• Proceedings of the Korea Inteligent Information System Society Conference
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• 2002.05a
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• pp.315-322
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• 2002

최근에 경험적 지식을 체계화하는 방법으로 사례기반추론(CBR: Case Based Reasoning) 및 규칙기반추론(RBR: Rule Based Reasoning)이 여러 분야에서 이용되고 있다. CBR과 RBR이 각각 활용되기도 하지만 문제 해결의 정확성을 높이기 위해 복합된 형태로 사용되기도 하고, 흑은 효과적으로 문제를 해결하기 위해 문제 해결 단계별로 각각 사용되기도 한다 또한 데이터에서 지식을 추출하기 위한 세부 알고리즘으로는 인공지능과 통계적 분석기법 등이 활발하게 연구 및 적용되고 있다. 본 연구는 모니터의 핵심 부품인 섀도우마스크(Shadow Mask)를 개발하는데 있어 도면 협의부터 설계가지의 과정에 CBR과 RBR을 활용하고 발생되는 데이터를 이용하여 진화(Evolution)하는 지식기반시스템(Knowledge Based System)으로 구축하는 것을 목적으로 하고 있다. 특히 도면 협의시 인터넷상에 웹서버 시스템을 통하여 규격 (User Spec.)을 생성하고 이를 이용하여 자동으로 도면이 설계되도록 하고 저장된 사례들을 공유할 수 있도록 하여 도면 검토 시간이 단축되고 검토의 정확성을 기할 수 있어 실패비용을 감소시켰다. 그리고 실제 설계시 CBR과 RBR을 활용하여 자동설계를 할 수 있게 하였고 현장에서 발생되는 데이터를 지식화하여 유사사례 설계가 가능하도록 하였다. 지식기반시스템은 신속한 도면 검토가 가능하므로 인원 활용이 극대화되고, 섀도우 마스크 설계자와 마스터 패턴 설계자 사이의 원활한 의사소통을 통해 고객과의 신뢰성 확보와 신인도 향상을 기대할 수 있는 효과가 있다. 그리고 고급설계자에게만 의지되어온 것을 어느 정도 해결할 수 있고, 신입설계자에게는 훌륭한 교육시스템이 될 수 있다.한 도구임을 입증하였다는 점에서 큰 의의를 갖는다고 하겠다.운 선용품 판매 및 관련 정보 제공 등 해운 거래를 위한 종합적인 서비스가 제공되어야 한다. 이를 위해, 본문에서는 e-Marketplace의 효율적인 연계 방안에 대해 해운 관련 업종별로 제시하고 있다. 리스트 제공형, 중개형, 협력형, 보완형, 정보 연계형 등이 있는데, 이는 해운 분야에서 사이버 해운 거래가 가지는 문제점들을 보완하고 업종간 협업체제를 이루어 원활한 거래를 유도할 것이다. 그리하여 우리나라가 동북아 지역뿐만 아니라 세계적인 해운 국가 및 물류 ·정보 중심지로 성장할 수 있는 여건을 구축하는데 기여할 것이다. 나타내었다.약 1주일간의 포르말린 고정이 끝난 소장 및 대장을 부위별, 별 종양개수 및 분포를 자동영상분석기(Kontron Co. Ltd., Germany)로 분석하였다. 체의 변화, 장기무게, 사료소비량 및 마리당 종양의 개수에 대한 통계학적 유의성 검증을 위하여 Duncan's t-test로 통계처리 하였고, 종양 발생빈도에 대하여는 Likelihood ration Chi-square test로 유의성을 검증하였다. C57BL/6J-Apc$^{min/+}$계 수컷 이형접합체 형질전환 마우스에 AIN-76A 정제사료만을 투여한 대조군의 대장선종의 발생률은 84%(Group 3; 21/25례)로써 I3C 100ppm 및 300ppm을 투여한 경우에 있어서는 각군 모두 60%(Group 1; 12/20 례, Group 2; 15/25 례)로 감소하는 경향을 나타내었다. 대장선종의 마리당 발생개수에 있어서는 C57BL/6J-Apc$^{min/+}$계 수컷 이형접합체 형질전환 마우스에 AIN-76A 정제사료만을 투여한

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.47-57
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• 2019

The purpose of this study is to explore how college students aware of the 4th industrial revolution and prepare to adjust it. The subjects of the study were 317 college students in Busan city and analyzed by gender, major and grades. Results are as follows. First, students who are male, higher grade and major in engineering area showed greater recognition compared to students who are female, lower grade and studying other areas for the new era. Also for big changes of the era most students agreed with convenience of life but decrease of job opportunities. Second, most students showed nothing special work yet but students in engineering area make an effort to foster their competence. Third, most students had lower, below average level of competence that are required in the new era. Fourth, the difficulties students encounter are lack of educational opportunities and financial problem. Male students responded lack of time and laboratory work and female students are lack of concerns. The study suggests that colleges should provide various method such as regular and irregular and extra curriculum to enhance students creativity and competence for the new era.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.233-256
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• 2023

This study conducted foundational research to derive ways to use ChatGPT in mathematics education by analyzing ChatGPT's responses to questions from the National Assessment of Educational Achievement (NAEA) and the College Scholastic Ability Test (CSAT). ChatGPT, a generative artificial intelligence model, has gained attention in various fields, and there is a growing demand for its use in education as the number of users rapidly increases. To the best of our knowledge, there are very few reported cases of educational studies utilizing ChatGPT. In this study, we analyzed ChatGPT 3.5 responses to questions from the three-year National Assessment of Educational Achievement and the College Scholastic Ability Test, categorizing them based on the percentage of correct answers, the accuracy of the solution process, and types of errors. The correct answer rates for ChatGPT in the National Assessment of Educational Achievement and the College Scholastic Ability Test questions were 37.1% and 15.97%, respectively. The accuracy of ChatGPT's solution process was calculated as 3.44 for the National Assessment of Educational Achievement and 2.49 for the College Scholastic Ability Test. Errors in solving math problems with ChatGPT were classified into procedural and functional errors. Procedural errors referred to mistakes in connecting expressions to the next step or in calculations, while functional errors were related to how ChatGPT recognized, judged, and outputted text. This analysis suggests that relying solely on the percentage of correct answers should not be the criterion for assessing ChatGPT's mathematical performance, but rather a combination of the accuracy of the solution process and types of errors should be considered.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.57-75
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• 2024

This study aimed to investigate the current state and educational needs of risk education related to science and technology as perceived by secondary science teachers. A survey was conducted with a total of 366 secondary science teachers. The results are as follows. First, There were more teachers who had not provided education on risks arising from science and technology in terms of risk perception, risk assessment, and risk management than those who had not. Global warming was the most common risk taught by teachers, followed by earthquakes, artificial intelligence, and traffic accidents. Second, teachers recognized that they lacked understanding that the achievement standards of the 2022 revised science curriculum include risks that may occur due to science and technology, but they thought they were prepared to teach. Third, teachers recognized that their understanding of risk perception was higher than that of risk management and risk assessment. Fourth, the experience of teachers in training on risk was very limited, with fewer having training in risk assessment and risk management compared to risk perception. The most common training experienced was in laboratory safety. Fifth, teachers recognized that their capabilities for the 10 goals of risk education were not high. Middle school teachers or teachers majoring in integrated science education evaluated their capabilities relatively highly. Sixth, many teachers thought it was important to address risks in school science education. They prioritized 'information use', 'decision-making skills', and 'influence of mass media', in that order, for importance and called for urgent education in 'action skills', 'information use', and 'influence of risk perception'. Seventh, as a result of deriving the priorities of education needs for each of the 10 goals of risk education, 'action skills', 'influence of risk perception', and 'evaluate risk assessment' were ranked 1st, 2nd, and 3rd, respectively.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.259-271
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• 2018

This study examined the effect of the SSI argumentation program based on social and emotional learning(SEL). The program consisted of 3 stages: (1) express their own feelings about SSI, identify the issues of SSI, and define a goal; (2) think of many possible solutions and envision results through argumentation; (3) select the best solution and make a decision based on warrants, data, and rebuttals. In each stage, the social-emotional strategies of self-awareness, self-management, social-awareness, relationship-management, and responsible decision making were used. Seventeen preservice biology teachers participated in this study during one semester dealing with four socioscientific issues. The results indicated that the preservice teachers, as time went on, became accustomed to expressing identifiable rebuttals, dispute talk, and asking questions. At the first SSI argumentation, argumentation mainly consisted of cumulative talk with no rebuttals, representing level 2 argumentation. Level 3 argumentation represented rebuttals that were implicit and weak, with cumulative talk. In level 2 and 3 argumentation, the preservice teachers represented understanding of others and compassion for self and others. Level 4 argumentation had rebuttals that were explicit, asking critical questions of the opposite sides. In addition, level 5 argumentation represented more than two controversial points with several instances of dispute talk. In levels 4 and 5, the preservice teachers became actively engaged in communication, inquiry self with others, managing vulnerability and negotiation.

• Journal of the Korean Society of Radiology
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• v.14 no.2
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• pp.121-127
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• 2020

The era of the Fourth Industrial Revolution is increasingly demanding mathematical competencies for virtual reality (VR), artificial intelligence (AI) and the like. In this context, this study intended to identify the basic mathematical competency levels of university freshman students in radiology department and to provide basic data thereon. For this, the diagnostic assessment of basic learning competencies for the domain of mathematics was conducted from June 17, 2019 to June 28, 2019 among 78 freshman students of radiology department at S university and D university. As a result, the university students' overall basic mathematical competency levels were diagnosed to be excellent. However, their levels in the sectors of the geometry and vector and the probability and statistics were diagnosed to be moderate, with the mean scores of 2.61 points and 2.64 points, respectively, which were found to be lower than those of the other sections. As for basic mathematical competency levels according to genders, the levels of male students and female students were diagnosed to be excellent, with the mean scores of 17.48 points and 16.29 points, respectively, showing no statistically significant difference (p>0.05). Given the small number of subjects and regional restriction, there might be some limitations in the generalization of the findings of the present study to all university freshman students and all departments. The above results suggest that it is necessary to implement various programs such as student level-based special lectures for enhancing basic mathematical competencies relating to major in order to improve the basic mathematical competencies of freshman students in radiology department, and that it is necessary to increase the students' mathematical competencies by offering major math courses in the curriculum and applying teaching-learning methods matching students' levels.

• Journal of Service Research and Studies
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• v.14 no.1
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• pp.1-12
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• 2024

As the service robot market grows among the food technology industry, the quality of robot service that affects consumer behavioral intentions in the restaurant industry has become important. Serving robots, which are common in restaurants, reduce employee work through order and delivery, but because they do not respond to service failures, they increase customer dissatisfaction as well as increase employee work. In order to improve the quality of service beyond the simple function of receiving and serving orders, functions of recovery effort, fairness, empathy, responsiveness, and certainty of the process after service failure, such as serving employees, are also required. Accordingly, we assumed the type of failure of restaurant serving service as two internal and external factors, and developed a serving robot with a vocational ethics module to respond with a professional ethical attitude when the restaurant serving service fails. At this time, the expression and action of the serving robot were developed by adding a failure mode reflecting failure recovery efforts and empathy to the normal service mode. And by recruiting college students, we tested whether the service robot's response to two types of service failures had a significant effect on evaluating the robot. Participants responded that they were more uncomfortable with service failures caused by other customers' mistakes than robot mistakes, and that the serving robot's professional ethical empathy and response were appropriate. In addition, unlike the robot's favorability, the evaluation of the safety of the robot had a significant difference depending on whether or not a professional ethical empathy module was installed. A professional ethical empathy response module for natural service failure recovery using generative artificial intelligence should be developed and mounted, and the domestic serving robot industry and market are expected to grow more rapidly if the Korean serving robot certification system is introduced.

• Smart Media Journal
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• v.12 no.9
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• pp.19-27
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• 2023

Since morphemes are the smallest unit of meaning in Korean, it is necessary to develop an accurate morphemes analyzer to improve the performance of the Korean language model. However, most existing analyzers present morpheme analysis results by learning word unit tokens as input values. However, since Korean words are consist of postpositions and affixes that are attached to the root, even if they have the same root, the meaning tends to change due to the postpositions or affixes. Therefore, learning morphemes using word unit tokens can lead to misclassification of postposition or affixes. In this paper, we use morpheme-level tokens to grasp the inherent meaning in Korean sentences and propose a morpheme analyzer based on a sequence generation method using Transformer. In addition, a user dictionary is constructed based on corpus data to solve the out - of-vocabulary problem. During the experiment, the morpheme and morpheme tags printed by each morpheme analyzer were compared with the correct answer data, and the experiment proved that the morpheme analyzer presented in this paper performed better than the existing morpheme analyzer.

• KIPS Transactions on Software and Data Engineering
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• v.11 no.4
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• pp.149-156
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• 2022

In the current COVID-19 pandemic, fake news and misinformation related to COVID-19 have been causing serious confusion in our society. To accurately detect such fake news, social context-based methods have been widely studied in the literature. They detect fake news based on the social context that indicates how a news article is propagated over social media (e.g., Twitter). Most existing COVID-19 related datasets gathered for fake news detection, however, contain only the news content information, but not its social context information. In this case, the social context-based detection methods cannot be applied, which could be a big obstacle in the fake news detection research. To address this issue, in this work, we collect from Twitter the social context information based on CoAID, which is a COVID-19 news content dataset built for fake news detection, thereby building CoAID⁺ that includes both the news content information and its social context information. The CoAID⁺ dataset can be utilized in a variety of methods for social context-based fake news detection, thus would help revitalize the fake news detection research area. Finally, through a comprehensive analysis of the CoAID⁺ dataset in various perspectives, we present some interesting features capable of differentiating real and fake news.

• The Mathematical Education
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• v.62 no.3
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• pp.381-400
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• 2023

As the era of solving various and complex problems in the real world using artificial intelligence and big data appears, problem-solving competencies that can solve realistic problems through a mathematical approach are required. In fact, the 2015 revised mathematics curriculum and the 2022 revised mathematics curriculum emphasize mathematical modeling as an activity and competency to solve real-world problems. However, the real-world problems presented in domestic and international textbooks have a high proportion of artificial problems that rarely occur in real-world. Accordingly, domestic and international countries are paying attention to the reality of mathematical modeling tasks and suggesting the need for authentic tasks that reflect students' daily lives. However, not only did previous studies focus on theoretical proposals for reality, but studies analyzing teachers' perceptions of reality and their competency to reflect reality in the task are insufficient. Accordingly, this study aims to analyze in-service mathematics teachers' perception of reality among the characteristics of tasks for mathematical modeling and the in-service mathematics teachers' competency for designing the mathematical modeling tasks. First of all, five criteria for satisfying the reality were established by analyzing literatures. Afterward, teacher training was conducted under the theme of mathematical modeling. Pre- and post-surveys for 41 in-service mathematics teachers who participated in the teacher training was conducted to confirm changes in perception of reality. The pre- and post- surveys provided a task that did not reflect reality, and in-service mathematics teachers determined whether the task given in surveys reflected reality and selected one reason for the judgment among five criteria for reality. Afterwards, frequency analysis was conducted by coding the results of the survey answered by in-service mathematics teachers in the pre- and post- survey, and frequencies were compared to confirm in-service mathematics teachers' perception changes on reality. In addition, the mathematical modeling tasks designed by in-service teachers were evaluated with the criteria for reality to confirm the teachers' competency for designing mathematical modeling tasks reflecting the reality. As a result, it was shown that in-service mathematics teachers changed from insufficient perception that only considers fragmentary criterion for reality to perceptions that consider all the five criteria of reality. In particular, as a result of analyzing the basis for judgment among in-service mathematics teachers whose judgment on reality was reversed in the pre- and post-survey, changes in the perception of in-service mathematics teachers was confirmed, who did not consider certain criteria as a criterion for reality in the pre-survey, but considered them as a criterion for reality in the post-survey. In addition, as a result of evaluating the tasks designed by in-service mathematics teachers for mathematical modeling, in-service mathematics teachers showed the competency to reflect reality in their tasks. However, among the five criteria for reality, the criterion for "situations that can occur in students' daily lives," "need to solve the task," and "require conclusions in a real-world situation" were relatively less reflected. In addition, it was found that the proportion of teachers with low task development competencies was higher in the teacher group who could not make the right judgment than in the teacher group who could make the right judgment on the reality of the task. Based on the results of these studies, this study provides implications for teacher education to enable mathematics teachers to apply mathematical modeling lesson in their classes.