• Annual Conference on Human and Language Technology
• /
• 2022.10a
• /
• pp.307-312
• /
• 2022

상호참조해결은 주어진 문서에서 멘션을 추출하고 동일한 개체의 멘션들을 군집화하는 작업이다. 기존 상호참조해결 연구의 멘션탐지 단계에서 진행한 가지치기는 모델이 계산한 점수를 바탕으로 순위화하여 정해진 비율의 멘션만을 상호참조해결에 사용하기 때문에 잘못 예측된 멘션을 입력하거나 정답 멘션을 제거할 가능성이 높다. 또한 멘션 탐지와 상호참조해결을 종단간 모델로 진행하여 학습 시간이 오래 걸리고 모델 복잡도가 높은 문제가 존재한다. 따라서 본 논문에서는 상호참조해결을 2단계 파이프라인 모델로 진행한다. 첫번째 멘션 탐지 단계에서 후보 단어 범위의 점수를 계산하여 멘션을 예측한다. 두번째 상호참조해결 단계에서는 멘션 탐지 단계에서 예측된 멘션을 그대로 이용해서 서로 상호참조 관계인 멘션 쌍을 예측한다. 실험 결과, 2단계 학습 방법을 통해 학습 시간을 단축하고 모델 복잡도를 축소하면서 종단간 모델과 유사한 성능을 유지하였다. 상호참조해결은 Light에서 68.27%, AMI에서 48.87%, Persuasion에서 69.06%, Switchboard에서 60.99%의 성능을 보였다.

• Education of Primary School Mathematics
• /
• v.15 no.2
• /
• pp.91-106
• /
• 2012

This study reports pre-service teachers' problem solving process on the problem-based learning(PBL) employed in an elementary mathematics method course. The subjects were 6 pre-service teachers(students). The data were collected from classroom observation. The research results were described by problem solving stages. In understanding the problem stage, students identified what problem stand for and made a problem solving planned sheet. In curriculum investigation stage, students went through investigation and re-investigation process for solving the task. In problem solving stage, students selected the best strategy for solving the task and presented and shared about problem solving results.

• Communications of Mathematical Education
• /
• v.38 no.3
• /
• pp.309-330
• /
• 2024

This study analyzed the productive struggles experienced by the sixth-grade elementary school students when productively overcoming the struggles they encountered during mathematical problem-solving. By analyzing their processes of solving multi-strategic and open-ended problems, productive struggles were categorized according to two steps of problem-solving. Additionally, we examined the factors that support students in overcoming these struggles, distinguishing between individual, peer, and teacher influences. The study identifies four types of productive struggles during the problem-understanding step and six during the plan devising and carrying-out step. In the problem-understanding step, the most prevalent type involved overcoming difficulties to grasp the elements and conditions of the problem, while in the plan devising and carrying-out step, persistence in problem-solving was the most common. The factors supporting productive struggles were ranked in order of influence: individual, peer, and teacher support. Teacher support played a significant role during the problem-understanding step, whereas individual and peer supports were more influential during the plan devising and carrying-out step. Based on these findings, the study offers some didactical implications for understanding the characteristics of productive struggles and strategies for effectively supporting students through the problem-solving process.

• Journal of The Korean Association For Science Education
• /
• v.27 no.4
• /
• pp.309-317
• /
• 2007

The purpose of the study is to investigate the effects of problem solving models and middle school students' recognition inproblem solving activities and to get implications of problem solving activities in science education. We took the position of problem solving as consisting of four sequential stages: search of problems, performance of the plan, presentation of results, and evaluation of the presentation. Taking into account thechosen activity factors for each stage of problem solving, we developed detailed activity tools that are supposed to guide the stage. Recognition of problem solving activities in 7th grade middle school students were positive. Students felt that problem solvingactivities made them engage more and interested in science classes, and that they were helpful in solving problems in everyday life. Even though they found real problems in everyday life, they preferred problem solving activities to deal with real problems rather than simple minded ones.

• Journal of The Korean Association of Information Education
• /
• v.6 no.2
• /
• pp.187-200
• /
• 2002

In this study, we developed Internet Based Problem Solving Learning Model based on difficulty of internet based problem solving teaching and learning. For these, firstly we developed 7 Steps Problem Solving Model applying ICT-EUS into proper step. Next, we developed Internet Based Problem Solving Learning Model reflecting 7 Steps Problem Solving Model and searched an outline and characteristics of support system to apply the model into instruction. The teaching and learning model is composed of four steps of (1) design (2) preparation (3) teaching and learning execution (4) management, and 7 Steps Problem Solving Model is the core of teaching and learning execution step. The 7 Steps Problem Solving Model and Internet Based Problem Solving Learning Model are not for functional use but for general use. In other words they can be used commonly in all subjects.

• Journal of The Korean Association For Science Education
• /
• v.22 no.3
• /
• pp.411-421
• /
• 2002

This study investigated small group processes in paired think-aloud problem solving. Two high school chemistry classes were assigned to St-SL group (using Strategy-Solve Listener) and SL group (Solver Listener), and their small-group behaviors were audio/video taped. Verbal behaviors of solver and listener in respect to 4 problem-solving stages and performance levels at each stage were analyzed. At the understanding stage, listeners in the St-SL group exhibited more behaviors of agreement to solver's understanding processes about given and goal of problem. As regards recalling a related law at the planning stage, solvers in the St-SL group exhibited more behaviors of modification based on listener's questions or pointing out. These verbal interactions seemed to have a positive effect on students' deriving the physical quantity with the proper laws. Few in both SL and St-SL groups exhibited the behaviors regarding setting up subgoals. No verbal behavior was observed in the SL group at the reviewing stage, and solvers in the St-SL group tended to ask for listener's agreement. However, only few performed the strategy explaining the meaning of answer at the molecular level correctly through the interactions. The St-SL group perceived that the understanding stage was the most helpful and that the planning or reviewing stages were difficult to apply.

• Proceedings of the Korea Water Resources Association Conference
• /
• 2008.05a
• /
• pp.1494-1499
• /
• 2008

수자원 관리의 차세대 방법론으로 유역통합관리 이론이 주목 받고 있다. 유역통합관리 이론은 아직까지 우리나라에서는 소개의 단계이나 가까운 장래에 제도화 될 것으로 예상된다. 그런데 실제 제도화의 과정에서는 예측하지 못한 난관들을 만날 수 있음에도 제도화 난점에 관한 연구는 활발하지 못하다. 따라서 이러한 제도화 난점과 그 해결 방향에 대하여 연구의 필요성이 있다. 이러한 배경 하에 본 연구는 유역통합관리 제도화 과정에서 나타날 수 있는 여러 (1)난점들과 (2)그 해결방향을 고찰하였다. 본 연구의 본론은 크게 2단계로 구성된다. 1단계에서는 제도화의 난점을 분석하여 우리나라에 적용하였으며 2단계에서는 난점들의 해결 방향을 분석하였다. 해결의 방향성 제시에서는 각 난점별로 해결의 방향을 제시하고 이어서 제도 도입 시의 갈등과 동기생성의 측면을 다루었다. 이 연구는 유역관리이론의 제도화 과정 중에 예상되는 난관들을 살펴봄으로써 유역 통합관리 정책 수립의 방향성 도출에 활용 가능하며 제도화를 위한 관련 후속 연구에도 활용될 수 있을 것으로 예상한다.

• Journal of Engineering Education Research
• /
• v.15 no.3
• /
• pp.22-39
• /
• 2012

This paper is to introduce a 9-step prewriting process based on the definitions of some terms after reviewing the process-based writing approach in view of the problem solving and the engineering design process. Discussion includes the descriptions of some terms for developing the steps, the evolving of the steps, the knowledges and strategies for applying the process, comparison of the process with problem solving approach, recommendation of the repeated practice of the process, and teaching of text level knowledges. The 9-step prewriting process is expected to make both learning and teaching of writing easier in engineering curriculum.

• Journal of the Korean Chemical Society
• /
• v.58 no.6
• /
• pp.649-657
• /
• 2014

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' problem solving ability. A teaching strategy using science writing enhancing problem solving ability (REWS model) was designed. The REWE model consisted of four stages: 1) Sensing and Stating of Scientific Problem by Reading (R stage), 2) Exploring Problem (E stage) 3) Explaining by Writing (W stage), 4) Integrated problem-solving (S stage). 135 10th grade of students were assigned to one experimental group and one control group. Students in the experiment group were taught by REWE model. Students in control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in critical thinking necessary to solve problems (p<.05). This study suggests that science writing can be effective for improvement of problem solving ability.

• 대한공업교육학회지
• /
• v.36 no.2
• /
• pp.151-180
• /
• 2011

The purpose of the study was to develop a practical arts textbook for creative problem solving abilities in elementary school. In this study the practical arts textbook and teacher's guide has the following characteristics: they were developed to promote creative problem-solving ability, and to instill curiosity and interest about the subject matter. The procedure for the development of the practical arts textbook for creative problem solving abilities is composed of 4 steps; the planning and preparation stage, the research and developmental stage, the writing and compilation stage and the deliberation and improvement stage. This procedure for the development of a textbook can apply to both government published textbooks and to authorized textbooks. The validity of the writing and compilation stage's practical arts textbook developed model is the highest at 4.21, followed by the research and developmental stage's average, at 4.14. Among the textbook's stages of development, the importance of the deliberation and improvement stage averages the lowest, at 3.50.