• Journal of Science Education
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• v.39 no.1
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• pp.58-79
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• 2015

This study is to analyze the 2289 students questionnaires from 3rd to 9th grade students in order to analyze the students' perceptions change aspect by their grade about the frequency and type of students' question during various science class context. After the class contexts proposed in the questionnaire subcategorize into 19 subitems about 4 areas of class content, class pattern, class material and class process, this study examined the frequency and type of students' question during a science class by each item. The results of this study were as follows. First, the type of students' question was that the most frequent was understanding question and the second was memory question and these both types were half frequency. There was no special tendency related the change of students' question type by school year. Second, the frequency of 4th grade students' question was the highest among other school year students and the frequency of students' question was lowered by the higher school year. The change of students' question by school year was the biggest between 3rd and 4th grade. The class strategies for improving the class effect reflect that the various and active students' question by class context and school year stimulates students' thinking and also builds up the active class environment.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.466-477
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• 2002

It was proposed that proper problem solving practice should improve students' questioning in physics. In the previous researches, improvement in students' questioning was observed after practice of making questions given the examples of desirable questions. In this study, the problem solving strategies used by experts were introduced to students in the form of step-by-step guide to follow in problem solving practice. The directions in the guide were concrete and operational for students to understand the expected behaviors explicitly. It was assumed that students could pinpoint the difficulty specifically through this guide, which would result in positive effects on students' recognition and expression of their own questions. The subjects in this study were college freshmen enrolled in the introductory physics for science or engineering major. The physics problems from the textbook were solved and practiced in the traditional way for controlled group. Worksheets designed to follow experts' problem solving strategies were used for the experimental group. Two groups were taught in the same way during lecture part of the class. Students were asked to describe the difficulties they had during homeworks or tests. Questions in this study means these descriptions written by students although they were not necessarily in the form of interrogative sentences. The questions were analyzed both in quantity and quality. Quantitatively, more students spontaneously turned in their questions in the experimental group than in the controlled group. Regarding the quality, there were more students in the experimental group than in the controlled group who described their difficulties in detail or recognized the need for the procedural knowledge.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.205-221
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• 2019

The study aimed at investigating preservice elementary school teachers' statistical reasoning when they posed survey questions as they engaged in statistical problem solving, and analyzing how their statistical reasoning affect the subsequent stages. 24 groups of sophomore students(80 students) from two education universities conducted statistical problem solving and completed statistical report, and 22 of them were analyzed. As a result, 9 statistical reasoning were shown when preservice teachers posed survey questions. Among them, question clarification oriented reasoning and variability based reasoning were not exclusively focused upon in the previous research. In order to investigate how statistical reasoning in posing survey questions affected subsequent stages, we examined difficulties and issues that preservice teachers had when they engaged in analyses and conclusion stage described in their report. Consequently, preservice teachers' difficulties were related to population relevant reasoning, category level reasoning, standardization reasoning, alignment to question reasoning, and question clarification oriented reasoning. While previous studies did not focus on question posing stage, this study claimed the necessity of emphasizing various statistical reasoning in question posing and importance of teaching and learning method of appropriate statistical reasoning in question posing.

• The Korean Journal of Applied Statistics
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• v.12 no.1
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• pp.143-152
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• 1999

본 논문에서는 응답자가 민감한 속성을 가지고 있지 않으면 직접 "예"라고 응답하고, 민감한 속성을 가지고 있으면 Greenberg et al.(1969)의 무관질문모형의 확률장치를 이용하여 선택된 질문에 응답을 하는 새로운 무관확률화응답모형을 제안하였다. 그리고, 제안한 모형이 Mangat(1994)의 관련질문모형보다 효율적인 되는 조건을 제시하였고, 수치적으로 효율성을 비교하였다. 또한, Leysieffer와 Warner(1976)의 위험함수와 Flinger et al.(1977)의 사생활 보호 측도를 이용하여 제안한 모형이 Mangat의 관련질문모형에 비하여 개인의 사생활을 보호해 주는 측면에서 더 효율적임을 보였다.효율적임을 보였다.

• 한국데이터정보과학회:학술대회논문집
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• 2006.04a
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• pp.25-32
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• 2006

본 논문에서는 민감한 사항 특히 청렴도 조사에서 금품 향응제공여부 등과 같이 응답자들이 정직하게 응답하지 않을 수 있는 질문들에 대하여 응답자의 비밀을 노출시키지 않고서 양질의 보다 정확한 정보를 얻을 수 있는 확률화응답기법을 적용하여 실제 청렴도 점수를 추정하고자 한다. 본 연구는 청렴도 조사와 같은 민감한 질문에 대하여 응답자에게 심리적 안정감을 주어 거짓응답을 줄이면서 보다 진실에 가까운 청렴도 점수를 구할 수 있는 사례를 제시한다.

• Annual Conference on Human and Language Technology
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• 2019.10a
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• pp.419-423
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• 2019

질문과 그에 대한 근거가 있는 문서를 읽고 정답을 예측하는 기계 독해 연구가 최근 활발하게 연구되고 있다. 기계 독해 문제를 위해 주로 사용되는 방법은 다층의 신경망으로 구성된 딥러닝 모델로 좋은 성능을 위해서는 양질의 대용량 학습 데이터가 필요하다. 그러나 질과 양을 동시에 만족하는 학습 데이터를 구축하는 작업에는 많은 경제적 비용이 소모된다. 이러한 문제를 해결하기 위해, 본 논문에서는 정답 분리 인코더와 복사 메커니즘을 이용한 단답 기반 한국어 질문 자동 생성 모델을 제안한다.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.235-247
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• 2018

The student's pre-questions (pre-class questions related to the learning contents) not only provide the teacher a gauge of the interest and level of the student, but also provide a useful means of providing clues to proceed with the teaching-learning process. The purpose of this study is to develop an analytical framework for effectively analyzing students' pre-questions and to analyze students' pre-questions related to elementary science learning unit of the 2009 revised curriculum by applying this framework. The developed framework is composed of three major categories: knowledge type, extended type, and curious type, each of which is then subdivided into several sub-categories. Using the developed analysis framework, 914 pre-questions from the students presented in the $5^{th}$ and $6^{th}$ grades of elementary science in the 2009 revised curriculum were analyzed, and the types of questions distributed by grade. The percentage of questions by type was also different. Based on the results of this study, students' needs for learning can be grasped through the pre-questions analysis framework and reflected in the teaching-learning process, and student-centered learning contents and methods could be presented. It is expected to make a meaningful contribution to the analysis framework.

• Journal of The Korean Association For Science Education
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• v.44 no.3
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• pp.231-248
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• 2024

This study developed a chatbot for first-year high school students, employing open-source software and the Korean Sentence-BERT model for AI-powered document classification. The chatbot utilizes the Sentence-BERT model to find the six most similar Q&A pairs to a student's query and presents them in a carousel format. The initial dataset, built from online resources, was refined and expanded based on student feedback and usability throughout over the operational period. By the end of the 2023 academic year, the chatbot integrated a total of 30,819 datasets and recorded 3,457 student interactions. Analysis revealed students' inclination to use the chatbot when prompted by teachers during classes and primarily during self-study sessions after school, with an average of 2.1 to 2.2 inquiries per session, mostly via mobile phones. Text mining identified student input terms encompassing not only science-related queries but also aspects of school life such as assessment scope. Topic modeling using BERTopic, based on Sentence-BERT, categorized 88% of student questions into 35 topics, shedding light on common student interests. A year-end survey confirmed the efficacy of the carousel format and the chatbot's role in addressing curiosities beyond integrated science learning objectives. This study underscores the importance of developing chatbots tailored for student use in public education and highlights their educational potential through long-term usage analysis.

• Journal of the Korean Society for information Management
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• v.31 no.4
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• pp.7-28
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• 2014

This study analyses the questions addressed to the collaborative digital reference service run by the National Library of Korea. The data consist of 661 question entries to the 'Ask a Librarian' service during first 6 months in 2014. Each entry includes average 1.17 questions, and 77.82% of the total questions are real reference in nature. Questions are analyzed by classification division, context of the questioner, desired end product, activities of librarians, and the resources used to respond them. Each category is subdivided and analyzed in detail. Results revealed interesting findings and problems, and suggestions for further endeavor are provided.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.517-526
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• 2018

The purpose of this study was to translate and examine the reliability and validity of Multidimensional Experiential Avoidance Questionnaire (MEAQ) developed by $G{\acute{a}}mez$, Chmielewski, Kotov, Ruggero, and Watson. 285 college students completed the MEAQ. Exploratory factor analysis supported the six factor structure of the 50 items. Internal consistency of 50 items was .91. 315 college students completed the MEAQ. Confirmatory factor analysis confirmed six factor structure of 50 items. 275 students of them completed also Acceptance-Action Questionnaire II, White Bear Suppression Inventory, Toronto Alexithymia Scale, Neuroticism, avoidant coping, CES-D, Beck Anxiety Inventory, Psychological Well-Being Scale, Satisfaction with Life Scale. Correlations between MEAQ and these scales supported the convergent, discriminant, and criterion-related validity.