• Journal of Intelligence and Information Systems
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• v.28 no.2
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• pp.101-125
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• 2022

Recently, with the development of computing technology and the improvement of the cloud environment, deep learning technology has developed, and attempts to apply deep learning to various fields are increasing. A typical example is anomaly detection, which is a technique for identifying values or patterns that deviate from normal data. Among the representative types of anomaly detection, it is very difficult to detect a contextual anomaly that requires understanding of the overall situation. In general, detection of anomalies in image data is performed using a pre-trained model trained on large data. However, since this pre-trained model was created by focusing on object classification of images, there is a limit to be applied to anomaly detection that needs to understand complex situations created by various objects. Therefore, in this study, we newly propose a two-step pre-trained model for detecting abnormal situation. Our methodology performs additional learning from image captioning to understand not only mere objects but also the complicated situation created by them. Specifically, the proposed methodology transfers knowledge of the pre-trained model that has learned object classification with ImageNet data to the image captioning model, and uses the caption that describes the situation represented by the image. Afterwards, the weight obtained by learning the situational characteristics through images and captions is extracted and fine-tuning is performed to generate an anomaly detection model. To evaluate the performance of the proposed methodology, an anomaly detection experiment was performed on 400 situational images and the experimental results showed that the proposed methodology was superior in terms of anomaly detection accuracy and F1-score compared to the existing traditional pre-trained model.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.15-25
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• 2015

This study examined pre-service secondary physics teachers' epistemological beliefs about scientific knowledge, science learning, and science teaching in two different science content topics, Lamarckism and the impetus theory. Two sets of open-ended questionnaires, for each of the topics respectively, were developed in the same format. The pre-service teachers completed the questionnaires at one month intervals. The beliefs were analyzed in two dimensions, knowledge justification and knowledge change for each belief area. The findings show that the majority of pre-service teachers held sophisticated epistemological beliefs about scientific knowledge regardless of content topics. On the other hand, more pre-service teachers exhibited sophisticated beliefs about science learning in the context impetus theory than Lamarckism. In the area of science teaching, the majority of pre-service teachers demonstrated a sophisticated view in knowledge justification but a naive view in knowledge change. When consistency across science topics and belief areas were examined, few pre-service teachers held consistent epistemological beliefs across all topics and areas. The difference in the levels of sophistication in belief areas showed that the pre-service teachers did not connect their epistemological beliefs about science knowledge to their ideas about science teaching and learning. This disconnection seems to make the consistency across topics and areas complicated. The difference in epistemological beliefs about science learning and teaching between two science topics need further inquiry. Implications for teacher education are offered.

• Communications of Mathematical Education
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• v.11
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• pp.47-69
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• 2001

본 논문은 고등학교 교육과정상에서 학습자들이 오류를 범하기 쉽고, 어려워 하는 극한에 대해 보다 효과적인 지도방법을 제시한다. 현실적으로 교수활동은 교실이라는 공간에서 일정한 수업시간동안에 교사와 학습자와의 관계속에서 이루어진다. 그 속에서 학습자들은 주변의 세계를 관찰함으로써, 혹은 추측과 반박을 통해 시행착오적으로 사고함으로써 혹은 모순, 어려움, 불균형을 일으키는 주위환경에 동화 ${\cdot}$ 조절을 함으로써 자신을 적응시켜 가면서 학습하게 된다. 따라서 교수학적 의도가 미비한 환경은 학습자에게 획득하기를 기대하는 학습을 할 수 없게 한다. Brousseas의 교수학적 상황론에 근거하여 교육의 현장인 교실에서의 교사와 학생간의 상호작용에 따른 교수-학습의 중요성에 초점을 둔 본 논문은 Freudenthal의 역사발생적 원리에 의한 극한의 정의와 학습자의 오류수정을 위한 교수학습 전략으로 Lakatos의 발견술을 제안하였다. 또한 극한 개념에 대해 실생활에서 학습자에게 쉽게 동화 ${\cdot}$ 조절이 일어날 수 있는 학습 방법을 제안하였다.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.412-420
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• 2007

In this study, we investigated the influences of the epistemological beliefs on the conceptual change processes in respects of cognitive conflict, situational interest, attention and state learning strategies. After administering epistemological belief questionnaire as a pretest, 218 seventh graders possessing misconceptions about density were selected from the results of a preconception test. The questionnaires of responses to a discrepant event and situational interest were administered. After learning with a CAI program, attention test, state learning strategy test and conception test were also administered as post-tests. Analysis of the results revealed that fixed ability, quick learning and certain knowledge, which are epistemological factors, were highly related, but only certain knowledge exerted a direct effect on conceptual understanding negatively. It also had positive effects on attention directly as well as via situational interest, and thus increased conceptual understanding, even if the effects were relatively smaller than the direct effect. However, epistemological beliefs had little influence on conceptual understanding through cognitive conflict and/or state learning strategies.

• Proceedings of the Korea Information Processing Society Conference
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• 2020.11a
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• pp.671-672
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• 2020

발달 장애 아동은 사회생활을 위한 언어 훈련을 진행하고 있다. 언어 훈련은 상황에 맞는 질문에 대한 답변과 행동을 위한 교육이다. 본 연구는 발달 장애 아동의 발음학습을 위해 가상상담 시스템 구축 방법론을 적용한다. 발달 장애 아동 교육을 위해서는 각 상황에 맞는 질문과 답변 등을 구성하여 교육한다. 가상상담 구축도 시나리오 형태로 시스템을 구축한다. 본 연구는 가상상담 시스템 구축 방법론을 활용하여 발달 장애 아동 발음학습을 구현하는 방법을 제시하도록 하겠다.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.683-700
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• 2016

The traditional teaching-learning in mathematics, which pursue only one correct answer, should be reexamined to cope with an age of uncertainty. In this research, Perry's epistemological development scheme was noticed as a theoretical approach to diagnose problems of dualistic mathematics lessons and to search solutions of the problems. And Design-Based Research method was adopted, We developed the epistemological development scheme through considering Perry's theory and related studies, scaffoldings and teaching-learning to enhance students' epistemological positions in mathematics. Based on these discussions we designed teaching experiment about operations with negative numbers, and analyzed its didactic implications.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.1-11
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• 2012

Unlike traditional cognitive theory, situated cognition theory has been understood as a pedagogical theory that highly reflects the constructivist nature of learning. In order to practice situated learning in school, situations in the classroom are very important in which real teaching and learning occurs. Due to the fact that learning is the process of mental activities which is considerably dependent on conditions and context, it focuses more on the learning process and real-situation experiences rather than the result itself. In mathematics education, teaching students the ability to solve given problems in a conventional way is not enough anymore. The purpose of this research is to suggest the direction of mathematical education in the classroom by analyzing the implications of situated cognition theory and situated learning for 'doing mathematics' in classroom teaching. In this research, we introduce briefly about situated cognition theory and situated learning, compare the phenomenon of mathematics in the classroom to that in the mathematician's mind, and finally propose the applications of situated cognition theory in the mathematics education based on three perspectives of situated cognition theory the embodiment thesis, the embedding thesis, and the extension thesis.

• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.284-288
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• 2022

최근 다양한 언어모델의 구축 및 발전으로 개체명 인식 시스템의 성능은 최고 수준에 도달했다. 하지만 이와 관련된 대부분의 연구는 데이터가 충분한 언어에 대해서만 다루기 때문에, 양질의 지도학습 데이터의 존재를 가정한다. 대부분의 언어에서는 개체 유형에 대한 언어의 잠재적 특성을 충분히 학습할 수 있는 지도학습 데이터가 부족하기 때문에, 종종 자원 부족의 어려움에 직면한다. 본 논문에서는 Masked language modeling 기반 언어 간 전이학습을 이용한 개체명 인식 방법론에 대한 분석을 수행한다. 이를 위해 전이를 수행하는 소스 언어는 고자원 언어로 가정하며, 전이를 받는 타겟 언어는 저자원 언어로 가정한다. 본 논문에서는 언어모델의 토큰 사전에 언어 독립적인 가상의 자질인 개체 유형에 대한 프롬프트 토큰을 추가하고 이를 소스 언어로 학습한 뒤, 타겟 언어로 전이하는 상황에서 제안하는 방법론에 대한 평가를 수행한다. 실험 결과, 제안하는 방법론은 일반적인 미세조정 방법론보다 높은 성능을 보였으며, 한국어에서 가장 큰 영향을 받은 타겟 언어는 네덜란드어, 한국어로 전이할 때 가장 큰 영향을 준 소스 언어는 중국어인 결과를 보였다.

• Journal of the Korean association of regional geographers
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• v.16 no.5
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• pp.572-589
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• 2010

With the advent of lifelong learning society, most of the cities in Korea have been promoting the construction of lifelong learning city. At this point, the purpose of this study is to configure regional learning programs and apply them to the actual world. Important results of this study can be outlined as follows; First, the regional learning programs in the lifelong learning society are desirable to be configurated with the situated learning method focused on the characteristics of learners, instructors and the local contexts. In addition, the active training of regional human resources such as organizing learning circles and SERVICE-LEARNING through the participation of them is effective as a teaching method. Secondly, the consequence through the field excursion calling itself 'the geography exploration group', organized by the researcher and involved with participants together provoked the paradigm shift on their region and the regional identity. Thirdly, the active participation of local experts including geography teachers should be needed for the popularization of geography education. Hence, if we continue to develop the local learning programs tailored to regional traits and apply them to the actual world, geography education will play an important role to build the stable foundation in the lifelong learning society.

• Communications of Mathematical Education
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• v.6
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• pp.275-289
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• 1997