• Korea Multimedia Society
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• v.10 no.1
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• pp.71-82
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• 2006

• 한국과학교육학회:학술대회논문집
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• 2008.01a
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• pp.129.3-129.3
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• 2008

• Journal of the Korean earth science society
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• v.25 no.2
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• pp.63-73
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• 2004

This study investigated the effect of cooperative learning on the middle school students’ conceptual change of atmospheric and water cycle and also examined the verbal interaction patterns in a cooperative group. The study also analyzed the relationship between the verbal interaction and students’ conceptual change in the cooperative learning situation. Two classes from a middle school were selected as an experimental group (cooperative learning group, n = 37) and a control group (traditional learning group, n = 37), respectively. The experimental group was taught by STAD cooperative learning model and received collaborative skill training. The results of the study can be summarized as follows: first, there were no significant differences in conceptual change between the two groups. As for the middle-achieving students on the pretest, however, the score of the cooperative learning group was significantly higher than that of the traditional learning group. Secondly, verbal interaction in the cooperative learning situation mainly happened among high- and middle achieving students. In addition, the students who were successful in undergoing conceptual change had more frequent verbal interactions than the students who were not. The study suggests that it is more important to interact between a teacher and students than to interact between the students and students in order to correct students’ misconception.

• The KIPS Transactions:PartB
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• v.14B no.5
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• pp.383-390
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• 2007

Interactions between proteins and genes are often considered essential in the description of biomolecular phenomena and networks of interactions are considered as an entre for a Systems Biology approach. Recently, many works try to extract information by analyzing biomolecular text using natural language processing technology. Previous researches insist that linguistic information is useful to improve the performance in detecting gene interactions. However, previous systems do not show reasonable performance because of low recall. To improve recall without sacrificing precision, this paper proposes a new method for detection of gene interactions based on syntactic relations. Without biomolecular knowledge, our method shows reasonable performance using only small size of training data. Using the format of LLL05(ICML05 Workshop on Learning Language in Logic) data we detect the agent gene and its target gene that interact with each other. In the 1st phase, we detect encapsulation types for each agent and target candidate. In the 2nd phase, we construct verb lists that indicate the interaction information between two genes. In the last phase, to detect which of two genes is an agent or a target, we learn direction information. In the experimental results using LLL05 data, our proposed method showed F-measure of 88% for training data, and 70.4% for test data. This performance significantly outperformed previous methods. We also describe the contribution rate of each phase to the performance, and demonstrate that the first phase contributes to the improvement of recall and the second and last phases contribute to the improvement of precision.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.333-342
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• 2015

This study analyzes the verbal interaction patterns used in a social network activity analysis that appeared in a science inquiry activity of 31 small groups of science-gifted students consisting of 5 members each. The results of this study are as follows: The interaction patterns showed eight types. The most prevalent interaction pattern, type 1, is triangle-shaped, interacting with 3 members out of 5 without a central member. Type 2 is wye form, interacting with 4 members and with one alienated member. Type 3 is diamond-shaped, interacting with 4 members. Type 4 is ray form, interacting with 5 around a central member. Type 5 has an alienated member and interacts with 4 members around the central member. Type 6 is triangle-branched, 4 members linked to the central member. Type 7 is wye form linked all around the central member. Type 8 is wye form with a more complex link than type 7. These can be classified in two. One is the participation-type where the rest of the 4 members are linked to the central member. The other is the alienation-type where a member/members is/are alienated without a central member. The participation-type appeared in 9 groups (29%), type 4, type 6, type 7, and type 8. The alienation-type showed in 22 groups (71%), type 1, type 2, type 3, and type 5. On the basis of this study, we propose that the best number of members in a group is three. It helps prevent a free-riding effect or isolation of members. Also, we deem it more fruitful if there is a member playing a central role in a group.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.181-203
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• 2017

The purpose of this research is to reveal the difference of teacher-child interaction in relation to professionalism awareness and sensitivity level of early childhood teachers. To this end, we used professionalism awareness, sensitivity, teacher-child interaction as parameters for 226 early childhood teachers in Jeonbuk province. Here are the results : First, we investigated the difference of professionalism awareness, sensitivity, teacher-child interaction in relation to the background of early childhood teachers, and it differs by the age, career, educational level of the teachers. Second, we made group comparison to see the difference of teacher-child interaction depending on professionalism awareness level of teachers, and teachers with high professionalism awareness showed meaningfully higher emotional, verbal, behavioral interaction level than lower group. Third, we made group comparison to see the difference of teacher-child interaction depending on sensitivity level, and teachers of high sensitivity shows meaningfully higher emotional, verbal interaction than lower group. This result could be potential data to ameliorate the quality of teacher-child interaction, and it implies that the improvement of professionalism and sensitivity level could contribute to professional performance capability of teachers.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.99-125
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• 2012

Teacher-child interaction was included in kindergarten and child care center accreditation evaluation and is considered as important as teaching and learning methods in the newly implemented Nuri curriculum. The purpose of this study was to confirm the difference of levels (emotional. verbal, behavioral) for the style of the interaction between teachers and children in kindergarten and child-care centers and to analyze direct effect and interaction effect, according to institution(kindergarten, childcare center). teacher(age, educational career, academic career), and child group(child number, child age) variables. The subjects in this study were 191 teachers in kindergartens and child-care centers in G region in Seoul. The overall average of the teacher-child interaction (emotional, verbal and behavioral interactions) was significantly higher, and there were not significant differences depending on the institution type and child group. According to the results of this study, factors of teacher characteristics affected the teacher-child interaction more than child-concerned variables.

• Journal of the Korean Chemical Society
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• v.44 no.4
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• pp.356-362
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• 2000

Students' protocols obtained from audio/video taping of small cooperative group problem solving processes were analyzed in the aspectsof verbal behaviors. The frequencies of the behaviors were com-pared by students' previous achievement level. Students' involvement in the verbal interaction for each level of students in each small group were also investigated. High-ability students ebility students and medium-or low-ability students.No significant differences were found in the subcategories of 'receiving information' or 'asking'. 0nly 3 small groups among 12 groups studied were found tobe bal-anced in students' involvelment. lnvolvement of medium-ability studentstended to be lower than that of high-and low-abilit students.

• Journal of Korea Multimedia Society
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• v.12 no.2
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• pp.313-322
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• 2009

A multi-story can be generated by the interactions of users in the interactive storytelling system. In this paper, I suggest narrative structure and corresponding Storytelling Markup Language and implement the system that processes a story presented using this language. This research will be basis of making an authoring tool for interactive storytelling. It can be used to make a story tool and story presentation tool using text, image, animation with user interaction.

• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.618-621
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• 2023

최근 거대언어모델(LLM)이 기계 번역 및 기계 독해를 포함한 다양한 문제들에서 높은 성능을 보이고 있다. 특히 프롬프트 기반의 대규모 언어 모델은 사고사슬 방식으로 적절한 프롬프팅을 통해 원하는 형식의 답변을 생성할 수 있으며 자연어 추론 단계에서도 높은 정확도를 보여주고 있다. 그러나 근본적으로 LLM의 매개변수에 질문에 관련된 지식이 없거나 최신 정보로 업데이트 되지 않은 경우 추론이 어렵다. 이를 해결하기 위해, 본 연구는 검색문서와 생성모델의 상호작용을 통해 답변하는 한국어 질의응답 모델을 제안한다. 검색이 어려운 경우 생성형 모델을 통해 질문과 관련된 문장을 생성하며, 이는 다시 검색모델과 추론 과정에서 활용된다. 추가로 "판단불가"라는 프롬프팅을 통해 모델이 답변할 수 없는 경우를 스스로 판단하게 한다. 본 연구결과에서 GPT3를 활용한 사고사슬 모델이 63.4의 F1 점수를 보여주며 생성형 모델과 검색모델의 융합이 적절한 프롬프팅을 통해 오픈-도메인 질의응답에서 성능의 향상을 보여준다.