• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.173-196
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• 2012

The relationship of the teacher's recommendation and performance in gifted programs for the selected student by teacher's observations and nominations was analyzed in this study. The teacher's recommendation for 9 students selected by teacher's observations and nominations in institute of Science gifted Education of C National University of Education was analyzed for this purpose. The students were categorized into 4 groups depending on the description style and contents of the teacher's recommendation and 1 student was selected from each group for analysis. It was shown that the student, a1 who was described with cognitive characteristics of the gifted in episode style in the teacher's recommendation showed the aggressive task adherence and problem solving ability. The student, a2 who was described with emotional and social characteristics in episode style attended at the class in active attitude, but the student solved the problem by the assistance of the colleagues or the teacher. The student, b1 who was listed superficially in the teacher's recommendation showed the excellent problem solving ability based on the task adherence, experiment design ability and experiment manipulation ability. The student, b2 who was listed in superficially in the teacher's recommendation attended at the class in positive and upright attitude, but the task solving was lagged behind. It is concluded from the above results that the description on the cognitive area is necessary for the teacher's recommendation to have the usefulness in selecting gifted students.

• Journal of KIISE
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• v.43 no.3
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• pp.370-379
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• 2016

Recently personal media were produced in a variety of ways as a lot of smart devices have been spread and services using these data have been desired. Therefore, research has been actively conducted for the media analysis and recognition technology and we can recognize the meaningful object from the media. The system using the media ontology has the disadvantage that can't classify the media appearing in the video because of the use of a video title, tags, and script information. In this paper, we propose a system to automatically classify video using the objects shown in the media data. To do this, we use a description logic-based reasoning and a rule-based inference for event processing which may vary in order. Description logic-based reasoning system proposed in this paper represents the relation of the objects in the media as activity ontology. We describe how to another rule-based reasoning system defines an event according to the order of the inference activity and order based reasoning system automatically classify the appropriate event to the category. To evaluate the efficiency of the proposed approach, we conducted an experiment using the media data classified as a valid category by the analysis of the Youtube video.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.123-148
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• 2014

The purpose of this study is to figure out the perceptional characteristics of mathematically gifted elementary students by comparing the mathematical reasoning ability and errors between mathematically gifted elementary students and non-gifted students. This research has been targeted at 63 gifted students from 5 elementary schools and 63 non-gifted students from 4 elementary schools. The result of this research is as follows. First, mathematically gifted elementary students have higher inductive reasoning ability compared to non-gifted students. Mathematically gifted elementary students collected proper, accurate, systematic data. Second, mathematically gifted elementary students have higher inductive analogical ability compared to non-gifted students. Mathematically gifted elementary students figure out structural similarity and background better than non-gifted students. Third, mathematically gifted elementary students have higher deductive reasoning ability compared to non-gifted students. Zero error ratio was significantly low for both mathematically gifted elementary students and non-gifted students in deductive reasoning, however, mathematically gifted elementary students presented more general and appropriate data compared to non-gifted students and less reasoning step was achieved. Also, thinking process was well delivered compared to non-gifted students. Fourth, mathematically gifted elementary students committed fewer errors in comparison with non-gifted students. Both mathematically gifted elementary students and non-gifted students made the most mistakes in solving process, however, the number of the errors was less in mathematically gifted elementary students.

• Cross-Cultural Studies
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• v.48
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• pp.107-133
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• 2017

This study compares the history of modern Korean literature written in China with the history of South Korean literature, the history of North Korean literature and the history of national literature, explores aspects of narrative and therefore examines transcultural practice presented in such texts. There have hitherto been approximately 25 works on the history of Korean literature written in China, and 16 of 25 works are on the history of modern Korean literature. Regarding their purpose, the number of pedagogical works outstandingly exceeds the number of research works. In terms of perspective and contents, it can be divided into three categories; one that only embraces the history of South Korean literature, another embracing the history of North Korean literature only and the other embracing the history of South Korean and North Korean literature. This study has selected representative texts from each category and compared recognition and narrative aspects to that of the history of South Korean literature, the history of North Korean literature and the history of Chinese literature. It further examines loci of definitions' transfer and formation as well. As a result, this study reveals valuable understanding of recognition and narration of the history of Korean literature. First, this study offers an introspective attitude, as the history of modern Korean literature accentuates influence of only Western literature, overlooking influence of Chinese literature. Second, this study proposes a new narrative perspective on the history of Unified Korean literature through independent and objective identification of the history of North Korean literature. Last, it emphasizes popularization of literature - aside from pure literary-centrism - and expands possibilities of embracing distinct works relevant to multimedia.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.37 no.3
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• pp.109-118
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• 2019

Road information is one of the most significant geospatial data for applications such as transportation, city planning, map generation, LBS (Location-Based Service), and GIS (Geographic Information System) database updates. Robust technologies to acquire and update accurate road information can contribute significantly to geospatial industries. In this study, we analyze the limitations of ACO (Ant Colony Optimization) road extraction, which is a recently introduced object-based road extraction method using high-resolution satellite images. Object-based ACO road extraction can efficiently extract road areas using both spectral and morphological information. This method, however, is highly dependent on object descriptor information and requires manual designations of descriptors. Moreover, reasonable iteration closing point needs to be specified. In this study, we perform improved ACO road extraction on VHR (Very High Resolution) optical satellite image by proposing an optimization stopping criteria and descriptors that complements the limitations of the existing method. The proposed method revealed 52.51% completeness, 6.12% correctness, and a 51.53% quality improvement over the existing algorithm.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.75-96
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• 2021

This study aims to drive the implications for the structure of mathematics curriculum documents in Korea, exploring the coherence in the documental structure of the IB DP mathematics curriculum, which is gaining international attention. The documents of the IB DP mathematics curriculum were analyzed based on the coherence of external and internal structures. First, the curriculum was consistently described by subject and topic, presenting the table of contents and structure of the documents in the same format. Second, the descriptions of the curriculum between subjects and within the subjects were consistent through the same composition of the subject and assessment methods, the presentation of big ideas, and 'Guidance, clarification and syllabus links'. Third, in 'Connections', the curriculum documents were described with coherence through linking with other subjects by describing the connection plan with the real-world contexts, other subjects, and the 'Theory of Knowledge' in the IB curriculum. Based on these findings and implications for the concreteness and consistency of the components in mathematics curriculum documents, we propose the coherence between the presentation of subject areas and assessment methods of the revised curriculum, and the implementation of coherence in documental structure through links with other subjects.

• Journal of Korea Entertainment Industry Association
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• v.14 no.4
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• pp.67-75
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• 2020

Metonymy can be said to be the only language's meaning shifting technique that exists in the domain of a single human thought in order to obtain a transparent cognitive effect. The purpose of this study was to analyze the 'descriptive metonymy' of the advertising content language constructed by the cognitive principle and to find a way to use it in media language education for social and cultural interests and reflection of college students. The metonymy used in advertising media contrasts with the difficulty of the metaphorical interpretation of "opaque and distant" reasoning. Storyboards, mostly focused on human emotions and behaviors, used metonymy's 'transparent and easy meaning shifting technique'. I have found that I can expect the efficiency of media language education that contains the interest and sociocultural interest, self-reflection, and future imagination of college students. Now, there is less need to perform cognitive reasoning for advertisements with ambiguous metaphor techniques. Lastly, in order to produce successful advertising content, we expect to use the language technique of 'narrative metonymy' with warm feelings of humans, and acknowledge the lack of quantitative research and leave it as a task for the next research.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.284-300
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• 2024

This study elucidates the achievement standards statements of the 2022 revised elementary school science curriculum to identify specific achievement standards for the upcoming curriculum. Therefore, the researcher analyzed the statements of the overall elementary school achievement standards based on Bloom's taxonomy of new educational objectives. The results are as follows. First, the achievement standards statements are biased toward certain knowledge and cognitive process dimensions; this aspect is not consistent with the goals of the 2022 revised curriculum and the teaching and learning directions of the science department. Thus, achievement standards that enable various types of activities and inquiry learning should be developed. Second, a need emerges for the hierarchization of knowledge and cognitive levels by grade level. The proportions of low levels of knowledge and cognitive process dimensions increased in the upper grades, such that a systematic hierarchy should be considered. Third, the need to diversify the use of the descriptors of achievement standards is also identified. Although the tendency to rely on specific descriptors decreased during the previous curriculum, approx imately half of the descriptors were only used once or twice. Therefore, balancing the use of various descriptors is necessary. To ensure that the results are reflected in the achievement standards for elementary school science textbooks under the revised science curriculum for elementary schools in 2022, a discussion is required on the design of achievement standards statements. As a follow-up study, the researcher proposes a comparative analysis of the achievement standards of science curricula for middle and high schools to explore the wording of achievement standards appropriate for elementary school science education considering its nature, goals, and contents and to analyze the hierarchy and continuity of the entire science curriculum.

• The Mathematical Education
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• v.63 no.2
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• pp.187-207
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• 2024

In this study, we explored the feasibility of automatically scoring descriptive assessment items using GPT-4 based ChatGPT by comparing and analyzing the scoring results between teachers and GPT-4 based ChatGPT. For this purpose, three descriptive items from the permutation and combination unit for first-year high school students were selected from the KICE (Korea Institute for Curriculum and Evaluation) website. Items 1 and 2 had only one problem-solving strategy, while Item 3 had more than two strategies. Two teachers, each with over eight years of educational experience, graded answers from 204 students and compared these with the results from GPT-4 based ChatGPT. Various techniques such as Few-Shot-CoT, SC, structured, and Iteratively prompts were utilized to construct prompts for scoring, which were then inputted into GPT-4 based ChatGPT for scoring. The scoring results for Items 1 and 2 showed a strong correlation between the teachers' and GPT-4's scoring. For Item 3, which involved multiple problem-solving strategies, the student answers were first classified according to their strategies using prompts inputted into GPT-4 based ChatGPT. Following this classification, scoring prompts tailored to each type were applied and inputted into GPT-4 based ChatGPT for scoring, and these results also showed a strong correlation with the teachers' scoring. Through this, the potential for GPT-4 models utilizing prompt engineering to assist in teachers' scoring was confirmed, and the limitations of this study and directions for future research were presented.

• Journal of the Daesoon Academy of Sciences
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• v.50
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• pp.1-31
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• 2024

This study investigates the depiction of new religions in the public sphere, with a specific focus on their representation within the national curriculum in Korea. To pinpoint particular phenomena, an analysis of the national curriculum revisions and textbooks related to religions centered around Daesoon Jinrihoe (大巡眞理會) was conducted. Through this examination, this study introduces Korean new religions as a novel topic for religious education research in secondary schools. Simultaneously, it assesses whether the educational objectives align with the intended goal of providing an objective liberal arts education. The recent direction in revising religious education and related curriculum aims to avoid promoting adherence to a specific religion, emphasizing instead the enhancement of objective knowledge about diverse religions and civic literacy. However, this shift has not substantially influenced the portrayal of Korean new religions. The earliest descriptions of Daesoon Jinrihoe found in textbooks published during the sixth national curriculum merely mention it as a sect of Jeungsan-religions (甑山敎), with variations in content and table across publishers. Additionally, in textbooks such as Religious Studies published by municipal ministries of education, Daesoon Jinrihoe is only described as a contemporary new religion involved in social activities. These instances highlight the inconsistency in the changing narratives regarding new religions in the educational sector. Improvements in representing new religions are necessary to enhance the religious literacy of Korean society beyond a narrow focus on Daesoon Jinrihoe's propagation. Lastly, this research suggests an integrated analysis of the description of Daesoon Jinrihoe in the national curriculum, including adjacent subjects and public communication, such as research and the dissemination of reference materials for the publication of future textbooks.