• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.538-559
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• 2023

In this study, the interplay between models and theories was explored through a series of focus group discussions (FGDs) involving five experts in science education. The FGDs were held seven times, beginning with the question of what is modeling in relation to models, which is a current area of research in science education. Throughout the discussion, several key issues regarding models and modeling were addressed, with a particular emphasis on their relationship to theory. A notable finding from this study is that the participants' discussions did not converge into a single viewpoint regarding the relationship between theory and models; instead, multiple related issues emerged, leading to attempts to reframe existing concepts and seek new understanding. The study findings relate to three main areas of inquiry: What is the meaning of models or modeling? What is the nature of the relationship between models and theories?, and Is modeling possible without a foundation in theory? Particularly, the relationship between models and theories was discussed in reference to the following points: 1) Is a model to be understood as derived from theory, and is modeling the application of theory to phenomena? 2) Can a model be inferred from theory? 3) Does modeling originate from a specific, structured foundational theory (a framework of empirical knowledge), or is it to be understood through the integration of various resources without explicit reference to a foundational theory? Based on the study outcomes, implications are presented for philosophy of science and for researchers and educators working in the realm of science education.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.361-369
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• 2016

In this study, we investigated the characteristics of group discussion and classroom discussion in the scientific modeling of the particulate model of matter. 7th graders in Seoul participated in this study. We implemented science instructions based on the GEM cycle of scientific modeling. We analyzed the differences between group discussion and classroom discussion in three steps: exploring thoughts, comparing thoughts, and drawing conclusions. We also looked into the level of argumentations of the students in the modeling activities. The analysis of the results indicated that students generated a group model by extracting commonalities from each model of their group members, and then they evaluated and modified the group model by comparing the differences among the models in classroom discussion. The main step involved in group discussion was 'exploring thoughts', whereas in classroom discussion it was 'comparing thoughts'. Although the levels of argumentation among the students were generally low, most students participated with enthusiasm, as they expressed their interest and had positive perception in the modeling activities. As a result, the modeling activities were found to have positive influences on concept development. Some suggestions to implement the modeling activities in science teaching effectively were discussed.

• Korean Security Journal
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• no.5
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• pp.109-130
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• 2002

As proceeding Munmin and Kukmin's government, it is to bring in regionalism of genernal public administration and police administration, specialization, efficiency issue, demand inventing of audit technique to meet this trends. Especially, according to supporting qualitative improvement of the audit, its environment faced that orienting performance audit emphasis on not the legality but the efficiency more systematic and scientific theory or technique. In order to attain police audit's efficiency through performance audit, this study discussed that scientific management techniques should be applied police audit. Accordingly, the primary purpose of this study is to apply public audit to scientific management technique, bring to light limits in public sector(especially, police sector). To be efficiency audit(namely, performance audit), 1) OR techniques are explained linear programming, network modeling, PERT/CPM, queuing matrix model, simulation, 2) Statistical analysis methods are argued delphi technique, data envelopment analysis(DEA), analytic hierarchical process(AHP), time series analysis models etc.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.143-154
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• 2017

Science inquiry has long been emphasized in Korean science education. Scientific modeling is one of key practices in science inquiry with a potential to provide students with opportunities to develop their own explanations and knowledge thereafter. The purpose of this study is to investigate teacher's understanding of models in science and science teaching. A professional development program on Models (PDM) was developed and refined through three times of implementation while teachers' conceptions of models and modeling were examined. A total of 29 elementary and secondary teachers participated in this study. A survey based on model use of scientists in the history of science was developed and used to collect data and audio recordings of discussions among teachers and artifacts produced by the teachers during PDM were also collected. Three ways of ontological and two ways of epistemological understanding of models and modeling were found in teachers' ideas. After PDM, a quarter of the teachers changed their ontological understanding whereas very few changed their epistemological understanding. In contrast, more than two thirds of the teachers deepened and extended their ideas about using models and modeling in teaching. There were no clear relationships between teachers' understanding of models and ways and ideas about using models in science teaching. However, teachers' perceptions of school conditions were found to mediate their intention to use models in science teaching. The findings indicate possible approaches to professional development program content design and further research.

• International Journal of Computer Science & Network Security
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• v.21 no.1
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• pp.84-96
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• 2021

Certainly, the success of the Unified Modeling Language (UML) as the de facto standard for modeling software systems does not imply closing the door on scientific exploration or experimentation with modeling in the field. Continuing studies in this area can produce theoretical results that strengthen UML as the leading modeling language. Recently, a new modeling technique has been proposed called thinging machine (TM) modeling. This paper utilizes TM to further understand UML, with two objectives: (a) Fine issues in UML are studied, including theoretical notions such as events, objects, actions, activities, etc. Specifically, TM can be used to solve problems related to internal cross-diagram integration. (b) TM applies a different method of conceptualization, including building a model on one-category ontology in contrast to the object-oriented paradigm. The long-term objective of this study is to explore the possibility of TM complementing certain aspects in the UML methodology to develop and design software systems. Accordingly, we alternate between UML and TM modeling. A sample UML model is redesigned in TM, and then UML diagrams are extracted from TM. The results clarify many notions in both models. Particularly, the TM behavioral specification seems to be applicable in UML.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.85-92
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• 2022

In this article, we look at the application of BIM (Building Information Modeling) in sustainable infrastructures. In response to global warming, energy shortages, and environmental degradation, people are trying to build eco-friendly, low-carbon cities and promote eco-friendly homes. A "green" building is the entire life cycle of a building that includes maximizing the conservation of resources (energy, water, land, and materials), protecting the environment, reducing pollution, providing people with healthy, comfortable, and efficient use of space, and establishing harmony between nature and architecture. In the field of ecological and sustainable buildings, BIM modeling can be integrated into buildings with analog energy, air flow analysis, and solar building ecosystems. Using BIM technologies, you can reduce the amount of waste and improve the quality of construction. These technologies create "visualization" of digital building models through multidimensional digital design solutions that provide" modeling and analysis "of Scientific Collaboration Platforms for designers, architects, utility engineers, developers, and even end users. Moreover, BIM helps them use three-dimensional digital models in project design and construction and operational management.

• Membrane and Water Treatment
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• v.1 no.1
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• pp.61-74
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• 2010

This paper will integrate models at different levels (from filtration, backwashing to chemical cleaning and membrane lifetime) that can be used to minimize overall operating costs of a dead-end ultra filtration process that is used for the purification of surface water. Integration of the models leads to a multi-level optimization problem (at different levels different objectives should be reached). This problem is solved as a MINLP. Systematic modelling and optimization of membrane systems is not extensively discussed in the scientific literature. In this paper the first steps are taken in the formulation of proper models and the use of systems engineering tools to come to real optimal operating conditions. The optimized variables are used to calculate fouling profiles which can subsequently be used as inputs for a control system that actually enforces the profiles to a real pilot plant.

• Korean Journal of Optics and Photonics
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• v.28 no.5
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• pp.203-212
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• 2017

A scientific model refers to a conceptual system that can describe, explain, and predict a particular physical phenomenon. The co-construction of the scientific model is attracting attention as a new teaching and learning strategy in the field of science education and various studies. The evaluation and modification of models compared with the predicted models of data from the real world is the core of modeling strategy. However, there were only a limited data provided by the teacher in many studies of modeling comparing the students' predictions of their own models. Most of the students were not given the opportunity to evaluate the suitability of the model with the data in the real world. The purpose of this study was to develop a scientific model co-construction program that can evaluate the model by directly comparing the predicted models with the observed data from the real world. Through a collaborative discussion between teachers and researchers for 6 months, a 5-session scientific model co-construction program on the subject 'image formation by convex lenses' for second grade middle school students was developed. Eighty (80) students in 3 classes and a science teacher with 20 years of service from general public co-educational middle school in Gyeonggi-do participated in this 2-week program. After the class, students were asked about the helpfulness and difficulty of the class, and whether they would like to recommend this class to a friend. After the class, 95.8% of the students constructed the scientific model more than the model using the construction rule. Students had difficulties to identify principles or understand their friends, but the result showed that they could understand through model evaluation experiment. 92.5% of the students said that they would be more than willing to recommend this program to their friends. It is expected that the developed program will be applied to the school and contribute to the improvement of students' modeling ability and co-construction ability.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.543-563
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• 2020

This study explores how the teaching practices of two teachers changed during scientific modeling classes. It also aims to understand these changes in terms of the teachers' modeling pedagogical content knowledge (PCK) development. The study participants were two elementary school teachers and their fifth-grade students. The teachers taught eight lessons of scientific modeling classes about the human body. The data analysis was conducted for lessons 1-2 and 7-8, which best showed the change in teaching practice. The two teachers' teaching practices were analyzed in terms of feedback frequency, feedback content, and the time allocated for each stage of model generation, evaluation, and modification. Teacher A led the evaluation and modification stages in a teacher-driven way throughout the classes. In terms of feedback, teacher A mainly used answer evaluation feedback in lesson 1-2; however, in lesson 7-8, the feedback content changed to thought-provoking feedback. Meanwhile, teacher B mostly led a teacher-driven model evaluation and modification in lesson 1-2; however, in lesson 7-8, she let her students lead the model evaluation and modification stages and helped them develop models through various feedbacks. The analysis shows that these teaching changes were related to the development of modeling PCK components. Furthermore, the two teachers' modeling PCK differed in teaching orientation, in understanding the modeling stages, and in recognizing the value of modeling, suggesting the importance of these in modeling teaching practice. This study can help improve the understanding of modeling classes by revealing the relationship between teaching practices and modeling PCK.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.135-146
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• 2014

The purpose of this study is to explore evaluation criteria that pre-service elementary teachers employ as they evaluate and select models to explain electric circuits. Thirty junior students in a university of education have participated in the study as a part of the science education course in which they were enrolled. The lessons for the participants have been organized as a cyclic sequence of different modeling pedagogies including the expressive, experimental, and evaluative modeling. The pre-service teachers have been given five electric circuits in order and asked to create models and further develop them through peer discussion. Their modeling activities have been video- or audio-recorded, and the recordings and their transcripts have been analyzed using a framework of model evaluation criteria. It reveals that the types and frequencies of evaluation criteria used are different between situations of model development and model selection. While empirical and theoretical criteria have been used dominantly in both situations, more various criteria have been employed in the situation where the pre-service teachers selected one model among alternatives. Implications for science education and science education research have been suggested.