• Journal of the Korea Computer Industry Society
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• v.5 no.3
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• pp.383-392
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• 2004

Electronic BBS (bulletin board system) Ins been widely recognized as an appropriate medium for exchanging ideas and sharing information asynchronously. The communication ability if BBS is the main reason for utilizing it as a tool for collaborative learning. Researchers in the community reported a number if findings regarding the educational utilization if BBS recently. In this paper, we propose a qualitative method to measure communication activities using BBS so that the complex discussion behaviors of participants can be understood analytically. We propose characteristic vectors to describe discussion behaviors of groups and individuals, which can be conveniently used for characterizing and comparing discussion groups as well as individuals. The interactivity model representing interactive activities shows graphically the degree of inter activity if discussion groups as well as individuals. Also, time dependent measurements are investigated to analyze discussion activities with time. Experiments on the proposed measurements conducted on the Web-based discussion project using BBS demonstrate how measurements can be carried out, how characteristic vectors and inter activity model can be constructed and used.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.541-553
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• 2017

Maker education rooted on Maker Movement refers to constructivist learning approach in which students as makers participate in producing visible outcomes through self-directed inquiry and creative hands-on activities in a real life context to solve their personal or social problems. The Maker education, therefore, stresses cultivation of 'maker mindset' in the process-oriented learning environments, pursuing evaluation aspects different from those in the existing educational system. In this context, this study aimed to explore an evaluation framework for the Maker education which reflects the Maker mindset: First, a literature review was conducted to search for the evaluation framework of the maker education which consists of the category of 5 ONs (Minds-on, Hands-on, Hearts-on, Social-on, Acts-on) representing intellectual, physical, emotional, interpersonal and practical aspects, respectively; Second, a Delphi survey for content validity was carried out to confirm the adequacy of the 5 ONs category along with sub-elements for each category. Finally, this study presented the evaluation framework for the Maker education, which is expected to be used as feedback rather than a measuring tool for the process and environments of the Maker education.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.123-130
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• 2004

This study is aimed at exploring the effects on Science Inquiry Ability, Scientific Attitude and Science Achievement of the Elementary School Students according to the Input time of Web-Based Instruction Programs. As the object of the study, seventy-two students were selected from three classes in the fifth grade of Y Elementary School located in the city of T, Gyungsangnam-do. They were classified into the three groups such as Group A (Class 1), Group B (Class 2) and Group C (Class 3). The author threw web-based instruction programs into the begining of a unit, during a unit, the end of a unit to each group, and explored the effects. The results of this study were as follows: First, for the learning effect of science inquiry ability, it was indicated that there was the highest effect in the case of throwing web-based instruction programs into during a unit, but the effect reduced a little in the case of throwing them into the end of a unit. Secondly, the scientific attitudes tended to be reduced in the case of throwing them into during a unit, but there did not occur statistically significant improvement. Thirdly, the degree of improvement of the science achievement tended to be highest in the case of throwing them into the end of a unit. Such findings indicated that the time of throwing in web-based instruction programs affected science inquiry ability, scientific attitude and science achievement of elementary school students. Thus, it will be said that teachers need to teach their students with the class strategies of considering various scientific elements revealed at the time of throwing in web-based instruction programs.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.97-111
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• 2020

In the 2015 revised curriculum, 'Integrated Science' was established to increase convergent thinking and designated as a common subject for all students to learn, regardless of career. In addition, the 2015 revised curriculum introduced 'competence' as a distinctive feature from the previous curriculum. In the 2015 revised curriculum, competencies are divided into core competencies of cross-curricular character and subject competencies based on academic knowledge and skills of the subject. The science curriculum contains five subject competencies: scientific thinking, scientific inquiry, scientific problem solving, scientific communication, scientific participation and life-long learning. However, the description of competencies in curriculum documents is insufficient, and experts' perceptions of competencies are not uniform. Therefore, this study examines the perceptions of science subjects in science high school teachers by deciding that comprehension of competencies should be preceded in order for competency-based education to be properly applied to school sites. First, we analyzed the relationship between achievement standards and subject competencies of integrated science through the operation of an expert working group with a high understanding of the integrated science achievement standards. Next, 31 high school science teachers examined the perception of the five subject competencies through a descriptive questionnaire. The semantic network analysis has been utilized to analyze the teachers' responses. The results of the analysis showed that the three curriculum competencies of scientific inquiry, scientific communication, scientific participation and life-long learning ability are similar to the definitions of teachers and curriculum documents, but in the case of scientific thinking and scientific problem solving, there are some gaps in perception and definition in curriculum documents. In addition, the results of the comprehensive analysis of teachers' perceptions on the five competencies show that the five curriculum competencies are more relevant than mutually exclusive or independent.

• Journal of Intelligence and Information Systems
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• v.29 no.3
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• pp.267-286
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• 2023

The conversational agents such as AI speakers utilize voice conversation for human-computer interaction. Voice recognition errors often occur in conversational situations. Recognition errors in user utterance records can be categorized into two types. The first type is misrecognition errors, where the agent fails to recognize the user's speech entirely. The second type is misinterpretation errors, where the user's speech is recognized and services are provided, but the interpretation differs from the user's intention. Among these, misinterpretation errors require separate error detection as they are recorded as successful service interactions. In this study, various text separation methods were applied to detect misinterpretation. For each of these text separation methods, the similarity of consecutive speech pairs using word embedding and document embedding techniques, which convert words and documents into vectors. This approach goes beyond simple word-based similarity calculation to explore a new method for detecting misinterpretation errors. The research method involved utilizing real user utterance records to train and develop a detection model by applying patterns of misinterpretation error causes. The results revealed that the most significant analysis result was obtained through initial consonant extraction for detecting misinterpretation errors caused by the use of unregistered neologisms. Through comparison with other separation methods, different error types could be observed. This study has two main implications. First, for misinterpretation errors that are difficult to detect due to lack of recognition, the study proposed diverse text separation methods and found a novel method that improved performance remarkably. Second, if this is applied to conversational agents or voice recognition services requiring neologism detection, patterns of errors occurring from the voice recognition stage can be specified. The study proposed and verified that even if not categorized as errors, services can be provided according to user-desired results.

• Journal of Internet Computing and Services
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• v.25 no.4
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• pp.47-56
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• 2024

This paper proposes a method for fine-tuning BERT-based natural language processing models to perform sentiment analysis on Korean review data. By varying the input sequence length during this process and comparing the performance, we aim to explore the optimal performance according to the input sequence length. For this purpose, text review data collected from the clothing shopping platform M was utilized. Through web scraping, review data was collected. During the data preprocessing stage, positive and negative satisfaction scores were recalibrated to improve the accuracy of the analysis. Specifically, the GPT-4 API was used to reset the labels to reflect the actual sentiment of the review texts, and data imbalance issues were addressed by adjusting the data to 6:4 ratio. The reviews on the clothing shopping platform averaged about 12 tokens in length, and to provide the optimal model suitable for this, five BERT-based pre-trained models were used in the modeling stage, focusing on input sequence length and memory usage for performance comparison. The experimental results indicated that an input sequence length of 64 generally exhibited the most appropriate performance and memory usage. In particular, the KcELECTRA model showed optimal performance and memory usage at an input sequence length of 64, achieving higher than 92% accuracy and reliability in sentiment analysis of Korean review data. Furthermore, by utilizing BERTopic, we provide a Korean review sentiment analysis process that classifies new incoming review data by category and extracts sentiment scores for each category using the final constructed model.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.717-754
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• 2015

As a design research, this study aims to identify students' collaborative problems solving patterns using the Wiki and design factors triggering MKB(mathematical knowledge building) in virtual environment. For 70 days, 14 Korean secondary gifted students, who enrolled in calculus II courses in one of gifted institutions in Korea, solved 10 math problems together using the Wiki. In this study, I considered five design factors; motivation, practice of LaTeX, norms of participation, epistemic agency, and two types of educational settings. The primary pattern emergent in students' collaborative problem solving process is identified as 'solutions and refutations' along the double helix consisting of the constructive line and the critical line, which is very similar to the pattern of 'Conjectures and Refutations'(Lakatos, 1976). Despite that most participants had difficulty in using LaTeX for mathematical expressions, this study shows that Wikis are valuable tools for providing Korean secondary students opportunities to learn social virtue such as humility and courage (Lampert, 1990), which is considered to be have been neglected in Korean educational environment but is emphasized as precious for doing mathematics in the field of mathematics education.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.113-125
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• 2021

In this study, a problem-centered learning based STEAM field experience learning program was developed and the effects of applying it were investigated. The program was composed of 8 sessions by using problem-centered learning education method and integrating STEAM elements between disciplines. The contents of program are as follow. In the step of sharing problems and making a problem-solving plan, they understood the various examples and meanings of endangered species, explored the project activities, and made an inquiry plan. In the search and re-exploration phase, a smart device was used to investigate the appearance, habitat environment and cause of extinction for Clithon retropictus, and a site inquiry plan was established for each group. Then, they moved to the field to explore brackish-headed gallops and discuss ways to protect endangered species. In the step of creating a solution, a web-based report was produced as the final product using smart devices based on the results of the inquiry. In the presentation and evaluation stage, the produced web-based report was used to present each group, conduct mutual evaluation, and organize project activities. The developed program was applied to 6th grade 29 students enrolled in the J University Gifted Education Center. In order to find out the effectiveness of the program, tests of science process skill, creative problem-solving ability, and scientific attitude were conducted before and after of program learning, and the results were statistically analyzed by t-test. In addition, a STEAM program satisfaction test was conducted after project in order to find out the satisfaction of the class. As a result of application of the program, the results were significantly improved in openness, criticism, and creativity among the sub-factors of creative problem-solving ability and scientific attitude. Satisfaction with the STEAM program was also high, but no significant result was found in science process skill. Therefore, the program of this study could be influenced on improvement of creative problem-solving ability and scientific attitude of gifted students in elementary science.

• Journal of Korea Entertainment Industry Association
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• v.14 no.8
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• pp.103-116
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• 2020

This paper starts with the recognition of the problem of the need for a link between text-centered acting and body-centered acting. This study is focused on Brecht's theory of acting to overcome loss of presence by repetition which have been discussed many times by not only actors, but also acting educators. Brecht's acting theory has already been mentioned by many researchers as an alternative to conventional actor training. However, not many studies have been conducted on practical applicable methods. The purpose of this study is to provide the basis for the actual practice of Brecht acting and possibility that his acting theory can serve as a link between text and body-centered acting theory. As a research method, we first conduct theoretical considerations on the concepts and limitations of text-centered representational acting and body-centered post-drama acting. Then distinguish between text and body-centered acting tools among Brecht's epic theatre, to summarize the terms and concepts he uses and to identify the existing effects he reaches while acting. Finally, this paper proposes an teaching model that transforms and develops Brecht's acting theory through the writer's teaching experience. However, there are limitations in generalizing its effectiveness because this study is based on the writer's experience. We hope that further research will help the diversity of acting education by developing in-depth insights on Brecht acting theory and various models of acting teaching methods.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.127-148
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• 2023

In this study, we used an analysis of the literature on socio-scientific issues (SSI) classes to examine domestic SSI class research and to determine the characteristics of SSI class research for each subject. A search for papers related to SSI classes published in Korea Citation Index-listed journals and candidate journals of the Korea Research Foundation found 95 relevant papers, which were then categorized according to participants and topics. Studies with both pre-service and experienced teachers attempted to investigate SSI-related perceptions. Studies of pre-service teachers tended to examine the level and development pattern of argumentation or to analyze decision-making characteristics and informal reasoning. Studies of experienced teachers tended to analyze instructional expertise in SSI teaching activities, focusing on teachers with substantial SSI teaching experience. Middle and high school students-related studies examined student decision-making and reasoning processes in SSI learning activities, developed SSI class programs, and analyzed educational effects. Examining the characteristics of SSI classes for elementary school students was difficult because few such studies have been published. However, the characteristics that elementary school students show in SSI learning situations could be inferred. A plan to revitalize SSI classes in the elementary science education field from the perspective of teacher education and class research is suggested.