• 한국지구과학회지
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• 제25권3호
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• pp.194-204
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• 2004

The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.

• 대한전기학회:학술대회논문집
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• 대한전기학회 1989년도 하계종합학술대회 논문집
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• pp.106-108
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• 1989

In this paper,an algorithm is implemented to retrieve the control knowledge from the plant being controlled. And this knowledge is stored to the knowledge base and is continuously modified. A control system which realizes this algorithm generates control knowledge automatically and modifies the knowledge base, which was previously generated, in accordance with the experience of input-output relations. And this kind of system can manipulate knowledge by symbolic descriptions. So this system can be used to implement the heuristic procedure which was difficult to realize through conventional procedural computer languages or numerical techniques.

• 아동학회지
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• 제34권6호
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• pp.139-158
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• 2013

Karmiloff-Smith was first to propose the 'Representational Redescription model'. It describes a process through which children elaborate their knowledge from the unconscious and implicit levels to the conscious and explicit levels. The model also assumes that children in perfectly explicit levels are able to express their own representation of knowledge verbally. This study was conducted to investigate Karmiloff-Smith's Representational Redescription(RR) model(1990, 1992, 1999) within the drawing domain. Additionally, how verbalization training influences children's development of representational redescription in drawing were also examined. First, 331 children (4- to 6-year-olds and an older comparison group of 7- to 9-year-olds) were asked to create six drawings of both familiar and novel topics. From these drawings, children were measured for procedural rigidity and developmental differences. Thereafter 80 5-year-olds children who were not able to manipulate their drawings with flexibility were selected. They were divided into an experimental group and two control groups. A group of verbalization training was given a session using 5 tasks. Compared to the control groups, children who practiced verbalization in the training group showed more advanced levels of representation than their previous levels in the pretest. The results were interpreted as meaning that verbalization is likely to facilitate children's reorganization of implicit knowledge within the drawing domain and to transfer this toward explicit forms. Further research needs to pay more attention to the educational applications of learning processes based on representational redescription.

• 대한기계학회논문집
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• 제18권3호
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• pp.777-784
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• 1994

A design expert system for the ship structural design is developed to support inexperienced designers. To establish the knowledge-base, an expert system development shell, Nexpert, is used. Knowledge is extracted from the rules of a classification society of ships, and also from an existing ship structural program that is being used by ship designers. This knowledge is systematized using the objectoriented concept. The design support system is constructed by adding additional functions which are required for the conventional engineering design work. Added functions are; calculation of longitudinal strength, database of existing ship designs, graphical user interface, and visualization of design results. It is observed that visualizing the relationships among the rules, which are activated to draw a certain design decision, is helpful. The system can easily be updated according to changes of the rule books of ship classification societies.

• 대한수학교육학회지:학교수학
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• 제9권1호
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• pp.141-160
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• 2007

본 연구의 목적은 대수 문장제를 해결하기 위하여 학생들이 이전지식이나 경험을 어떻게 적용하는가를 조사하고자 학생들의 풀이과정에 대한 유사성을 일련의 표시(chain of signification) 관점에서 분석하는 것이다. 이를 위하여 본 연구에서는 중학생 3명을 대상으로 사례 연구를 실시하였다. 연구 결과, 학생A나 학생C는 (반)열린 공식을 해법 원리로 생각하여 구체화하는 과정을 일련의 표시로 구성하였다. 학생A와 학생C는 문제를 읽으면서 숫자 정보와 텍스트를 기반으로 정신적 모델을 구성하였으며, 그 의미(기의)와 기록(기표) 과정을 점진적으로 구성함으로써 일련의 표시 과정을 구성하였다. 학생A의 표시과정은 숫자나 문자, 그리고 그리기가 혼합된 것이었다. 그러나 학생C와 학생B는 단지 숫자나 문자만으로 구성하였다. 특히, 학생B는 특정한 문제정보만을 근거로 그 상황을 생각하지 않고, 자신의 알고리즘을 적용하기 위하여 자신이 구성한 규칙을 적용하고자 하는 시행착오에 대한 유사성을 구성하였다.

• 지능정보연구
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• 제9권3호
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• pp.49-63
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• 2003

본 논문은 효율적이고 신뢰성 있는 전문가시스템을 구축하기 위한 도구를 제안하고 구현한다. 전문가 시스템에서 추론은 특정 전문분야의 지식베이스에 저장된 지식을 기반으로 행해진다. 이 때 전문가 시스템이 신뢰할 수 있는 추론의 결과를 얻기 위해서는 다양한 형태의 지식들이 이용되고, 지식의 정확성 및 일관성이 유지되어야 한다. 이러한 관점에서 본 논문은 지식이 지식베이스에 첨가되기 전에 지식의 오류를 점검함으로써 오류가 없는 지식들을 선택적으로 지식베이스에 첨가하여, 지식의 정확성 및 일관성을 유지하는 지식관리 시스템을 구축했다. 아울러 본 논문은 전문가 시스템이 추론과정에서 다양한 지식을 이용하도록 절차적 지식과 데이터베이스에 저장된 선언적 지식을 호출하여 사용할 수 있도록 했다.

• 산업융합연구
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• 제3권1호
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• pp.125-143
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• 2005

This study investigates that the relationship of performance appraisal justice and employee's job satisfaction and whether appraisal outcome perception can significantly take the moderate role on this relationship. We conduct empirical study with one dimension of distributive justice and 5 dimensions of procedural justice; appraisal system, participation of employee, feedback, knowledge of rater, and appraisal standard. The result shows that distributive and procedural justice significantly explain employees' job satisfaction. The result, also, shows that moderate role of appraisal outcome perception is significant. This means if the employee who regards appraisal outcome as high perceive appraisal justice, she/he will experience more job satisfaction than the employee who regards appraisal outcome as low.

• 한국과학교육학회지
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• 제28권3호
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• pp.211-226
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• 2008

The purpose of this study was to investigate science teachers' understandings about scientific argumentation in the classroom. Seven structured interview protocols were developed, asking the definition of scientific inquiry, the differentiation between scientific inquiry and hands-on activity, the opportunity of student argumentation, explicit teaching strategies for scientific argumentation, the critical example of argumentation, the criteria of successful argumentation, and the barrier of developing argumentation. The results indicate that there are differences and similarities in understandings about scientific argumentation between two groups of middle school teachers and upper elementary. Basically, teachers at middle school define scientific inquiry as the opportunity of practicing reasoning skills through argumentation, while teachers at upper elementary define it as the more opportunities of practicing procedural skills through experiments rather than of developing argumentation. Teachers in both groups have implemented a teaching strategy called "Claim-Evidence Approach," for the purpose of providing students with more opportunities to develop arguments. Students' misconception, limited scientific knowledge and perception about inquiry as a cycle without the opportunity of using reasoning skills were considered as barriers for implementing authentic scientific inquiry in the classroom.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 1990년도 한국자동제어학술회의논문집(국내학술편); KOEX, Seoul; 26-27 Oct. 1990
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• pp.514-518
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• 1990

This paper describes an experimental Knowledge-Based Control System, named KBCS, for manufacturing and assembly. The KBCS of five parts and function : data-base, knowledge acquisition, optimization, and graphic monitoring. The KBCS is utilized for a FMS which is of five machine centers and automatic assembly lines. Each machine can perform almost all manufacturing functions which some difference in efficiency. Buffers store temporarily the incoming components and the outing components. Parts arrive at assembly lines after many steps of manufacturing, and the transfer path and time are determined by procedural knowledge of control systems. Nine different incoming components are set up. The total control system is expected to perform four algorithms, timing algorithm ,sequencing algorithm, penalty algorithm, and cart algorithm. The construction of controller require basic components of manufacturing systems in which knowledges are formulated on the base of the results and the repeated simulation of KBCS with graphic monitoring system. Simulation results by KBCS are compared with those by the other rules of manufacturing.

• 대한수학교육학회지:학교수학
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• 제5권2호
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• pp.223-240
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• 2003

초등학교에서 교사는 그들이 가르쳐야 하는 수학에 관한 지식 뿐 아니라 그들의 학생들이 미래에 배워야하는 수학에 관한 지식도 풍부하여야 한다. 초등수학의 수와 연산 영역 중에서 초등학교 학생들이 매우 어려워하는 개념 중 하나가 나눗셈 개념이다. 이에 본 연구는 우리나라 초등예비교사 178명을 대상으로, 그들이 실제 교사로서 교육현장에 나서기 바로 이전 시기에 나눗셈 개념에 있어서 적절하게 개념적 지식과 절차적 지식을 관련지어 이해하고 있는지, 나눗셈에서 나누는 수와 나머지와의 관계에 대해 올바르게 이해하고 있는지 등에 관해 알아봄으로써 그들의 수학적 지식의 이해 정도를 살펴보았다. 그 결과, 대부분의 초등예비교사들이 나눗셈에 있어 개념간의 관련성과 단위에 대한 이해가 충분하지 않은 것으로 나타났다.