistically and AbM group scored significantly higher than comparative group. From these results, the argument-based modeling strategy using scientific writing was effective on students' modeling ability. Students organized or expressed the model and evaluated or modified it through the process of argument-based modeling using scientific writing and the exchange of opinions with others by scientific language as argument and writing.

• Journal of the Korean Chemical Society
• /
• v.67 no.1
• /
• pp.42-53
• /
• 2023

The purpose of this study is to obtain basic data for constructing a modeling practice program integrated with meta-modeling knowledge by analyzing the cognition level for each meta-modeling knowledge components through modeling practice in the context of the chemistry discipline content. A chemistry teacher conducted inquiry-based modeling practice including anomalous phenomena for 16 students in the second year of a science gifted school, and in order to analyze the cognition level for each of the three meta-modeling knowledge components such as model variability, model multiplicity, and modeling process, the inquiry notes recorded by the students and observation note recorded by the researcher were used for analysis. The recognition level was classified from 0 to 3 levels. As a result of the analysis, it was found that the cognition level of the modeling process was the highest and the cognition level of the multiplicity of the model was the lowest. The cause of the low recognitive level of model variability is closely related to students' perception of conceptual models as objective facts. The cause of the low cognitive level of model multiplicity has to do with the belief that there can only be one correct model for a given phenomenon. Students elaborated conceptual models using symbolic models such as chemical symbols, but lacked recognition of the importance of data interpretation affecting the entire modeling process. It is necessary to introduce preliminary activities that can explicitly guide the nature of the model, and guide the importance of data interpretation through specific examples. Training to consider and verify the acceptability of the proposed model from a different point of view than mine should be done through a modeling practice program.

• The Mathematical Education
• /
• v.62 no.3
• /
• pp.363-380
• /
• 2023

This study analyzed the difficulties and mathematical modeling knowledge improvement that an elementary school teacher experienced in modifying a mathematics textbook task to a mathematical modeling task. To this end, an elementary school teacher with 10 years of experience participated in teacher-researcher community's repeated discussions and modified the average task in the data and pattern domain of the 5th grade. The results are as followings. First, in the process of task modification, the teacher had difficulties in reflecting reality, setting the appropriate cognitive level of mathematical modeling tasks, and presenting detailed tasks according to the mathematical modeling process. Second, through repeated task modifications, the teacher was able to develop realistic tasks considering the mathematical content knowledge and students' cognitive level, set the cognitive level of the task by adjusting the complexity and openness of the task, and present detailed tasks through thought experiments on students' task-solving process, which shows that teachers' mathematical modeling knowledge, including the concept of mathematical modeling and the characteristics of the mathematical modeling task, has improved. The findings of this study suggest that, in terms of the mathematical modeling teacher education, it is necessary to provide teachers with opportunities to improve their mathematical modeling task development competency through textbook task modification rather than direct provision of mathematical modeling tasks, experience mathematical modeling theory and practice together, and participate in teacher-researcher communities.

• Physical Therapy Korea
• /
• v.14 no.2
• /
• pp.1-10
• /
• 2007

The purpose of this experiment was to investigate the applicability of audio-visual modeling for improving the efficiency of rehabilitative programs by analyzing the effects of observing these various models on the capacity of stroke patients to perform upper limb activities. Twenty-one stroke patients participated in the experiment and were randomly assigned to either task modeling, sport modeling, or control group. During 2 weeks of intervention, subjects in all groups participated in the physical practice of experimental tasks. These tasks comprised of a Nine Hole Peg Test, the Jebsen-Taylor Hand Function tests, and locomotion. These tasks were performed 5 days a week, 30 min per day. In addition to the physical practice, the task modeling group observed a model performing experimental tasks and locomotive activities for 20 min, while the sport modeling group observed a model performing various sport activities for 20 min. Subjects' ability to perform the experimental tasks was measured 3 times, before, immediately after, and 1 week after the intervention. Analyses of the capacity to perform upper extremity activities displayed significant improvement from the pre-test to immediate and delayed post-tests in all groups. However, the amount of improvement was the highest in the task modeling group. The task modeling group was superior to the control group in the post-test of all experimental tasks, whereas the sport modeling group did not display significant differences from the control group. These results suggest that audio-visual modeling can be used as an effective cognitive intervention for facilitating the rehabilitation of stroke patients, and its rehabilitative effect can be maximized when the program is comprised of performance scenes directly related to the target task.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.3
• /
• pp.483-501
• /
• 2013

The present study is to focus on thinking about the possibility of using mathematical modeling in the elementary schools. As well-known, mathematical education in Korea, even though students' high achievement in mathematics, has a lot of problems regarding their attitudes toward mathematics. Mathematical modeling is regarded as playing an important role in helping improve the current problems embedded in elementary mathematics education. Thus, this study reviewed the background that mathematical modeling attracted lots of attentions by many mathematics researchers, the definitions of mathematical modeling and the similarities and differences between problem solving and mathematical modeling. In addition, the processes and main features of well-known three representative models of mathematical modeling were reviewed, and each case of research on mathematical modeling in the elementary schools in Korea and foreign countries was introduced, respectively. Finally, this study suggests that mathematical modeling needs to be dealt with in the elementary school curriculum, together with the improvement of teachers' recognition for mathematical modeling.