• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.325-340
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• 2022

This study attempts to analyze the causes of low affective achievement of elementary, middle, and high school students in Korea in science. To this end, a total of 27 students, three to four students per grade, were interviewed by grade from the fourth grade of elementary school to the first grade of high school, and a total of nine teachers were interviewed by school level. In the interview, related questions were asked in five sub-areas of the 'Indicators of Positive Experiences about Science': 'Science Academic Emotion', 'Science-Related Self-Concept', 'Science Learning Motivation', 'Science-Related Career Aspiration', and 'Science-Related Attitude'. Interview contents were recorded, transcribed, and categorized. As a result of examining the causes of low science academic emotion, it was found that students experienced negative emotions when experiments are not carried out properly, scientific theories and terms are difficult, and recording the inquiry results is burdensome. In addition, students responded that science-related self-concept changed negatively due to poor science grades, difficult scientific terms, and a large amount of learning. The reasons for the decline in science learning motivation were the lack of awareness of relationship between science class content and daily life, difficulty in science class content, poor science grades, and lack of relevance to one's interest or career path. The main reason for the decline in science-related career aspirations was that they feel their career path was not related to science, and due to poor science performance. Science-related attitudes changed negatively due to difficulties in science classes or negative feelings about science classes, and high school students recognized the ambivalence of science on society. Based on the results of the interview, support for experiments and basic science education, improvement of elementary school supplementary textbook 'experiment & observation', development of teaching and learning materials, and provision of science-related career information were proposed.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.242-258
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• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.159-181
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• 2023

The purpose of this study is to explore secondary mathematics teachers' perceptions on Artificial Intelligence (AI). For this purpose, we conducted three focus group interviews with 18 secondary in-service mathematics teachers and analyzed their perceptions on AI for math and math for AI. The secondary in-service mathematics teachers perceive that AI allows to implement different types of mathematics instruction but has limitations in exploring students' mathematical thinking and having emotional interactions with students. They also perceive that AI makes it easy to develop assessment items for teachers but teachers' interventions are needed for grading essay-type assessment items. Lastly, the secondary in-service mathematics teachers agree the rationale of adopting the subject ＜Artificial Intelligence Mathematics＞ and its needs for students, but they perceive that they are not well prepared yet to teach the subject and do not have sufficient resources for teaching the subject and assessing students' understanding about the subject. The findings provide implications and insights for developing individualized AI learning tools for students in the secondary level, providing AI assessment tools for teachers, and offering professional development programs for teachers to increase their understanding about the subject.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.685-695
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• 2008

An analysis on the Inquiry unit of Science 10 textbooks was conducted in terms of nature of science (NOS). The subject of the analysis was instructional objectives, activities and sentences in the unit of ten Science 10 textbooks. Contents of the instructional objectives could be grouped into nature of science, nature of scientists, scientific methods, and Science-Technology-Society. The concrete nature of scientific knowledge (SK) and constructing scientific theory or model, however, were not found in the objectives. The total number of activities in the Inquiry unit was 38. Seventeen out of them were presented without any supplemental or introductory materials, and 21 activities were provided with information followed by questions, discussions or investigations. For the most activities, any clear statements about NOS elements and desired/informed views of NOS were not made. The sentences of the Inquiry units were mixed up with constructivist and inductive views on NOS. The definition of science tended to be described based on the inductive view. And the generation of SK tended to be described as discovering regularities in natural phenomena rather than constructing theories. For science teachers who want to teach NOS effectively, stating clear learning objectives and elements of NOS and presenting reading materials with relevant views on nature of science were necessary.

• Annual Conference on Human and Language Technology
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• 2012.10a
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• pp.99-103
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• 2012

의미 역 결정 (Semantic Role Labeling)은 문장 내의 술어-논항 요소들의 의미 관계를 결정하는 과정이다. 이를 위해서는 의미 표지 부착 말뭉치가 필요하지만 한국어의 경우 이 데이터가 매우 부족한 상황이다. 본 논문에서는 한국어 Proposition Bank(이하 PropBank) 말뭉치와 세종 용언 격틀 말뭉치 구축을 위한 의미 표지 부착 작업에 대해 설명한다. 표지 부착 작업은 말뭉치의 의존 관계를 사람이 파악하여 적절한 의미 역 태그를 다는 과정이고, 이 과정으로부터 얻은 말뭉치는 의미 역 결정을 위한 기계 학습 방법론의 훈련 자료로 이용된다. 이 과정에서 필요한 구문 표지 부착 밀뭉치로는 한국전자통신연구원의 구문표지 부착 말뭉치를, 그리고 언어자원으로는 한국어 PropBank의 frame file과 세종 용언 격틀 사전을 사용한다.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.301-319
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• 2013

In this study we developed a textbook for middle school mathematics, especially focusing on the 1st grade, based on storytelling, did experimental lessons using the developed textbook, and surveyed the responses of students to the lesson by three kinds of questionnaire and teacher interview. The results of this study can serve as basic data for other researches about storytelling-related education in school mathematics.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2010.05a
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• pp.985-987
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• 2010

In this paper, we propose a maximum entropy-based emotion recognition model using individual average difference. In order to accurately recognize an user' s emotion, the proposed model utilizes the difference between the average of the given input physiological signals and the average of each emotion state' signals rather than only the input signal. For the purpose of alleviating data sparse -ness, the proposed model substitutes two simple symbols such as +(positive number)/-(negative number) for every average difference value, and calculates the average of physiological signals based on a second rather than the longer total emotion response time. With the aim of easily constructing the model, it utilizes a simple average difference calculation technique and a maximum entropy model, one of well-known machine learning techniques.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.347-358
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• 2017

The purpose of this study is to research on the professional development of pre-service chemistry teachers in terms of personal practical knowledge(PPK), and draw a discussion for pre-chemistry teacher education. A reflective discussion through a Community of Practice(CoP) activity has been conducted with 5 pre-service chemistry teachers studying in a college of education located in Seoul. The analysis of the results reveals that 'Subject-matter knowledge' is leaning toward massive chemical contents, 'Curriculum knowledge' is below the level of selecting, analyzing, and applying curriculum materials. 'Instruction knowledge', especially the knowledge of chemistry experiment and research, is not enough to lead secondary students' scientific experiment. 'Milieu of school knowledge' is stunted in growth for the reason of communication-deficiency between a college of education and a community, and among education- related groups. 'Self-knowledge' has been diminished not only because there is a bad influence from college classmates not wanting to be a teacher, but also a lack of communication in the chemistry-education department which can make pre-teachers' belief strong. In conclusion, it is especially needed for the chemistry-education department to strengthen pre-teachers' 'Self-knowledge' in order to develop PPK. This study suggests operating 'a professional community' that has a periodic meeting with pre-service teachers, teachers, professors, community people, education practitioners, and researchers. In addition, it would be effective for increasing pre-teachers' PPK to reconsider depth and direction of 'Subject-matter knowledge', to give an opportunity to examine curriculum materials critically and reorganize them, to improve the course of chemistry experimental subject to the way of improving pre-teachers' leadership in chemistry inquiry experiment, and to raise the quality of educational service activities.

• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.149-156
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• 2010

Social study for province textbook is very difficulty for experience and learning in classroom because the contents of social study for province text book is consist of contents about very far away places. And there are less contents than normal subject. Especially, children need experiences and enough contents for learning in social study for province textbook. The purpose of this paper are as follows: 1) design and implementation of PVR contents 2) applying 4th grade social study for province textbook 3) inspecting for satisfaction degree and result of students about the efficiency of PVR contents.

• Journal of the Korea Computer Graphics Society
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• v.26 no.1
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• pp.1-6
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• 2020

Patella surgery of small animal is an important veterinary surgery that the veterinarian should saw and drill the dislocated patella in order to fix the corrected position. However, the animal protection laws restrict the veterinarian students' chances for the practice and training of the patella surgery. This paper proposed a haptic based patella surgery simulator for veterinarian students. We modelled force feedback methods in order to provide best similar haptic feedbacks to the real drilling feedbacks in the patella surgery. The proposed patella drilling simulator provides haptic interface as a drill and a workbench in order to provide best surgery experiences. We conducted the performance evaluations in order to prove usability of the proposed patella surgery interface.