• Annual Conference on Human and Language Technology
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• 1989.10a
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• pp.252-256
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• 1989

글의 이해의 핵심과정이란 글에 대한 응집성있는 의미표상의 형성과정이라고 간주하고, 참조적 응집성 처리, 상위주제적 인과성 응집성 처리, 상위주제적 대비적 응집성 처리, 글 전체 구조적 응집성 처리의 특성들을 우리말 덩이글을 사용한 실험 결과들을 근거로 논하고 이와 관련하여 한국어 이해의 일반특성에 대한 논의를 제시하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.07a
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• pp.233-234
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• 2016

본 프로젝트는 편안하고 안전하게 세상과 소통하고 관심사를 공유할 수 있는 커뮤니티 사이트이다. 게시글에 수명을 설정하여 자동으로 글이 삭제되는 기능을 통해 사용자의 보안성을 향상시키며, 기본적으로 닉네임을 사용하여 안전한 익명성을 보장한다. 즉, 자동으로 게시글이 삭제되는 커뮤니티 웹 사이트로 사용자들의 일상, 관심사, 정보 공유 등을 게시글을 통해 공유하고 소통할 수 있고, 커뮤니티 활동에 따라 마일리지를 누적하여 게시글의 기본 수명을 연장 할 수도 있다.

• Korean Architects
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• no.4 s.372
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• pp.68-71
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• 2000

본지에서는 지난 2000년 1월호에 '21세기 한국건축의 비전'이란 주제로 기획특집을 마련, 교육관련 부문을 이상헌(건국대 건축대학원)교수에게 집필 의뢰하여 '건축교육개혁방안 ; 학부 5년제 문제 있다'는 내용의 원고를 게재하였고, 이후 이교수의 글과 관련하여 김광현(서울대 건축학과)교수는 학부 5년제의 취지를 이해하지 못한데서 비롯됐다며, 이교수의 글에 대한 반론을 제기하여 '학부 5년제 문제있다는 주장의 문제'의 글을 기고하여 본지 2월호에 게재한 바 있다. 이에 대해 이상헌교수는 '학부 5년제 문제있다는 주장의 문제'에 대해 반론을 제기한 김광현교수의 글은 필자의 글에 대한 의도나 생각을 근본적으로 오해한 데서 비롯된 것으로서 이에 대한 보다 정확한 필자의 생각을 피력하기 위해 '대학원 중심의 4+2년제를 주장하는 이유'에 대한 글을 3월호에 게재코자 기고하였다. 그러나 지면관계상 3월호에 게재하지 못하고, 이번호의 '기고'지면을 통해 게재코자 하며, 아울러 지난 1,2월호 본지를 통해 게재된 건축교육 관련내용에 대한 필자의 글과 본란의 글은 우리 협회의 의견과 일치하지 않을 수도 있음을 밝힌다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.37-39
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• 2021

청와대 국민 청원 게시판은 중복되는 국민 청원글과 20만 이상의 동의를 받았지만 관리자의 검토로 인해 답변이 지연되는 청원글들이 존재한다. 이는 중복 청원으로 인해 청원 동의 인원이 분산되고 답변이 지연되는 문제로 인해 국민들의 불만을 일으킨다. 따라서, 유사한 청원글을 분류하고 동일한 청원 참여 기간 내 유사한 청원글 수를 기반으로 20만 명 이상의 동의를 받을 청원 예측 모델을 구축하였다. 본문 내용만을 LSTM 모델에 적용했을 때 68%의 정확도, 20만 명 이상의 동의를 받은 청원 글에 대해서는 Precision 60%, F1-score 60%이었으나 청원 동의 가능 기간 내 유사한 글의 개수, 본문 길이, 제목의 길이를 추가하였을 때 모델은 74%의 정확도와 20만 명 이상의 동의를 받은 청원 글에 대해 74%의 Precision, 70%의 F1-score로 본문 내용만으로 학습한 모델보다 예측력이 더 높았다.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.751-762
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• 2013

The purpose of the study is to develop a science writing program for middle school students and to analyze the effects of this program. The program consists of twenty-one 10-minute long sessions in 2 chapters (stimulus and response; the structure and function of plants) from the $2^{nd}$ year middle school textbooks. The team selected themes in science writing that can cultivate multiple facets of creativity in students: flexibility, originality and elaboration. The format of the science writing was diverse. The program was conducted through worksheets, and there was separate section within the worksheet for teacher to give feedback to students. The science writing program with teacher's feedback improved students' scientific creativity(p<.01). It seems like teacher's feedback is critical in checking students' concept and boosting students' creativity. The program is statistically effective in improving students' flexibility(p<.01), however it is not the case for improving on their originality and ability to elaborate(p>.05). We assumed that the relatively extensive portion of the writing was not suitable to improve students' ability to elaborate their ideas further as well as fostering originality. In order to improve the students' creativity and ability to elaborate, there is a need to adjust the amount of science writing, content, time.

• Korean Journal of Cognitive Science
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• v.20 no.3
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• pp.291-307
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• 2009

This study investigated global and local characteristics of eye movement while 30 college students read easy and difficult Korean texts. It was found that readers who read the difficult text fixated longer for about 217ms and made shorter saccades of about 3.7 characters while readers who read the easy one fixated for about 190ms and made saccades of about 4.8 characters. Single fixation times and gaze durations in the difficult text were longer than those in the easy one(227ms vs. 195ms; 266ms vs. 210ms). In both easy and difficult texts, the effects of word frequency and eojeol length were found. In addition, the differences in fixation times according to word frequency and length were larger in the difficult text.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.131-150
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• 2010

This research was planned to analyze the students' science writing tendencies according to the level of meta-cognition for using as materials of selection of gifted students. To get results, meta-cognition writing tests which measured critical thinking ability and problem solving ability were developed, and the students' the level of meta-cognition was measured. Thereafter We analyzed the students' science writing tendencies in accordance with the level of meta-cognition through the science writing with meta-cognition task(the main theme are expectation; explanation; claim; criticism; imagination), and found out the students' ability of science writing was different with the level of meta-cognition. Students with the low level meta-cognition did not represent their thinking well, but students with the high level meta-cognition were try to upgrade their writing through highly concentration and perceiving theirs writing mistakes. As this results, science writing is useful as materials of selection of gifted students.

• Journal of Science Education
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• v.37 no.3
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• pp.492-512
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• 2013

The aim of this study is to investigate the change of science writing ability between pre and post-science writing which was written before and after argumentation activity and to show how argumentation influences the science writing ability. To fulfill this aim, eight 5th grade students were chosen from an elementary school. They were involved in the nine science writing themes which was compose of scientific contexts and social scientific contexts. Students' science works in argumentation and writing activity were collected and analysed based on four domains of framework for science writing ability: scientific thinking, logic, creativity and expression ability. The result of this study showed that the affirmative change of four domains of science writing ability on post-science writing written after argumentation was observed. Also, an affirmative change was observed in all of the scientific and social scientific themes. A lot of changes of the scientific writing ability were observed especially when the themes were familar to student. The degree of change depended on the level of the student, but overall it influenced all participating students with a positive improvement for their scientific writing ability. Students with high grade of academic achievement showed high improvement in science writing ability, but students who had low grade of academic achievement also showed a positive improvement in science writing ability.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.20-28
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• 2011

Writing education for the students who major in natural sciences and engineering is concentrated on just writing in liberal education. So, this article study the condition and practical solution of writing education with a focus on natural sciences and engineering. This article researches the condition of writing in these majors of Seoul National University, Massachusetts Institute of Technology and Stanford University. As a result, students keenly feel the necessity of writing in this major, but SNU does not offer such courses and few teachers that could teach it. To solve this, we propose that writing teachers of liberal education give feedback on the reports of the capstone research subject 3 or 4 times, which corresponds to 1 credit. This solution would be applicable to most universities in practice, though it is not final method.

• Journal of Science Education
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• v.39 no.1
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• pp.88-98
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• 2015

The purpose of this study was to examine writing characteristics of scientifically gifted students about biological sciences. To do this study, we analysed their scientific writings related to biological sciences, which were written by scientifically gifted students of 16 groups (20 males and 20 females). They were being taught in the Science Education Institute for the Gifted adjacent for University. Scientific writings related to biological sciences were analysed through categories such as biotechnology, bioethics, sciences in a life, and human health and disease. Scientifically gifted students were lacking in the ability to construct writings and to logically express own contentions according to writings of them. Writings related to biotechnology and bioehics of biological sciences were not better than ones related to sciences in a life, and human health and disease. The results of this study suggested that it should be necessary to develop gifted educational programs to strengthen the scientific writing ability. Especially, scientifically gifted students need to be provided with educational contents about biological issues related to bioethics and biotechnology.