• 한국초등과학교육학회지:초등과학교육
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• 제30권3호
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• pp.353-366
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• 2011

An alternative vision for science inquiry that appears to be important and challenging is model-based inquiry in which students generate, evaluate and revise their explanatory model. Pre-service teachers should be given opportunities to develop and use their mechanistic explanatory models in order to participate in the practice of science and to have a sound understanding of science. With this view, this study described a case of pre-service elementary teachers' scientific modeling in magnetism. The aims of this study were to explore difficulties preservice elementary teachers encountered while they engaged in a model-based inquiry, and to examine how their understandings of the nature of scientific models changed after the model-based inquiry. The data analysis revealed that the pre-service teachers had difficulties in drawing and writing their own thinking because they had little experience of expressing their own science ideas. When asked to predict what would happen, they could not understand what it meant to make a prediction "based on their model". They did not know how to use or consider their model in making a prediction. At the end of the model-based inquiry they reached a final consensus of a best model. However, they were very anxious about whether the model was the "correct" answer. With respect to the nature of scientific models, almost all of the pre-service teachers initially viewed models only as a communication tool among scientists or students and teachers to help understand others' ideas. After the model-based inquiry, however, many of them understood that they could create, test, and revise their "own" models "by themselves". They also realized the key aspects of scientific models that a model can be changed as evidence is accumulated and a model is a knowledge production tool as well as a communication tool. The results indicated that pre-service elementary teachers' understandings of the nature of scientific models and their previous school science experiences could affect their performance on a model-based inquiry, and their experience of scientific modeling could help them enhance their understandings of the nature of scientific models.

• 한국초등과학교육학회지:초등과학교육
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• 제31권1호
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• pp.71-83
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• 2012

The purpose of this study was to explore ecological concepts, epistemological reasoning and reasoning processes through constructing 'food web and food pyramid' in ecology. We conducted classes which involved a 'food web and food pyramid' for $6^{th}$ grade students. Each class is constructed of small groups to do modeling and epistemological reasoning through communication. The researcher had videotaped and recorded each class and have made transcription about classes. We analysed patterns of 'food web and food pyramid models' and reasoning processes according to scientific epistemology using transcription data and student outputs. As a result, students represented phenomenon-based reasoning, relation-based reasoning and model-based reasoning in scientific epistemology from their modeling. Students usually did relation-based reasoning and model-based reasoning in food web which explains ecological phenonenon, while they usually did model-based reasoning in food pyramid which expects ecological phenomenon. Student's reasoning can be limited when they have misconception of scientific knowledge and are limited by fragmentary knowledge. This represents that students has to do relation-based reasoning and model-based reasoning is beneficial in their ecological model. It also suggests that students need to define correct-conception related to ecological modeling(food web, food pyramid).

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.375-386
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• 2019

This study explores how elementary school students construct food pyramid prediction models using scientific reasoning. Thirty small groups of sixth-grade students in the Kyoungki province (n=138) participated in this study; each small group constructed a food pyramid prediction model based on scientific reasoning, utilizing prior knowledge on topics such as biotic and abiotic factors, food chains, food webs, and food pyramid concepts. To understand the scientific reasoning applied by the students during the modeling process, three forms of qualitative data were collected and analyzed: each small group's discourse, their representation, and the researcher's field notes. Based on this data, the researcher categorized the students' model patterns into three categories and identified how the students used scientific reasoning in their model patterns. The study found that the model patterns consisted of the population number variation model, the biological and abiotic factors change model, and the equilibrium model. In the population number variation model, students used phenomenon-based reasoning and relation-based reasoning to predict variations in the number of producers and consumers. In the biotic and abiotic factors change model, students used relation-based reasoning to predict the effects on producers and consumers as well as on decomposers and abiotic factors. In the equilibrium model, students predicted that "the food pyramid would reach equilibrium," using relation-based reasoning and model-based reasoning. This study demonstrates that elementary school students can systematically elaborate on complicated ecology concepts using scientific reasoning and modeling processes.

• 한국물환경학회지
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• 제36권6호
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• pp.621-635
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• 2020

Water quality models are scientific tools that simulate and interpret the relationship between physical, chemical and biological reactions to external pollutant loads in water systems. They are actively used as a key technology in environmental water management. With recent advances in computational power, water quality modeling technology has evolved into a coupled three-dimensional modeling of hydrodynamics, water quality, and ecological inputs. However, there is uncertainty in the simulated results due to the increasing model complexity, knowledge gaps in simulating complex aquatic ecosystem, and the distrust of stakeholders due to nontransparent modeling processes. These issues have become difficult obstacles for the practical use of water quality models in the water management decision process. The objectives of this paper were to review the theoretical background, needs, and development status of water quality modeling technology. Additionally, we present the potential future directions of water quality modeling technology as a scientific tool for national environmental water management. The main development directions can be summarized as follows: quantification of parameter sensitivities and model uncertainty, acquisition and use of high frequency and high resolution data based on IoT sensor technology, conjunctive use of mechanistic models and data-driven models, and securing transparency in the water quality modeling process. These advances in the field of water quality modeling warrant joint research with modeling experts, statisticians, and ecologists, combined with active communication between policy makers and stakeholders.

• 한국과학교육학회지
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• 제36권1호
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• pp.15-28
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• 2016

본 연구의 목적은 과학적 모델의 사회적 구성 수업을 통한 학생들의 모델링 능력 변화를 '모델과 모델링에 관한 인식'과 '모델링 실행'의 두 측면으로 살펴보는 것이다. 이를 위해, 중학교 2학년 학생 41명을 대상으로 천문학 내용과 관련하여 과학적 모델의 사회적 구성 수업을 실시하고, 수업 전과 후에 각각 모델링 능력 검사를 실시하였다. 검사 결과 학생들의 '모델과 모델링에 관한 인식'은 과학적 모델의 사회적 구성 수업을 통해 더 진보된 관점으로 변화하였다. 학생들은 사회적 구성 활동을 통해 모델을 이용하여 자신의 생각을 표현할 수 있다는 것과, 하나의 현상을 설명할 수 있는 복수의 과학적 모델이 존재하며, 과학적 모델이 변화할 수 있음을 인식하게 되었다. 학생들의 '모델링 실행'의 변화는 사전과 사후의 수준 변화에 따라 4 가지 유형(모델링 수준 상승 유형, 모델링 수준 하강 유형, 높은 수준 유지 유형, 낮은 수준 유지 유형)으로 나누어졌다. 과학적 모델의 사회적 구성 수업을 통해 대부분의 학생들의 '모델링 실행' 수준이 상승하였다. 이러한 변화는 학생들로 하여금 자신의 모델을 다른 모델과 비교하고 경쟁할 수 있는 기회를 제공한 사회적 구성 활동에 영향을 받은 것으로 나타났다. 한편, 일부의 학생들은 오히려 '모델링 실행' 수준이 내려가거나 변화가 없었다. 이 학생들의 학교 과학 성적은 비교적 우수했으며, 정확한 정답을 찾아 시험에서 좋은 성적을 얻는 것을 학습의 목표로 여기고 있었다. 이것은 전통적인 수업방식에 길들여진 학생들이 증거를 기반으로 지식을 구성해가는 과정을 중시하는 과학적 모델의 사회적 구성 수업 방식에 더 큰 어려움을 겪을 수 있다는 것을 말해준다.

• 한국초등과학교육학회지:초등과학교육
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• 제36권1호
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• pp.16-30
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• 2017

The purpose of this study was to interpret modeling-based elementary science lessons from a perspective of distributed cognition. Data sources included three consecutive elementary science lessons dealing with particle models of gases and students' worksheet generated from modeling activities during the lessons. The data were analyzed in ways that could reveal the affordances and constraints of students' mental models and an external model in the science textbook, as well as the evolution of the models. The results showed that the students' mental models and the external model provided both affordances for and constraints to scientific problem solving and that the models evolved in the process of overcoming the constraints. Implications for science lessons and science education research were suggested.

• 한국지구과학회지
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• 제37권4호
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• pp.243-268
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• 2016

본 연구의 목적은 공동생성적 대화가 인식론적 측면에서 학습자의 과학 모델에 관한 이해와, 실행 과정의 측면에서 모델 구성에 미치는 영향을 살펴보는 것이다. 서울 소재 여자중학교 1학년 49명의 학생들에게 총 5차시 모델 구성 수업을 실시한 후 공동생성적 대화에 참여한 2개 조(8명)의 학생들과 참여하지 않은 2개 조(9명)의 학생들의 모델에 관한 이해와 모델 구성을 비교하였다. 모델에 관한 이해는 Upmeier zu Belzen and $Kr{\ddot{u}ger$ (2010)의 분석틀을 사용하였고, 모델 구성 과정은 Baek et al. (2011)의 분석틀을 수정 및 보완하여 분석하였다. 그 결과 전반적으로 공동생성적 대화에 참여한 학생들은 그렇지 않은 학생보다 과학적 모델에 관한 이해와 모델 구성 수준이 높게 나타났다. 공동생성적 대화에 참여한 조의 학생들은 모델을 새로운 현상을 설명할 수 있는 가설로 인식하였지만, 참여하지 않은 조의 학생들은 모델을 현상을 이해하는 수단으로 인식하였다. 본 연구는 학생들의 모델 구성 과정을 측정하는 분석틀을 마련하여 학교 현장에 유용하게 사용할 수 있게 하였다. 또한 새로운 학습 방법으로써 공동생성적 대화를 모델 구성 수업에 적용했다는 점에서 의의가 있다.

• 말소리와 음성과학
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• 제1권1호
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• pp.9-22
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• 2009

This paper first presents the author's personal view on the importance of modeling in scientific research in general, and then describes two of his works toward modeling certain aspects of human speech communication. The first work is concerned with the physiological and physical mechanisms of controlling the voice fundamental frequency of speech, which is an important parameter for expressing information on tone, accent, and intonation. The second work is concerned with the cognitive processes involved in a discrimination test of speech stimuli, which gives rise to the phenomenon of so-called categorical perception. They are meant to illustrate the power of models based on deep understanding and precise formulation of the functions of the mechanisms/processes that underlie observed phenomena. Finally, it also presents the author's view on some models that are yet to be developed.

• 대한지구과학교육학회지
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• 제14권1호
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• pp.1-20
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• 2021

이 연구는 과학적 모델을 적용한 두 차례 야외지질학습(관악산과 한탄강 형성과정)에서 학생들이 보여주는 표상적 능력에 대한 이해를 목적으로 하였다. 수도권 소재 대학부설 영재원 10명의 학생들이 자발적으로 참여하였다. 야외학습환경과 교실학습환경에서 학생들이 작성한 서면 자료, 수업 과정에 대한 모든 영상녹음 및 음성 녹음 자료, 수업 종료 후 면담 자료를 수집하였다. 표상적 능력 수준을 구분하는 분석틀로 학생들의 표상 능력의 단계를 구분하고 과학적 모델 형성 과정에서 표상적 능력의 수준과 최종모델과의 결과론적인 해석을 덧붙였다. 그 결과 학생들의 표상적 능력은 1~6수준까지 다양하게 나타났다. 다만, 학생들은 야외학습환경에서 교실학습환경보다 상대적으로 낮은 수준의 표상적 능력을 보였다. 즉, 야외학습환경에서 상대적으로 낮은 수준의 표상적 능력으로부터 시작되어 교실학습환경에서 학생들이 표상적 능력의 수준을 높인 것을 결과론적으로 보였다. 궁극적으로 학생들의 표상적 능력을 이해하는 것은 과학적 모델 형성과정에서 현상을 설명하기 위한 도구로써 학술적인 의미를 지녔다.

• Journal of Information Processing Systems
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• 제15권5호
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• pp.1096-1107
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• 2019

In this paper, we present an ontology-based approach to labeling influential topics of scientific articles. First, to look for influential topics from scientific article, topic modeling is performed, and then social network analysis is applied to the selected topic models. Abstracts of research papers related to data mining published over the 20 years from 1995 to 2015 are collected and analyzed in this research. Second, to interpret and to explain selected influential topics, the UniDM ontology is constructed from Wikipedia and serves as concept hierarchies of topic models. Our experimental results show that the subjects of data management and queries are identified in the most interrelated topic among other topics, which is followed by that of recommender systems and text mining. Also, the subjects of recommender systems and context-aware systems belong to the most influential topic, and the subject of k-nearest neighbor classifier belongs to the closest topic to other topics. The proposed framework provides a general model for interpreting topics in topic models, which plays an important role in overcoming ambiguous and arbitrary interpretation of topics in topic modeling.