• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.409-414
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• 2023

최근 지식 기반 대화 생성에 많은 연구자가 초점을 맞추고 있다. 특히, 특정 도메인에서의 작업 지향형 대화 시스템을 구축하는 것은 다양한 도전 과제가 있으며, 이 중 하나는 거대 언어 모델이 입력과 관련된 지식을 활용하여 응답을 생성하는 데 있다. 하지만 현재 거대 언어 모델은 작업 지향형 대화에서 단순히 정보를 열거하는 방식으로 응답을 생성하는 경향이 있다. 이 논문에서는 전문 지식과 대화 정책 예측 모델을 결합한 프롬프트를 제시하고 작업 지향형 대화에서 사용자의 최근 입력에 대한 정보 제공 및 일상 대화를 지원하는 가능성을 탐구한다. 이러한 새로운 접근법은 모델 파인튜닝에 비해 비용 측면에서 효율적이며, 향후 대화 생성 분야에서 발전 가능성을 제시한다.

• 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.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.147-154
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• 2020

The purpose of this study was to analyze epistemological beliefs in science as perceived by elementary school students and to examine the purpose of science, the nature of scientific knowledge, the source of scientific knowledge, and the role of experimentation. The subjects of this study were 99 elementary school students. As a tool for examining epistemological beliefs in science, we used adapted questionnaires comprising elements constituting epistemological beliefs, as proposed by Elder (1999). The results of the analysis are as follows: First, in terms of the purpose of science, sixth graders had the most modern beliefs compared to other grades. Second, a statistical significance was found between fourth graders and students in other grades based on the analysis of the nature of scientific knowledge. Third, there was no significant difference in each grade's beliefs concerning the source of scientific knowledge or the role of the experiment.

• Communications of the Korean Institute of Information Scientists and Engineers
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• v.22 no.8
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• pp.18-20
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• 2004

21세기에 들어서면서 경제와 사회는 정보화라는 짧은 과도기적인 사회변화 상태를 지나 지식기반 사회로 급속하게 이전하고 있다. 정보보다는 지식의 중요성과 필요성에 대한 인식이 확산되고 있으며, 지식의 창조, 전달등 지식 생산성이 개인 및 기업, 국가경쟁력의 원천이 되고 있는 점은 주지의 사실이다.

• Communications of the Korean Institute of Information Scientists and Engineers
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• v.22 no.8
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• pp.13-17
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• 2004

오늘날과 같이 급격히 변화하는 지식기반 정보화 시대에 미래를 주도해 나가기 위해서는 지식 근로자의 역할이 매우 중요하며 지식을 어떻게 축적, 활용하느냐에 따라 개인은 물론 기업이나 국가의 경쟁력을 좌우하는 관건이 되고 있다. 지금 세계는 정보통신 기술의 발달로 출현한 e-learning이 시공간의 제약이 없는 대규모 지식활용을 가능하게 한다는 점에 주목하고 있다.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.105-117
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• 2024

The purpose of this study was to explore changes in elementary teachers' modeling pPCK (personal PCK) resulting from knowledge exchange within the realms of PCK described in the Refined Consensus Model (hereafter RCM). For this purpose, a professional learning community (hereafter PLC) was established for three elementary school teachers to facilitate knowledge exchange specifically focused on science modeling instructions. The study then analyzed the CoRe (content representations) written by the research participants twice to explore any changes in modeling pPCK (personal PCK). In addition, the discourse shared by the participants in the PLC and the data from the in-depth interviews were also analyzed using grounded theory research methods. The results of the study showed that there was no significant change in knowledge of the science curriculum in elementary teachers' modeling pPCK, but there were changes in orientations toward teaching science, knowledge of students' understanding in science, knowledge of instructional strategies and representations, and knowledge of assessment of science learning. Furthermore, the analysis of PLC discourse and in-depth interviews showed that modeling instructions reflection (ePCK; enacted PCK) and educational research-based modeling cPCK (collective PCK) influenced these changes in teachers' modeling pPCK. Accordingly, this study suggests recommendations for pedagogical approaches aimed at improving teachers' modeling PCK.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.563-570
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• 2005

This study investigated the relationships among middle school students' understanding about the nature of scientific knowledge, conceptual understanding, and learning strategies. Grade 7 students (N=162) in Incheon completed the nature of scientific knowledge scales (NSKS) and a learning strategy questionnaire. After learning density by way of a CAl program, a conception test was administered. Results indicated that students' conceptual understanding and both deep and surface learning strategies were significantly correlated to their understanding about the nature of scientific knowledge. A cluster analysis was used to classify students on the basis of their deep and surface learning strategies. Three clusters of students with distinctive learning strategy patterns were found; high deep-low surface strategy (cluster 1), low deep-high surface strategy (cluster 2), and high deep-high surface strategy (cluster 3). One-way ANOVA results revealed that the scores of cluster 3 were significantly higher than those of the others in the NSKS and the conception test. Additionally, cluster 1 also performed better than cluster 2 in the conception test. Lastly, educational implications were discussed.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.47-69
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• 2021

Data scientists are new knowledge workers representing the knowledge economy era. Knowledge workers perform unstandardized works that solve ambiguity-intensive problems. Therefore, self-leadership, which emphasizes self-motivated, autonomous judgment and execution, significantly influences their work-related outcomes. Even knowledge workers have high occupational commitment, they usually show low organizational commitment. Knowledge workers' intention to leave is also relatively high due to this reason. This study focused on data scientists' self-leadership, predicted that self-leadership would increase an organization's commitment and intention to leave. Based on the trait activation theory(TAT), the author also confirmed how perceived job autonomy enhances self-leadership influences. Results showed that data scientists' self-leadership significantly lowered intention to leave through organizational commitment and this mediating effect was moderated by perceived job autonomy. This study broadened the theoretical understanding the effects of knowledge workers' self-leadership and presented practical implications for managing data scientists.

• Proceedings of the Korean Society for Information Management Conference
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• 2004.08a
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• pp.189-192
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• 2004

지식 기반 사회에서 경쟁 우위의 원천은 우수 인재 확보를 통한 이익의 극대화임을 감안할 때, 전문가를 적극적으로 개발하고 관리하는 것이 최우선 전략이다. 한민족과학기술자네트워크(KOSEN,www.kosen21.org))는 과학기술 전문인력 자원을 활용하여 다양한 분야의 지식정보 서비스를 제공함으로써 국내 유일의 과학기술인들의 전문정보창구로서의 역할을 담당하고 있다. 장단기적 지식정보 수요에 대응하기 위해 내외부 인력을 적극적으로 발굴하고 있으며, 적절한 평가 기준을 마련하여 성과에 대한 객관적인 평가 결과를 바탕으로, 전문가의 지속적인 참여를 유도하기 위한 다양한 보상 프로그램을 운영중이다.

• Journal of Information Management
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• v.23 no.3
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• pp.1-18
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• 1992

Researchers in materials fields should pay more attention to how to put the information and knowledge obtained in the past to practical use in their daily activities. The construction of computer aided knowledge system and research related use of information in material science fields are described.