• Title/Summary/Keyword: Epistemic Frame

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Development of Theocratical Model and Evaluation Tool for Learning Epistemic Frame using Computer based Learning System (컴퓨터기반 교육시스템의 인식론적 프레임 학습을 위한 이론모형 구축과 평가도구 개발)

  • Choi, Younyoung;Seo, Donggi;Jung, Sunho
    • The Journal of the Korea Contents Association
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    • v.18 no.3
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    • pp.354-360
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    • 2018
  • Recently, the computer aided learning system has promoted a new educational concept and education system. The purpose of this study is to construct a theoretical model for the epistemic frame and evaluation tool which is emphasized according to the 21st century. Specifically, first, this study conducted a domain analysis of epistemic frame. Second, this study developed an evaluation tool to measure epistemic frame. Finally, the evaluation tool is examined in terms of validity and reliability using factor analysis and Cronbach's alpha. As a result, the theoretical model was presented through the consultation of the Advisory Group and the evaluation tool was empirically validated. We expect that this study will provide a useful information to researchers and practitioners who want to develop a computer based learning tool for learning epistemic frame.

Developing a Prototype of Learning Epistemic Frame using Computer based Learning System: Learning Analytics (인식론적 프레임 학습을 위한 컴퓨터 기반 교육프로그램 프로토타입 개발: 학습분석 중심으로)

  • Choi, Younyoung;Seo, Donggi
    • Journal of the Korea Convergence Society
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    • v.9 no.3
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    • pp.23-29
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    • 2018
  • There is a growing interest in computer based learning system that can learn a new concept of epistemic frames in response to the demands of $21^{st}$ century Skills. However, there is little research on the theoretical models for the epistemic frames applicable in the changing educational environment and the measurement theories (Psychometric theory, Learning Analytics) that can be evaluated. Therefore, in this study, we propose the core elements of the learning system prototype that can educate the epistemic frames in the practical community. Furthermore, this study explores and suggests an appropriate psychometric measurement theory (learning analytics) that allows us to measure, infer, and evaluate a learner.

A Qualitative analysis of students' factorization of xn-1 using a CAS application (CAS 어플리케이션을 이용한 xn-1의 인수분해 일반화 과정에 대한 질적 분석)

  • Cho, Yeong Ju;Kim, Kyung Mi;Whang, Woo Hyung
    • The Mathematical Education
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    • v.52 no.3
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    • pp.271-301
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    • 2013
  • The purpose of the study was to investigate how students generalize and prove the factoring of $x^n-1$ using a Computer Algebra System application and the role of CAS in this process. The theoretical framework consists of the anthropological and the instrumental approach. In particular, the basis of the Task-Technique-Theorization(T-T-T) frame adapted form Chevallard's anthropological approach of Didactics is utilized. We found that Technique-Theorization emerges in mutual interaction between paper-and-pencil techniques and computer algebra techniques. And this interaction led to the students' theoretical reflection and conceptual understanding. In this process, we could identify three epistemic role of CAS : the role of checking the result, the role of cognitive stimulation and the role of extending thinking. Therefore CAS plays on a epistemic role of checking the result of a task, stimulating the student' cognition and extending their thinking as well as pragmatic role of producing the result of a input.

Exploring Cognitive Achievement Characteristics by Group of Achievement Levels in the PISA 2018 Science Domain and Education for Cultivating Epistemic Knowledge in the National Curriculum (PISA 2015와 비교한 PISA 2018 과학 영역의 성취수준별 인지적 성취 특성과 교육과정 상 인식론적 지식 함양을 위한 교육 탐색)

  • Lee, Shinyoung
    • Journal of The Korean Association For Science Education
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    • v.41 no.5
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    • pp.401-414
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    • 2021
  • The purpose of this study is to explore the cognitive achievement characteristics by group of achievement levels in the PISA 2018 science domain compared to the results of the PISA 2015, and to compare and analyze the 'epistemic' knowledge in the revised curriculum 2009 and in the revised curriculum 2007. The average correctness rates in PISA 2015 and PISA 2018 were analyzed by sub category of the evaluation frame in the PISA scientific domain. In the competencies domain, especially, the average correct answer rates of 'evaluating and designing scientific inquiry' were the lowest in medium and lower groups, but the rates rose in all achievement groups compared to PISA 2015, which is encouraging. Although the answer rates were low for both 'living system' knowledge and 'epistemic' knowledge in the knowledge domain, the average answer rates of the upper and middle groups increased in 'epistemic' knowledge compared to PISA 2015. The changes in the curriculum experienced by students participating in PISA were analyzed in relation to the 'evaluating and designing scientific inquiry' competency and 'epistemic' knowledge, which increased in average correct answer rates. In terms of understanding science, the "What is science?" unit that explicitly presents epistemic knowledge, and nature of model in inquiry activities, were explicitly presented in the revised curriculum 2009. In terms of understanding the process of justifying scientific knowledge, the number of inquiry activities increased, scientific explanations based on experimental results strengthened, and the "Science and Human Civilization" unit was introduced to help students to understand STS while simultaneously conducting arguments. These findings confirm the educational performance of groups by achievement level in the PISA 2018 scientific domain and suggest that the direction of education relates to epistemic knowledge in Korea's Science curriculum.

Uncertainties Influencing the Collapse Capacity of Steel Moment-Resisting Frames (철골모멘트 골조의 붕괴성능에 영향을 미치는 불확실성 분석)

  • Shin, Dong-Hyeon;Kim, Hyung-Joon
    • Journal of the Computational Structural Engineering Institute of Korea
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    • v.28 no.4
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    • pp.351-359
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    • 2015
  • In order to exactly evaluate the seismic collapse capacity of a structure, probabilistic approach is required by considering uncertainties related to its structural properties and ground motion. Regardless of the types of uncertainties, they influence on the seismic response of a structures and their effects are required to be estimated. An incremental dynamic analysis(IDA) is useful to investigate uncertainty-propagation due to ground motion. In this study, a 3-story steel moment-resisting frame is selected for a prototype frame and analyzed using the IDA. The uncertainty-propagation is assessed with categorized parameters representing epistemic uncertainties, such as the seismic weight, the inherent damping, the yield strength, and the elastic modulus. To do this, the influence of the uncertainty-propagation to the seismic collapse capacity of the prototype frame is probabilistically evaluated using the incremental dynamic analyses based on the Monte-Carlo simulation sampling with the Latin hypercube method. Of various parameters related to epistemic uncertainty-propagation, the inherent damping is investigated to be the most influential parameter on the seismic collapse capacity of the prototype frame.

Fragility assessment of RC-MRFs under concurrent vertical-horizontal seismic action effects

  • Farsangi, Ehsan Noroozinejad;Tasnimi, Abbas Ali;Mansouri, Babak
    • Computers and Concrete
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    • v.16 no.1
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    • pp.99-123
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    • 2015
  • In this study, structural vulnerability of reinforced concrete moment resisting frames (RC-MRFs) by considering the Iran-specific characteristics is investigated to manage the earthquake risk in terms of multicomponent seismic excitations. Low and medium rise RC-MRFs, which constitute approximately 80-90% of the total buildings stock in Iran, are focused in this fragility-based assessment. The seismic design of 3-12 story RC-MRFs are carried out according to the Iranian Code of Practice for Seismic Resistant Design of Buildings (Standard No. 2800), and the analytical models are formed accordingly in open source nonlinear platforms. Frame structures are categorized in three subclasses according to the specific characteristics of construction practice and the observed seismic performance after major earthquakes in Iran. Both far and near fields' ground motions have been considered in the fragility estimation. An optimal intensity measure (IM) called Sa, avg and beta probability distribution were used to obtain reliable fragility-based database for earthquake damage and loss estimation of RC buildings stock in urban areas of Iran. Nonlinear incremental dynamic analyses by means of lumped-parameter based structural models have been simulated and performed to extract the fragility curves. Approximate confidence bounds are developed to represent the epistemic uncertainties inherent in the fragility estimations. Consequently, it's shown that including vertical ground motion in the analysis is highly recommended for reliable seismic assessment of RC buildings.

Exploring How a High School Science Teacher's Understanding and Facilitation of Scientific Modeling Shifted through Participation in a Professional Learning Community (교사학습공동체에 참여한 한 고등학교 교사의 과학적 모델링에 대한 이해 및 수업 실행 변화 탐색 -프레임 분석을 중심으로-)

  • Shim, Soo-Yean
    • Journal of The Korean Association For Science Education
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    • v.40 no.1
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    • pp.29-40
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    • 2020
  • The purpose of this study is to explore how a high school science teacher (Teacher E) shifted her understanding and facilitation of scientific modeling through participation in a professional learning community (PLC) for over a year. Based on socially situated theory of learning, I focused on examining Teacher E's frames about scientific modeling from her social interactions. Teacher E participated in her school-based PLC over a year and collaborated with other science teachers, coaches, and researchers to improve science instruction. I qualitatively explored her participation in 6 full-day professional learning opportunities-studios-where the PLC members collectively planned, implemented, and debriefed modeling-based lessons. Especially, I focused on two Studios (Studio 2, 6) where Teacher E became the host teacher and implemented the lessons. I also examined her classroom teaching in those Studios. To understand how the PLC inquiry affected the shifts observed in Teacher E's understanding and practice, I explored how the inquiry evolved over the 6 Studios. Findings suggest that in Studio 2, Teacher E viewed students' role in scientific modeling as to fill out the worksheet with "correct" answers. Meanwhile, in Studio 6, she focused on helping students collaborate to construct explanatory models of phenomena using evidence. The PLC inquiry, focused on supporting students' construction of evidence-based explanations and collaboration in scientific modeling, seemed to promote the shifts observed in Teacher E's understanding and facilitation of scientific modeling. These findings can inform educational researchers and practitioners who aim to promote teachers' professional learning to support students' epistemic practices.