• Communications of Mathematical Education
• /
• v.17
• /
• pp.191-208
• /
• 2003

영재 교육이 공교육 차원에서 확대됨에 따라 영재 지도 교사의 범위도 확대되고 있다. 이전에는 대학의 수학과 또는 수학교육과의 교원이나 대학원에서 수학 교육을 전공하는 교사들이 수학 영재를 지도하였으나, 점차로 영재 교육 연수를 받은 현장 교사들이 영재 지도를 맡고 있다. 이러한 현상은 역설적으로 수학 영재 교육에 대한 기본적인 사항에 대한 논의를 더욱 심각하게 제기한다. 특히 '수학 영재아란 누구인가'와 '수학 영재 교육은 무엇이며 어떻게 시켜야하는가' 하는 질문은 가장 근본적인 질문이면서도 영재 교육을 담당하는 교사들에게는 풀기 힘든 과제가 아닐 수 없다. 본 고에서는 수학 영재의 교수-학습 방법으로 일반적인 교수-학습 방법 중 창의력을 개발하여 주는 수학 학습 방법을 영재들에게 적합하게 적용할 것을 제안하며, 그 일례로 개방형 교수법의 발전적 적용 방법을 전개하여 보았다.

• Journal of The Korean Association For Science Education
• /
• v.12 no.2
• /
• pp.67-79
• /
• 1992

학생들은 수업전 그들의 일상적인 경험, 직접적인 관찰, 문화적인 배경으로 인하여 자연 현상에 관하여 과학자가 지니는 과학적 사고(Scientific theories)와는 다른 유년적 사고(Naive theories)을 지니고 있다는 사실이 연구에 의하여 보고되어 왔다. 본 연구는 중력현상에 관한 학생들의 유년적 사고(Naive theories)를 조사한 것이다. 이의 대상은 국민학생 49명, 중학생 53명, 고동학교 49명으로 하였다. 연구 방법으로는 질문지법(Open-ended written questions)과 면접법(Interview)을 이용하였다. 연구 결과는 국민학생에서 고등학생에 이르기까지 중력현상에 관하여 유년적 사고(Naive theories)를 지니고 있는 것으로 밝혀졌다. 중력현상에 관한 유년적 사고(Naive theories)들은 중력 현상이 공기의 유무, 대기압, 마개의 유무, 물의 상태변화, 온도의 영향등으로 지배를 받는다고 설명하였으며, 이러한 생각은 고학년으로 갈수록 줄어들고 있음을 볼 수 있다. 질문지법(Open-ended written question)과 면접법(Interview)의 결과가 매우 일치하는 것으로 밝혀졌다.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.26 no.11
• /
• pp.1615-1622
• /
• 2022

In order to overcome the limitations of the instructor-centered lecture-style teaching method, recently, flipped learning, a learner-centered teaching method, has been widely introduced. However, despite the many advantages of flipped learning, there is a problem that students cannot solve questions that arise during prior learning in real time. Therefore, in order to solve this problem, we developed DBbot, an assistant chatbot for database design course managed in the flipped learning method. The DBBot is composed of a chatbot app for learners and a chatbot management app for instructors. Also, it's implemented so that questions that instructors can anticipate in advance, such as questions related to class operation and every semester repeated questions related to learning content, can be answered using Google's DialogFlow. It's implemented so that questions that the instructor cannot predict in advance, such as questions related to team projects, can be answered using the question/answer DB and the BM25 algorithm, which is a similarity comparison algorithm.

• RED RIBBON
• /
• s.17
• /
• pp.19-21
• /
• 1997

입법부가 보건정책에 기여할 수 있는 방법은$\cdots$ 그 첫째가 법률안 제정과 개정을 통해서이고 둘째는 상임위원회 질의 및 대정부 질문을 통해, 셋째는 민원인의 청원을 소개하여 새로운 제도를 창출할 수 있다.

• Environmental and Resource Economics Review
• /
• v.14 no.1
• /
• pp.75-100
• /
• 2005

This study attempts to empirically investigate the respondents' preference uncertainty involved in stating their willingness to pay (WTP). In the contingent valuation (CV) survey, we employed two approaches using two split samples. The respondents of one sample were given the opportunity to express intensity of preference through polychotomous choice (PC) WTP question. Those of the other sample were given a follow-up question of confidence measure (0~100%). By incorporating the two elicited degrees of preference uncertainty into examining the WTP responses, we take a comparison of the two approaches in terms of the goodness-of-fit of the examination and the efficiency of the mean WTP estimates. In comparing the DC model with the PC models, the DC model provides more efficient estimates. Moreover, the conventional DC model give some gains in terms of the goodness-of-fit and efficiency in comparing with the PC model most similar to this model. In this specific study, incorporating the preference uncertainty in DC model results greater estimates than conventional DC model without loss of goodness-of-fit and efficiency. This implies that the consideration of preference uncertainty on DC model could correct underestimating. We conclude that DC model provides a better estimate of WTP and preference uncertainty could be a critical information on the DC-CV estimation.

• Journal of Korean Home Economics Education Association
• /
• v.31 no.1
• /
• pp.39-58
• /
• 2019

The purpose of this study was to investigate the home economics pre-service teachers' verbal interactions during their teaching practicum. For this purpose, the class interactions of four pre-service teachers were recorded, and the data were analyzed using advanced Flanders' verbal interaction analysis. The major findings are as follows: First, the item with the highest proportion of occurrences consisted of the pre-service teachers' 'lectures', 'nonverbal conditions' and 'asks questions'. 'forms a positive learning atmosphere' and 'praises or encourages' exhibited fewer occurrences, and there was little 'giving direction', 'criticizing students or justifying authority'. Second, the instances of class interactions appeared in the form of 'asks questions-student talk response' or 'lecture-asks questions', and in the last class were 'ask questions-student talk initiation' and 'accepts or uses ideas of students'. Third, trends of verbal interactions tend to be generally indirect, and students' remarks have appeared acceptable and compassionate. Fourth, according to expert analysis, 'class management questions' and 'diffusion questions' have increased. Pre-service teachers can guide students through their learning activities, and students can expand their thinking through the teachers' questions. As these results demonstrate, self-study analyses of pre-service teachers and active support in field are needed.

• Journal of The Korean Association For Science Education
• /
• v.41 no.1
• /
• pp.11-18
• /
• 2021

The purpose of this study is to analyze the questions generated by elementary school pre-service teachers when reading the teacher's guide for the refraction of light, and to analyze the difficulties in understanding the concept and in making instructional plans. A total of 592 meaningful questions were generated by 283 elementary school pre-service teachers after reading the teacher's guide of 'light and lens' unit in the 6th grade of the 2015 revised curriculum. Of these, 306 questions are for understanding the concept of physics and 286 are pedagogical questions. As a result of the analysis, in terms of understanding the concept of physics, the elementary school pre-service teachers encounter difficulties in understanding the concept of the 'cause' of the phenomenon suggested in the textbook, such as the cause of refraction, the reason for scattering light, and the cause of the image change depending on the focal length of the convex lens. In terms of instructional planning, it was followed by questions about how to explain concepts, questions about not being able to explain concepts to elementary school students and having to teach only phenomena, specific explanation methods for specific concepts, and experimental methods. Although the teacher's guide contains various explanations and supplementary materials to help teachers understand the concept, it can be seen that there are many elementary pre-service teachers who cannot answer questions about some concepts even after reading the guide. For concepts with a high frequency of questions, it is necessary to prepare a tutorial that is more understandable. In the instructional plan, there were many questions about teaching methods and experimental methods, so it is necessary to provide more examples and specific experimental methods for explaining concepts in the teacher's guide.

• Korean Journal of Cognitive Science
• /
• v.11 no.1
• /
• pp.33-45
• /
• 2000

The present study examined the usability of the web site design, focusing on the cognitive characteristics of the WWW. Specifically, we conducted two major non-experimental usability testing methods on the domestic web sites with various purposes. In research I. we used an on-line questionnaire method on 12 domestic web sites. As a result. several critical usability features and factors were identified. In research 2. we carried out a heuristic evaluation method to identify more specific usability problems The result of research 2 suggests that the heuristic evaluation method reveals more specific problems of the web site design than the questionnaire method.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2024.05a
• /
• pp.611-614
• /
• 2024

최근 많은 분야에서 인공지능을 사용한 산업이 각광을 받고 있고 그중 챗-GPT 로 인하여 챗봇에 관한 관심도가 높아져 관련 연구가 많이 진행되고 있다. 특히 질문에 대한 답변을 생성해주는 분야에 대한 연구가 많이 이루어지고 있는데, 질문-답변의 데이터 셋에 대한 학습 방식보다는 질문-답변-배경지식으로 이루어진 데이터 셋에 대한 학습 방식이 많이 연구가 되고 있다. 그러다 보니 배경지식을 어떤 방식으로 모델에게 이해를 해줄 지가 모델 성능에 큰 부분 차지한다. 그리고 최근 연구에 따르면 이러한 배경지식 정보를 이해시키기 위해 잠재 변수 모델링 기법을 활용하는 것이 높은 성능을 갖는다고 하고 트랜스포머 기반 모델 중 생성 문제에서 강점을 보이는 BART(Bidirectional Auto-Regressive Transformer)[1]도 주로 활용된다고 한다. 본 논문에서는 BART 모델에 잠재 변수 모델링 기법 중 잠재 변수를 어텐션에 곱하는 방식을 이용한 모델을 통해 답변 생성 문제에 관한 해결법을 제시하고 그에 대한 결과로 배경지식 정보를 담은 답변을 보인다. 생성된 답변에 대한 평가는 기존에 사용되는 BLEU 방식과 배경지식을 고려한 방식의 BLEU 로 평가한다.

• Journal of the Korean Society of Earth Science Education
• /
• v.9 no.3
• /
• pp.309-322
• /
• 2016

This study was conducted to investigate the effect of science based on question-centered Havruta learning on the logical thinking and the science related attitude of elementary students. The number of participants were 93, 4 classes of 4th graders in G elementary school in C city. The experimental group, 2 classes including 46 participants, took science lessons based on question centered Havruta learning while the comparative group, 2 classes including 47 participants, took teacher-driven lessons using teacher's guidebook. Pre and post tests were done before and after executing lessons to assess the changing in each group's logical thinking and the science related attitude. And targeting experimental group, a perception survey toward Havruta learning was carried out and the results were arranged. The results of this study can be summarized as follows: First, the pre and post test results of logical thinking revealed that the experimental group showed higher improvement compared to the comparative group and the difference was meaningful. This implies that question centered Havruta classe has the effect of improving students' logical thinking. Second, from the pre and post test results of the science related attitude, we saw that the experimental group showed higher improvement compared to the comparative group and the difference was meaningful. This confirms that question centered Havruta class has the effect of improving students' science related attitude. Third, the survey regarding perspectives of experimental group students toward Havruta learning showed that students had a high satisfaction level.