• Journal of Korean Home Economics Education Association
• /
• v.16 no.4 s.34
• /
• pp.95-105
• /
• 2004

The purpose of this study is to develop a practical and efficient school consumer education program for adolescents so they could apply the program in their real life situations and lead a sound and rational consuming life. 'I, Family. Society and Consuming Life' is a program targeted for adolescents and focuses on the resolution of practical problems related to consuming life that an individual faces in everyday lives while living as a member of a family and a society. The content of this program consists of 'I and consuming life', 'I and the consuming life of a family', and 'I and the consuming life of a society'. Through this program, adolescents will be able to improve the ability to solve practical problems they face in their consumer lives. and build the sound values on consumption so they could playa role of sensible consumers in the future.

• Proceedings of The KACE
• /
• 2018.01a
• /
• pp.111-114
• /
• 2018

4차 산업혁명의 특징 중 하나는 생산과 소비의 결합이다. 이제는 소비자가 직접 구매할 물건의 생산에 관여하고, 직접 필요한 물건을 생산한다. 이는 다양한 제작도구들이 보편화되면서 가능해졌다. 이런 흐름으로 세계적으로 메이커 운동, 메이커 교육이 주목받고 있다. 메이커들은 실생활의 문제를 해결하기 위해 창의적인 문제해결 방법을 활용하여 무언가를 만들고 공유한다. 이런 공유문화는 메이커들의 축제인 메이커 페어에서 쉽게 확인할 수 있다. 창의적인 메이커를 교육을 통해 길러내야 될 필요성을 공감하고 있으며, 메이커 교육을 학교 현장에 적용하기 위한 방법으로는 디자인 사고가 있다. 디자인 사고 프로세스는 실제 제품을 사용할 소비자에게 공감하여 이해한 뒤, 다양한 대안을 찾는 확산적 사고, 주어진 상황에서 최선의 방법을 찾는 수렴적 사고의 반복을 통해 결과물을 도출하는 창의적 문제해결 방법이다. 현재 온라인과 오프라인 상에서 다양한 메이커 교육이 이뤄지고 있다. 이를 학교에 도입하여 학생들을 가르치기 위해서는 교사의 역량이 중요하다. 아무리 좋은 교육이라도 교사들이 모른다면 학생들을 가르칠 수 없기 때문에 메이커 교육을 학교 현장에 투입하기 위해서는 메이커 교육을 위한 교사 연수 프로그램 개발이 필요하다. 따라서 본 연구에서는 디자인 사고 기반 메이커교육을 위한 초등교사 연수프로그램을 개발하고자 한다.

• Annual Conference on Human and Language Technology
• /
• 2022.10a
• /
• pp.225-231
• /
• 2022

최근 기계번역 분야는 괄목할만한 발전을 보였으나, 번역 결과의 오류가 불완전한 의미의 왜곡으로 이어지면서 사용자로 하여금 불편한 반응을 야기하거나 사회적 파장을 초래하는 경우가 존재한다. 특히나 오역에 의해 변질된 의미로 인한 경제적 손실 및 위법 가능성, 안전에 대한 잘못된 정보 제공의 위험, 종교나 인종 또는 성차별적 발언에 의한 파장은 실생활과 문제가 직결된다. 이러한 문제를 완화하기 위해, 기계번역 품질 예측 분야에서는 치명적 오류 감지(Critical Error Detection, CED)에 대한 연구가 이루어지고 있다. 그러나 한국어에 관련해서는 연구가 존재하지 않으며, 관련 데이터셋 또한 공개된 바가 없다. AI 기술 수준이 높아지면서 다양한 사회, 윤리적 요소들을 고려하는 것은 필수이며, 한국어에서도 왜곡된 번역의 무분별한 증식을 낮출 수 있도록 CED 기술이 반드시 도입되어야 한다. 이에 본 논문에서는 영어-한국어 기계번역 분야에서의 치명적 오류를 감지하는 KoCED(English-Korean Critical Error Detection) 데이터셋을 구축 및 공개하고자 한다. 또한 구축한 KoCED 데이터셋에 대한 면밀한 통계 분석 및 다국어 언어모델을 활용한 데이터셋의 타당성 실험을 수행함으로써 제안하는 데이터셋의 효용성을 면밀하게 검증한다.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2020.11a
• /
• pp.465-467
• /
• 2020

최근 정보 기술의 발전으로 클라우드 컴퓨팅은 개개인에게 편의성을 제공하도록 기능하지만, 실생활에서 디지털 정보의 의존성을 높이게 되었다. 클라우드 컴퓨팅은 실시간으로 다양한 정보를 교환함으로써 다양한 어플리케이션 서비스를 제공한다. 특히, 사용자가 가지고 있는 정보들을 로컬 서버에 관리하기 어려운 문제를 해결하기 위해 아웃소싱 클라우드 스토리지 서비스를 이용하여 해결할 수 있다. 그러나, 사용자의 데이터를 외부 클라우드 서버에 업로드하여 저장하게 되면, 클라우드 서비스 제공자로 인한 프라이버시 문제가 발생할 수 있다. 최근, 클라우드 서버에서 발생할 수 있는 프라이버시 문제를 해결하기 위해서 사용자의 데이터를 암호화하여 클라우드 서비스 제공자로부터 사용자의 정보를 보호하는 연구가 진행되고 있다. 하지만 이 연구는 시간이 지남에 따라 암호화가 복호화될 수 있으며, 특히 클라우드 서버에서 Offline Bruteforce 공격이 발생할 수 있다. 본 논문에서는 클라우드 환경에서 사용자의 개인정보를 보호하기 위한 기존 연구의 한계점을 분석한다. 기존 연구 분석을 통해 개인정보 보호를 위한 요구사항을 도출하고, 이를 기반으로 안전한 분산 데이터 관리 기법에 대해 고찰한다.

• Journal of the Korean School Mathematics Society
• /
• v.15 no.4
• /
• pp.699-718
• /
• 2012

The purpose of mathematics eduction is to develop the ability of thinking mathematically. It informs method to solve problem through mathematical thinking that teach mathematical ability. Errors in the problem solving can be thought as those in the mathematical thinking. Therefore analysis and classification of mathematics errors is important to teach mathematics. This study researches the preceding studies on mathematics errors and presents the characteristic of them with analyzed models. The results achieved by analysis of the process of problem solving are as follows : ▸ Students feel much harder to solve words problems rather than multiple-choice problems. ▸ The length of sentence make some differences of understanding of the words problems. Students easy to understand short sentence problems than long sentence problems. ▸ If students feel difficulties on the pre-learned mathematical content, they feel the same difficulties on the words problems based on the pre-learned mathematics content.

• Journal of Digital Convergence
• /
• v.16 no.3
• /
• pp.95-100
• /
• 2018

The future society will be identify various problem situations accurately and the ability to solve problems effectively using computing technology become more important. Based on this background, an education of future human resources based on computational thinking as well as a problem-solving ability are important in university education. Therefore, in this paper, we have analyzed the effects of software education to improve computational thinking based on problem-solving learning. We have found that there is a significant difference between the interest of the students and their learning and academic achievements. Therefore, based on the understanding of the learning motivation and method, if the problem-solving learning is conducted in real-life scenarios suitable for the level of the student, it can be possible to induce the interest of the students and improve their computational thinking ability.

• The Mathematical Education
• /
• v.60 no.2
• /
• pp.133-157
• /
• 2021

Ill-structured problems have drawn attention in that they can enhance problem-solving skills, which are essential in future societies. The purpose of this study is to analyze and evaluate students' spatial reasoning(Intrinsic-Static, Intrinsic-Dynamic, Extrinsic-Static, and Extrinsic-Dynamic reasoning) and problem solving abilities(understanding problems and exploring strategies, executing plans and reflecting, collaborative problem-solving, mathematical modeling) that appear in ill-structured problem-solving. To solve the research questions, two ill-structured problems based on the geometry domain were created and 11 lessons were given. The results are as follows. First, spatial reasoning ability of sixth-graders was mainly distributed at the mid-upper level. Students solved the extrinsic reasoning activities more easily than the intrinsic reasoning activities. Also, more analytical and higher level of spatial reasoning are shown when students applied functions of other mathematical domains, such as computation and measurement. This shows that geometric learning with high connectivity is valuable. Second, the 'problem-solving ability' was mainly distributed at the median level. A number of errors were found in the strategy exploration and the reflection processes. Also, students exchanged there opinion well, but the decision making was not. There were differences in participation and quality of interaction depending on the face-to-face and web-based environment. Furthermore, mathematical modeling element was generally performed successfully.

• Journal of the Korea Society of Computer and Information
• /
• v.12 no.2 s.46
• /
• pp.181-188
• /
• 2007

Undirected Rural Postman Problem(URPP) is a problem that finds a shortest tour traversing the given arcs at least once in a given network. The URPP is one of the basic network problems used in solving the various real-world problems. And it is known as NP-Complete. URPP is an arc-oriented problem that the direction of a tour in an arc has to be considered. Hence, In URPP, it is difficult to use the algorithm for Traveling Salesman Problem (TSP), which is a node-oriented problem, directly. This paper proposes the decoding algorithm using graph transformation in the genetic algorithm for URPP. That is, you can find the entire tour traversing without considering the direction of arcs by transforming the arc-oriented graph into the node-oriented graph. This paper compares the performances of the proposed algorithm with an existing algorithm. In the simulation results, the proposed algorithm obtained better than the existing algorithm

• Education of Primary School Mathematics
• /
• v.26 no.1
• /
• pp.29-43
• /
• 2023

The purpose of this study was to synthesize intervention studies, which utilized single case experimental design, on teaching mathematical word problems for elementary school students with disabilities and evaluate each of their methodological rigor. The researchers reviewed all studies from 2000 to 2022 that involved teaching mathematical word problems to individuals with disabilities. A total of 12 studies was included for a final analysis. Most of the interventions were delivered by researchers for about 30-40 minutes per session to elementary school students with disabilities. Schema-based instruction, cognitive-metacognitive strategy, and technology-based instruction were used as intervention methods, and explicit instruction was mostly used in conjunction with them. On the other hand, the researchers found that none of research articles met quality indicators for single case experimental design according to Cook et al. (2015). Limitation and directions for future research were also discussed.

• Journal of Science Education
• /
• v.43 no.1
• /
• pp.136-156
• /
• 2019

This study examined the effects of STEAM program on preservice science teachers' communication competency and further explored their experiences of and reflection on STEAM program. The study design is one group pretest-posttest with mixed methodology using both quantitative and qualitative data. The STEAM program consists of three stages: introduction of STEAM, participation in STEAM activities, and reflection on the STEAM program. The preservice science teachers improved their communication competency after the STEAM program (p < .01). The preservice science teachers represented statistically higher scores on the three subscales of communication competency: Interpretation ability, self-presenting ability, and understanding others' viewpoints. In addition, the preservice science teachers reflected on their STEAM experiences. During the first stage of 'Presentation of the Problem Situation,' the preservice science teachers mentioned that they roused their curiosity due to everyday experience-related, social issues or present issues. In the stage of 'Creative Design,' the preservice science teachers mentioned that they selected the final idea through mutual consent of the members, the practical possibility of everyday life, the previous experience-based decisions, or persuasive power. Further, about 87.5% of preservice science teachers mentioned that they were fully engaged in the 'Emotional Learning' stages due to the application of integrated thinking, everyday related issues, and communication among group members. About 85% of the preservice science teachers mentioned that they could challenge new problems in future situations.