• Journal of The Korean Association of Information Education
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• v.20 no.2
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• pp.197-206
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• 2016

A fill-in-the-blank with choices are widely used in classrooms in order to check whether students' understand what is being taught. Although there have been proposed many algorithms for generating this type of questions, most of them focus on preparing sentences with blanks rather than generating multiple choices. In this paper, we propose a novel algorithm for generating multiple choices, given a sentence with a blank. Because the algorithm is based on a statistical language model, we can generate relatively unbiased result and adjust the level of difficulty with ease. The experimental results show that our approach automatically produces similar multiple-choices to those of the exam writers.

• Proceedings of the Korea Information Processing Society Conference
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• 2008.05a
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• pp.99-102
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• 2008

현재 우리나라에서는 영어에 대한 중요성과 관심이 점점 커지고 있으며, 영어 능력을 평가하는 다양한 시험이 시행 중에 있다. 이런 시험들을 준비하기 위해 많은 문제들은 웹 상에서 손쉽게 구할 수 있는 반면에, 획득한 문제에 대한 정답을 원하는 순간에 구하는 것은 쉽지 않아 영어 문제를 푼 후에 정답을 확인할 수 없는 경우가 많다. 이런 불편함을 줄이기 위해 본 논문은 영어 문제의 정답을 추천해 주는 시스템에 대해서 논의한다. 단문 빈칸 채우기 형식의 문제에 대해서 해당 문제의 문장의 의미에 대한 이해없이도 특정 어휘의 쓰임새나 빈칸 주변의 문맥 정보, 단어들 간의 공기빈도 정보를 이용하여 문제의 정답을 추천한다. 시스템에 필요한 정보를 위한 자료를 웹 상의 수많은 영어 문서들에 기술된 표현을 이용하여 수동 지식 구축과정 없이 문제를 해결한다.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.179-194
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• 2024

The aim of this study was to explore how a novice science teacher's epistemological framing, characterized from her modeling instruction, evolved over time. We observed that the teachers' framing changed over time, as she collaborated with researchers to plan, facilitate, and reflect on a series of lessons to support students' small-group scientific modeling. We tried to understand how such experiences contributed to the changes in her framing. One 8th grade science teacher with two years of teaching experience participated in the study. The teacher collaborated with researchers for four months to co-plan and facilitate 18 lessons that included small-group scientific modeling. She also engaged in cogenerative reflection on the lessons for 13 times. All of her lessons and reflections were video-recorded, transcribed, and qualitatively analyzed for the purpose of the study. Our findings showed that the teacher's epistemological framing, characterized from her interactions with students during modeling lessons, evolved during the study period: transitioning from an emphasis on students merely "filling in blanks" to prioritizing "constructing personal reasoning" and ultimately to focusing on the "social construction of scientific reasoning." The teacher's perception about what students are capable of changed, as she observed students during the modeling lessons, and this led to the shifts in her framing. Furthermore, through her engagement in planning, implementing, and reflecting on modeling lessons with researchers, she came to recognize the value of student collaboration in knowledge-building processes. These results can offer implications for supporting and studying teachers' epistemological framing and modeling-based teaching by partnering with them.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.509-519
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• 2017

This study addresses the effective utilization of film music as learning material for language, target culture, and ethics education. Music is intertwined with language and culture, and even with ethics. This study focuses on the potential power of film music in the processes of teaching and learning in a classroom. For this purpose, five songs are selected from the soundtrack of Disney's famous animation The Lion King: "Circle of life", "I just can't wait to be king", "Be prepared", "Hakuna Matata", and "Can you feel the love tonight?", and concrete learning activities are suggested based on these. Using these five songs, gap-filling and singing-recoding tasks are proposed as listening and speaking activities respectively. Film music is also very useful in learning vocabulary, sentence structure, and grammar. Learners participate in a writing activity involving creating their own lyrics for the tunes reflecting their experiences. Next, for culture education, a teacher asks their students to discuss about, and be aware of, food culture using a specific character's song. Finally, for ethics education, a philosophy of life, natural logic, leadership qualities, and the motto Hakuna Matata("no worries") are explored and discussed through an analysis of the lyrics. The open-ended questionnaire survey is conducted. The result shows that music has a positive effect on culture and ethics education. Film music can be effective in learning a second language, target culture, and ethics.