• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.367-378
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• 2007

The purpose of this study is to investigate the features of science language in Earth science textbooks and Earth science research articles. We examined two Earth science textbooks and two Earth science articles using the taxonomy of scientific words, the text structure analysis of explanations, the analysis of conjunctive relations and reasoning, and the function of conjunction. The results showed that school science language revealed in Earth science textbooks had high proportion of naming words and the text structures in which definition/exemplification structure and description structure were dominant. Also, internal relations that showed additional arrangement rather than logical inference, were predominant in Earth science textbooks. However, scientists' science language revealed in the Earth science articles had more proportion of process words and concept words than the Earth science textbooks and the schematic structure of explanation texts, such as orientation - implication sequence - conclusion. In addition, the text structures in each sentences of implication -sequence showed cause/effect or problem-solving after description structures. Also each sentences expressed causal or abductive reasoning through the internal relations using verbs or adverbial inflection. It is necessary that we bridge the gap between the two languages for students' authentic use of science language. For the bridging, we propose "interlanguage", which mediates between school science language and scientists' language.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.745-757
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• 2011

In this study, we investigated the interlanguage of ninth graders that was used to classify and explain the phenomena related to the change of the matters in a group discussion and semi-structured interview. The patterns of the interlanguage were classified and analyzed through the change of their understanding of science languages. The analyses of the results suggested that the interlanguage of the students are classified into the three patterns according to its meaning and form. Pattern 1 is science language used in combination with everyday language to express scientific meaning. This was used by most students regardless of the level of understanding of science languages. Pattern 2 is everyday language used to show scientific meaning, which was used by students who had better understanding of science languages than the others. Pattern 3 is using languages with multiple meaning, which was mainly used by students who have superficial understanding of science languages. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.30-43
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• 2022

In this study, elementary students' science communication competence was investigated based on the grammatical features expressed in their language-use in classroom discourse and science writings. The classes were designed to integrate the evidence-based reasoning framework and traditional learning cycle and were conducted on fifth graders in an elementary school. Eight elementary students' discourse data and writings were analyzed using lexico-grammatical resource analysis, which examined the discourse text's content and logical relations. The results revealed that the student language used in analyzing data, interpreting evidence, or constructing explanations did not precisely conform to the grammatical features in science language use. However, they provided examples of grammatical metaphors by nominalizing observed events in the classroom discourses and those of causal relations in their writings. Thus, elementary students can use science language grammatically from science language-use experiences through listening to a teacher's instructional discourses or recognizing the grammatical structures of science texts in workbooks. The opportunities in which elementary students experience the language-use model in science learning need to be offered to understand the appropriate language use in the epistemic context of evidence-based reasoning and learn literacy skills in science.

• Annual Conference on Human and Language Technology
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• 2020.10a
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• pp.383-388
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• 2020

본 연구에서는 AI 어시스턴트의 음악청취 도메인 내 요청문을 인식 및 처리하기 위해 한국어와 중국어를 중심으로 도메인 사전 및 패턴문법 언어자원을 구축하고 그 결과를 비교분석 하였다. 이를 통해 향후 다국어 언어자원 구축의 접근 방법을 모색할 수 있으며, 궁극적으로 패턴 기반 문법으로 기술한 언어자원을 요청문 인식에 직접 활용하고 또한 주석코퍼스 생성을 통해 기계학습 성능 향상에 도움을 줄 수 있을 것으로 기대된다. 본 연구에서는 우선 패턴문법의 구체적인 양상을 살펴보기에 앞서, 해당 도메인의 요청문 유형의 카테고리를 결정하는 과정을 거쳤다. 이를 기반으로 한국어와 중국어 요청문의 실현 양상과 패턴유형을 LGG 프레임으로 구조화한 후, 한국어와 중국어 패턴문법 간의 통사적, 형태적, 어휘적 차이점을 비교분석 하여 음악청취 도메인 요청문의 언어별 생성 구조 차이점을 관찰할 수 있었다. 구축한 패턴문법은 개체명을 변수(X)로 설정하는 경우, 한국어에서는 약 2,600,600개, 중국어에서는 약 11,195,600개의 표현을 인식할 수 있었다. 결과적으로 본 연구에서 제안한 언어자원의 언어별 차이에 대한 통찰을 통해 다국어 차원의 요청문 인식 자원과 기계학습 데이터로서의 효용을 확인하였다.

• Annual Conference on Human and Language Technology
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• 2020.10a
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• pp.243-248
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• 2020

인공 신경망을 통한 심층 학습 모델의 발전은 컴퓨터 비전, 자연언어 이해 문제들에서 인간을 뛰어넘는 성능을 보이고 있다. 특히 트랜스포머[1] 기반의 사전 학습 모델은 질의응답, 대화문과 같은 자연언어 이해 문제에서 최근 높은 성능을 보이고 있다. 하지만 트랜스포머 기반의 모델과 같은 심층 학습 모델의 급격한 발전 양상에 비해, 이의 동작 방식은 상대적으로 잘 알려져 있지 않다. 인공 신경망을 통한 심층 학습 모델을 해석하는 방법으로 모델의 예측 값과 실제 값이 얼마나 일치하는지를 측정하는 모델의 보정(Calibration)이 있다. 본 연구는 한국어 기반의 심층학습 모델의 해석을 위해 모델의 보정을 수행하였다. 그리고 사전 학습된 한국어 언어 모델이 문장이 내포하는 애매성을 잘 파악하는지의 여부를 확인하고, 완화 기법들을 적용하여 문장의 애매성을 확신 수준을 통해 정량적으로 출력할 수 있도록 하였다. 또한 한국어의 문법적 특징으로 인한 문장의 의미 변화를 모델 보정 관점에서 평가하여 한국어의 문법적 특징을 심층학습 언어 모델이 잘 이해하고 있는지를 정량적으로 확인하였다.

• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.552-557
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• 2023

거대 언어 모델의 성능이 비약적으로 높아지며 인간과의 직접적인 상호 작용 과정이 가능해지고, 이에 따라 윤리 검증의 필요성이 대두되고 있다. 본 연구에서는 인간이 지닌 여러 가치관 중에 정치에 초점을 둔다. 거대 언어 모델의 정치 성향이 사용자의 입력에 따라 변할 수 있는지와 하위 작업에 끼치는 영향에 대해 알아보고자 두 개의 실험을 설계하였고 이에 대한 결과를 분석하였다. 실험에는 거대 언어 모델의 정치 성향을 입력 대조군으로, 세가지 다른 입력 (탈옥 기법, 정치 페르소나, 탈옥 페르소나)을 입력 실험군으로 규정하였다. 실험 결과, 거대 언어 모델의 정치 성향은 탈옥 기법에서 가장 큰 폭으로 변화하였고, 정치 페르소나와 탈옥 페르소나에서는 변화가 크지 않아, 거대 언어 모델에 내재된 정치 성향의 영향에서 크게 벗어나지 못함을 확인하였다. 또한, 하위 작업에서의 실험을 통해 변화된 정치 성향은 하위 작업의 성능 개선을 가져올 수 있으며, 각 실험군에 따라 하위 작업에서 다른 방식의 양상을 보임을 확인하였다. 이는 실제 모델이 사용될 때 개인화된 응답보다는 모델이 선호하는 응답을 받게 되며, 거대 언어 모델의 정치 성향이 사용자에게 여과없이 노출될 수 있음을 시사한다.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.418-431
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• 2022

In this study, we analyzed the form, presentation, and interactivity of external representations presented in the matter units of elementary school science digital textbooks developed under the 2015 Revised National Curriculum. The analytic framework of the previous study was modified and supplemented. The matter units in the 3rd-6th grade science digital textbooks were analyzed by dividing them into "body texts" and "inquiries" area. The results revealed that visual-verbal and visual-nonverbal representations were presented the most. Conversely, audial-nonverbal representations were presented at a high frequency only in the body texts, and audial-verbal representations were presented at a low frequency in both the body texts and the inquiries. Regarding the presentation, when verbal and visual-nonverbal representations appeared together, visual-verbal and visual-nonverbal representations were primarily presented together. In some cases where visual-verbal, audial-verbal, and visual-nonverbal representations were presented together, information on visual-verbal and audial-verbal representations was presented redundantly. Audial-nonverbal representations unrelated to contents were presented along with other external representations, and the frequency was particularly high in the body texts. Regarding the contiguity, no visual-verbal and visual-nonverbal representations were presented on different pages, and no audial-verbal representations were presented asynchronously with visual-nonverbal representations. Regarding the interactivity, explanatory feedback and low-level manipulations were mainly presented. Based on the results, implications to improve digital textbooks are discussed from the perspective of multiple representation-based learning.

• Journal of the Korean earth science society
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• v.31 no.3
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• pp.288-299
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• 2010

Recently, scientific literacy means not only the acquisition of scientific knowledge but also the linguistic ability to participate in a scientific discourse community. Keeping this in mind, this study investigated middle school students' writings about phase transitions of water in air. Sixty seven students at 9th grade (age 15) students participated in this study and wrote two individual short texts. The result of text analysis can be summarized as follows: (1) students had problems with familiar scientific terms such as 'water vapor' and 'steam' as well as unfamiliar ones like 'dew point'. (2) Students described right semantic relations and at the same time wrong ones more in the idea formed from everyday experience than those from school instruction. (3) While students showed action and process centered writing in text about everyday phenomenon, they showed more preference for technical words and nouns in text about school science. This study suggest that students could develop linguistic ability of science from both spontaneous process based on experience and formal and theoretical learning; the former in forming various semantic relations, the latter in technical and abstract aspect of scientific writing.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.11a
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• pp.209-219
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• 2003

초등 정보과학 영재교육의 핵심이 되는 프로그래밍교육은 창의적 사고와 수준 높은 문제 해결력을 동원하여 새로운 알고리즘을 생성해내는 정보 교육의 중요한 분야임에도 불구하고 초등 정보과학영재의 특성을 고려한 체계적인 교육 내용이 확립되어 있지 못한 상태이다. 본 연구에서는 초등 정보과학영재를 위한 프로그래밍 교육의 필요성을 탐색하여 프로그래밍 교육내용 요소를 추출하였으며, 프로그래밍 언어 선정기준을 통해 비주얼, 베이직을 교육용 프로그래밍 언어로 선정한 후 프로그래밍 교육내용을 제안하였다.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1145-1157
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• 2011

The purpose of this study was to analyze and extract the features of verbal interactions between teacher and science-gifted students in their classes. For the purpose of this study, authors observed 27 elementary science classes for the science gifted of three elementary teachers. To analyze the verbal interactions in the classes, the authors have adopted the theoretical background, which was based on Sinclair & Coulthard's Initiative-Response-Feedback pattern. Verbal interactions in the classes were analyzed by Kim's framework, which modified Jeong's framework. IRF patterns were derived from the verbal interactions of science classes for the science gifted. As a result, authors obtained some important features in IRF pattern. The most commonly used IRF pattern was the teacher's managerial question-student's short answer pattern, which was due to the regional policy for the science gifted. The teacher's delayed feedback as well as the teacher's question was meaningful for student's thinking ability. If elementary teachers consider the pattern, the strategy should be applied, which is depending on student levels and levels of contents. But three teachers did not show the characteristic verbal interaction regarded as a pattern strategy. In the future, inservice programs about verbal interaction are needed for the science gifted classes.