• Journal of the Korean earth science society
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• v.29 no.2
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• pp.163-174
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• 2008

In this study, we compared textbook knowledge organization with students' mental models to contribute to a more well-designed instruction scheme. The selected science content was the cause of moon phases. We investigated 9 textbooks and 25 third-year middle school students. Patterns and features in participants' mental models were identified through cross inter-rater data analysis by 9 researchers, including in service teachers and experts in science education. According to the results, observing and modeling are the main activities engaged in when dealing with moon phases. The activities consisted of such concepts as: lunar revolution, the sun's parallel rays, the illuminated half of moon, and the relative positions of the sun, moon, and earth. Each concept involved inquiry skills such as: creating and manipulating models, utilizing the relationship between time and space, and communicating. However, the most important skills which are required for authentic scientific inquiry, namely controlling variables and formulating hypotheses, were missing. We categorized students' mental models into three types: scientific models, mixed models, and alternative models. The knowledge structure of each of the models was also discussed in this paper. Consequently, it was found that, typically, students were not given enough opportunities to strengthen the connection among ideas.

• International Journal of Computer Science & Network Security
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• v.23 no.2
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• pp.193-198
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• 2023

The article focuses on the areas of education activities in using techniques for teaching and learning with information and communication technologies (ICTs), researching and analyzing the available ICTs, gearing the technologies to the specific psychological and pedagogical conditions, independently building and modeling ICTs, enlarging and developing their use in the learning environment. The visualization of scientific research has been determined to be part of the educational support for building students' ICT competence during teaching and learning and is essential to the methodology culture. There have been specified main tasks for pedagogy technologies (PTs) to develop the skills of adaptability to the global digital space in students, their effective database operation and using the data bases as necessary elements for learning and as part of professional training for research. We provided rationalization for implementing the latest ICTs into the Ukrainian universities' curricula, as well as creating modern methods for using the technologies in the learning / teaching process and scientific activities.

• Korean Journal of Psychosomatic Medicine
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• v.2 no.1
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• pp.46-51
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• 1994

Model' is one of the well-used, but poorly understood word in the neurobehavioral research. After Darwin's evolutionary theory, it has been generally believed that human is different from animals in terms of the complexity, not of the essential. This notion could be applied to the mind as well as body. Therefore, it became possible to establish animal models in the scientific field of mind. Experimental analysis of the animal behavior becomes an important area for establishing an animal model of human psychopathology because behavior is the ambassador of the mind. A model emphasizes a structural correspondence between sets of causally related variables in two different domains such as the animal and the human. The first selection of elements of the two domains in correspondence called the initial analogy. Once the initial analogy is formed. causally related variables in the two domains are examined and arrayed The structural parallel is the formal analogy of a model, and similarities between corresponding variables are called material analogy. Models may serve any of three major functions ; heuristic, evidential and representative. In many cases, utilizing models may be more practical than directly assessing the domain of primary interest, since technical and/or ethical problems are more serious in the human domain. Although modeling is important to study human psychopathology, rare animal models approved to be a good model for the human psychopathology up to now. Developing the appropriate model is urgent to solve many problems raised from human psychopathology.

• Proceedings of the IEEK Conference
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• 2002.07b
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• pp.1165-1168
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• 2002

Knowledge acquisition is the process that extracts the required knowledge from available sources, such as experts, textbooks and databases, for incorporation into a knowledge-based system. Knowledge acquisition is described as the first step in building expert systems and a major bottleneck in the efficient development and application of effective knowledge based expert systems. One cause of the problem is that the process of human reasoning we need to understand for knowledge-based system development is not available for direct observation. Moreover, the expertise of interest is typically not reportable due to the compilation of knowledge which results from extensive practice in a domain of problem solving activity. This is also a problem of modeling knowledge, which has been described as not a problem of accessing and translating what is known, but the familiar scientific and engineering problem of formalizing models for the first time. And this formalization process is especially difficult for knowledge engineers who are often faced with the difficult task of creating a knowledge model of a domain unfamiliar to them. In this paper, we propose an automated knowledge acquisition tool which is based on an implementation of the Inferential Modeling Technique. The Inferential Modeling Technique is derived from the Inferential Model which is a domain-independent categorization of knowledge types and inferences ［Chan 1992］. The model can serve as a template of the types of knowledge in a knowledge model of any domain.

• Computers and Concrete
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• v.6 no.2
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• pp.133-153
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• 2009

Discrete element modeling (DEM) in concrete technology is concerned with design and use of models that constitute a schematization of reality with operational potentials. This paper discusses the material science principles governing the design of DEM systems and evaluates the consequences for their operational potentials. It surveys the two families in physical discrete element modeling in concrete technology, only touching upon probabilistic DEM concepts as alternatives. Many common DEM systems are based on random sequential addition (RSA) procedures; their operational potentials are limited to low configuration-sensitivity features of material structure, underlying material performance characteristics of low structure-sensitivity. The second family of DEM systems employs concurrent algorithms, involving particle interaction mechanisms. Static and dynamic solutions are realized to solve particle overlap. This second family offers a far more realistic schematization of reality as to particle configuration. The operational potentials of this family involve valid approaches to structure-sensitive mechanical or durability properties. Illustrative 2D examples of fresh cement particle packing and pore formation during maturation are elaborated to demonstrate this. Mainstream fields of present day and expected application of DEM are sketched. Violation of the scientific knowledge of to day underlying these operational potentials will give rise to unreliable solutions.

• Journal of Science Education
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• v.41 no.3
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• pp.426-446
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• 2017

The purpose of this study was to analyze undergraduate students' reasoning for solving a problem about a rock and investigate the roles and importance of critical evidence (CE) and critical resource models (CRMs) in abductive reasoning. Participants were 20 senior undergraduate students enrolled in a science major course in a university of education. They were asked to abductively infer geologic processes of sedimentary rocks having a lot of holes and represent them with models. Their reasoning were analyzed according to a scheme for modeling-based abductive reasoning. As a result, successful student reasoning was characterized by using a diversity of grains and lots of holes as CE, activating the sedimentary rock formation and weathering as CRMs, and combining the CRMs into a scientifically sound explanatory model (SSEM). By contrast, in the reasoning unsuccessful in proposing a SSEM, students activated the igneous rock (basalt) formation and deposition as resource models (RMs) based on the evidence of the holes in the rocks and diverse grains, respectively, and used the RMs to construct their own explanatory models (EMs). It was suggested that to construct SSEMs to solve earth scientific problems about rocks, students need to know what could be CE in a particular problem situation, take an integrative or systemic approach to a rock problem, use multiple RMs, and evaluate RMs or EMs in light of evidence.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.239-252
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• 2017

The purpose of this study is to examine metamodeling knowledge and its components, which means knowledge about model and modeling required for students and teachers for successful application of modeling in the field of science education based on research literature. For this, we analyzed and categorized major previous studies on modeling and modeling through research literature methods. Metamodeling knowledge aims to recognize models and modeling and is the most crucial element to create a scientific model in scientific modeling practice. The point of view of metamodeling knowledge proposed in this study is categorize nature of model, multiplicity of model, purpose of model, modeling process, and evaluation and revision of model. Students should be able to achieve more in-depth understanding through the awareness of the nature of the model. The development of metamodeling knowledge can facilitate students' science learning.

• Journal of the Korean earth science society
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• v.42 no.1
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• pp.88-101
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• 2021

The purpose of this study was to qualitatively examine the meaning of students' drawings in outdoor classes and modeling-based learning cycles. Ten students were observed in a gifted education center in Seoul. Under the theme of the Hantan River, three outdoor classes and three modeling activities were conducted. Data were collected to document all student activities during field trips and classroom modeling activities using simultaneous video and audio recording and observation notes made by the researcher and students. Please note it is unclear what this citation refers to. If it is the previous sentence it should be placed within that sentence's punctuation. Hatisaru (2020) Ddrawing typess were classified by modifying the representations in a learning context in geological field trips. We used deductive content analysis to describe the drawing characteristics, including students writing. The results suggest that students have symbolic images that consist of geologic concepts, visual images that describe topographical features, and affective images that express students' emotion domains. The characteristics were classified into explanation, generality, elaboration, evidence, coherence, and state-of-mind. The characteristics and drawing types are consecutive in the modeling-based learning cycle and reflect the students' positive attitude and cognitive scientific domain. Drawing is a useful tool for reflecting students' thoughts and opinions in both outdoor class and classroom modeling activities. This study provides implications for emphasizing the importance of drawing activities.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.673-689
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• 2022

To understand seasonal changes it is necessary to understand the relationship between celestial bodies in a three-dimensional space, and to this end, modeling activities in which students directly construct, use, evaluate, and modify three-dimensional models are important. In this study, the process of elementary school students using globes and light bulbs to model Earth's motion in a three-dimensional space as a cause of seasonal changes was analyzed. Seventeen sixth graders participated in the modeling process. After exploring phenomena and concepts related to seasonal change, students constructed models using globes and bulbs and used them to explain seasonal changes. Video data recording students' modeling process, students' activity sheets, and transcripts of post-interview were used as research data, and data triangulation was conducted. The modeling level analysis framework was also developed based on previous studies. In particular, the framework was developed in detail in this study in consideration of the concept of Earth's motion as well as understanding model and implementing modeling. In the final analysis framework, the 3D modeling level was classified from level 1 to level 3, and student performance that may appear at each level was specified. As a result of the study, there were two main levels of modeling using globes for elementary school students to explain seasonal changes. The rotation and tilt of the axis of rotation and revolution of the earth were considered but the level at which empirical evidence was not used (level 2), the level at which empirical evidence was used to explain seasonal chages (level 3). However, even when students use empirical evidence, it did not lead to the construction of a scientific model. In this study, the cause was explored in relation to the characteristics of the tool used for modeling.

• The Korean Journal of Applied Statistics
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• v.28 no.5
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• pp.921-932
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• 2015

This study analyzed military personnel survivability in regards to offensive operations according to the scientific military training data of a reinforced infantry battalion. Scientific battle training was conducted at the Korea Combat Training Center (KCTC) training facility and utilized scientific military training equipment that included MILES and the main exercise control system. The training audience freely engaged an OPFOR who is an expert at tactics and weapon systems. It provides a statistical analysis of data in regards to state-of-the-art military training because the scientific battle training system saves and utilizes all training zone data for analysis and after action review as well as offers training control during the training period. The methodologies used the Cox PH modeling (which does not require parametric distribution assumptions) and decision tree modeling for survival data such as CART, GUIDE, and CTREE for richer and easier interpretation. The variables that violate the PH assumption were stratified and analyzed. Since the Cox PH model result was not easy to interpret the period of service, additional interpretation was attempted through univariate local regression. CART, GUIDE, and CTREE formed different tree models which allow for various interpretations.