• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.201-212
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• 1995

The purpose of this study was to analyze science teaching models: Cognitive Conflict Teaching Model(CCTM), Generative Learning Model(GLM), Learning Cycle Model(LCM), Hypothesis-Testing Model(HTM), and Discovery Teaching Model(DTM). Using literature review, the models were analyzed and compared in several aspects; philosophical and psychological bases, primary goals and assumptions, syntax, implementation environments, and probable effects. The major finding were as follows; 1. Science teaching models had been diverse features. In the comparisons of science teaching models, some differences and similarities were founded. These were different in the degree of similarity and emphasis. 2. CCTM and GLM resemble each other in philosophical and psychological bases, primary goals and main assumptions, implementation environments, and probable effects. 3. LCM and HTM showed similarities in philosophical bases, syntax, and implementation environments. But differences were founded in other aspects These results showed that the diverse features of science teaching models should be considered in choosing a model for science teaching.

• The Mathematical Education
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• v.41 no.3
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• pp.329-339
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• 2002

This study analyzes the epistemological meaning of‘social construction’in mathematical instruction. The perspective that consider the cognition of mathematical concept as a social construction is explained by a cyclic scheme of an academic context and a school context. Both of the contexts require a public procedure, social conversation. However, there is a considerable difference that in the academic context it is Lakatos' ‘logic of mathematical discovery’In the school context, it is Vygotsky's‘instructional and learning interaction’. In the situation of mathematics education, the‘society’which has an influence on learner's cognition does not only mean‘collective members’, but‘form of life’which is constituted by the activity with purposes, language, discourse, etc. Teachers have to play a central role that guide and coordinate the educational process involving interactions with learners in this context. We can get useful suggestions to mathematics education through this consideration of the social contexts and levels to form didactical situations of mathematics.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1997.10a
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• pp.181-184
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• 1997

Practical applications of learning systems usually involve complex domains exhibiting nonlinear behavior and dilution by noise. Consequently, an intelligent system must be able to adapt to nonlinear processes as well as probabilistic phenomena. An important class of application for a knowledge based systems in prediction: forecasting the future trajectory of a process as well as the consequences of any decision made by e system. This paper examines the robustness of data mining tools under varying levels of noise while predicting nonlinear processes in the form of chaotic behavior. The evaluated models include the perceptron neural network using backpropagation (BPN), the recurrent neural network (RNN) and case based reasoning (CBR). The concepts are crystallized through a case study in predicting a Henon process in the presence of various patterns of noise.

• Journal of the Korean School Mathematics Society
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• v.5 no.1
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• pp.13-19
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• 2002

In this experiment we emphasized the cooperative small group learning and the members of my group worked together to succeed and communicate their mathematics ideas freely. The researcher(teacher) became an observer and facilitator of small group interaction, paying attention to the ongoing learning process, Sometimes the researcher suggested some investigation approach(or discovery)being written by computer software or papers. In this experiment we provided 6 activities as follows : (1) changing the conditions in given problem. (2) operating the meaningful heuristics with the problem sets. (3) creating the problem situations related to understanding (4) creating the Modeling situations. (5) creating the problem related to combinatorial thinking in real world. (6) posing some real problem from real world. we could observed several conjectures First, Attitude and chility to interpret the problem setting is highly important to pose the problem effectively. Second, Generating the understanding can be a great tool to pose the problem effectively. Third, Sometimes inquiry approach represented by software or programmed book could be some motivation to enhance the posing activities. Forth, The various posing activities relate to one concept could give the students some opportunity to be adaptable and flexible in the their approach to unfamiliar problem sets.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1996.10a
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• pp.207-210
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• 1996

Learning methodologies such as neural networks or genetic algorithms usually require long training times. Case based reasoning, however, attains peak performance swiftly and is often appropriate for learning even with small data sets. Previous work has shown that an extended case reasoning methodology can yield superior performance in the task of predicting financial data series. This paper examines the impact of reasoning procedures on stock price prediction. The following characteristics are evaluated: size of input vector, multiplicity of neighboring states, and a scaling factor for growth. The concepts are illustrated in the context of predicting the price of an individual price.

• Proceedings of the Korean Information Science Society Conference
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• 2005.11b
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• pp.823-825
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• 2005

기존의 인터넷과 컴퓨터 등의 발달로 교육현장에서도 많은 WBI (Web-Based Instruct ion)들이 개발되고 사용되고 있으나 교육사이트의 컨텐츠를 살펴보면 대부분이 행동주의 심리학에 근거를 둔 프로그램 형태를 벗어나지 못하고 있어서 학습자에게 의미있는 학습을 유발시키기 보다는 제시된 정보의 기계적 재생에 그치고 있다는 비판을 받고 있다. 이러한 한계를 극복하는 대안으로는 학습자의 외형적이고 기계적인 면보다는 학습자의 인지활동을 강조하는 인지론적 접근이 필요하다고 본다. 인지심리학의 이러한 측면을 잘 반영하는 학습이론으로서 발견학습 이론을 들 수 있다. 발견학습을 적용시킨 모듈부분은 사용자의 편의에 따라 활용하지 않고 그래프의 탐색이 가능하도록 설계되므로 교사 개개인 수업의 형태에 따라 다양하게 적용할 수 있다. 따라서 온라인과 오프라인상의 모든 현장에서 교수-학습지도에 기절할 것이다.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.15-29
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• 1999

The purpose of this study is to investigate various mathematics education improvement or reform movements of Western Europe countries (United Kingdom, Germany, etc.) and the United States of America, to see the effects of those movements on Korean mathematics education circle, and to find a direction of Korean mathematics curriculum design. The third Korean mathematics curriculum was most affected by the new mathematics movement of the United States of America. This movement was emphasizing abstract structure, logical rigorousness and discovery learning of mathematics, which was fired from late fifties. Korean mathematics education circle imported the new mathematics early seventies from USA, but serious problems had been found at that time in USA. This study has pointed out that new math oriented Korean mathematics curriculum was not proper and the new mathematics itself was disastrous for most Korean students' learning. The study also points out that they hurried too much introducing the new mathematics and publishing new mathematics oriented textbooks but they had not sufficient teacher training programs. In our future mathematics curriculum reform, we have to remember such a historical lesson.

• Journal of The Korean Association of Information Education
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• v.1 no.2
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• pp.45-56
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• 1997

A design of Advisory Tutoring Agent(ATA) is proposed to help a student on the basis of a student-oriented discovery learning, The agents adaptively build a student model and interact with a student as well as each other to give a piece of advice at a proper time. The appropriateness of advice depends on the agents' reasoning sod interaction performed based on the student model. domain knowledge, teaching strategy, and user-friendly interface. The design has been applied to a simple English learning environment.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.543-556
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• 2002

The purpose of this study is to find a method to improve geometry instruction. For this purpose, I have investigated aims and problems of geometry education. I also reviewed related literature about discovery methods as well as verification. Through this review, “Mathematising teaching and learning methods” by Freudenthal is Presented as an alternative to geometry instruction. I investigated the capability of dynamic software for realization of this method. The result of this investigation is that dynamic software is a powerful tool in realizing this method. At last, I present one example of mathematic activity using dynamic software that can be used by school teachers.

• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.425-431
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• 2023

음성 어시스턴트 시스템에서 발화의 의도를 분류하고 새로운 의도를 탐지하는 것은 매우 중요한 작업이다. 끊임없이 인입되는 새로운 발화로 인해 기존에 학습된 모델의 의도 분류 성능은 시간이 지남에 따라 점차 낮아진다. 기존 연구들에서 새로운 의도 발견을 위해 제안되었던 클러스터링 방법은 최적의 클러스터 수 결정과 명명에 어려움이 있다. 이러한 제한 사항을 보완하기 위해, 본 연구에서는 대규모 언어 모델 기반의 효과적인 의도 발견 방법을 제안한다. 이 방법은 기존 의도 분류기로 판단하기 어려운 발화에 새로운 의도 레이블을 할당하는 방법이다. 새롭게 인입되는 OOD(Out-of-Domain) 발화 내에서 오분류를 찾아 기존에 정의된 의도를 탐지하고, 새로운 의도를 발견하는 효율적인 프롬프팅 방법도 분석한다. 이를 액티브 러닝 전략과 결합할 경우, 분류 가능한 의도의 개수를 지속 증가시면서도 모델의 성능 하락을 방지할 수 있고, 동시에 새로운 의도 발견을 자동화 할 수 있다.