• Journal of Intelligence and Information Systems
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• v.29 no.4
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• pp.309-323
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• 2023

As the role of online reviews has become increasingly crucial, numerous studies have been conducted to utilize helpful reviews. Helpful reviews, perceived by customers, have been verified in various research studies to be influenced by factors such as ratings, review length, review content, and so on. The determination of a review's helpfulness is generally based on the number of 'helpful' votes from consumers, with more 'helpful' votes considered to have a more significant impact on consumers' purchasing decisions. However, recently written reviews that have not been exposed to many customers may have relatively few 'helpful' votes and may lack 'helpful' votes altogether due to a lack of participation. Therefore, rather than relying on the number of 'helpful' votes to assess the helpfulness of reviews, we aim to classify them based on review content. In addition, the text of the review emerges as the most influential factor in review helpfulness. This study employs text mining techniques, including topic modeling and sentiment analysis, to analyze the diverse impacts of content and emotions embedded in the review text. In this study, we propose a review helpfulness prediction model based on review content, utilizing movie reviews from IMDb, a global movie information site. We construct a review helpfulness prediction model by using an explainable Graph Neural Network (GNN), while addressing the interpretability limitations of the machine learning model. The explainable graph neural network is expected to provide more reliable information about helpful or non-helpful reviews as it can identify connections between reviews.

• Proceedings of the Korean Society of Computer Information Conference
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• 2024.01a
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• pp.55-58
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• 2024

최근 각 기업의 AI 면접시스템 도입이 증가하고 있으며, AI 면접에 대한 실효성 논란 또한 많은 상황이다. 본 논문에서는 AI 면접 과정에서 지원자를 평가하는 방식을 시각, 음성, 자연어처리 3영역에서 구현함으로써, 면접 지원자를 다방면으로 분석 방법론의 적절성에 대해 평가하고자 한다. 첫째, 시각적 측면에서, 면접 지원자의 감정을 인식하기 위해, 합성곱 신경망(CNN) 기법을 활용해, 지원자 얼굴에서 6가지 감정을 인식했으며, 지원자가 카메라를 응시하고 있는지를 시계열로 도출하였다. 이를 통해 지원자가 면접에 임하는 태도와 특히 얼굴에서 드러나는 감정을 분석하는 데 주력했다. 둘째, 시각적 효과만으로 면접자의 태도를 파악하는 데 한계가 있기 때문에, 지원자 음성을 주파수로 환산해 특성을 추출하고, Bidirectional LSTM을 활용해 훈련해 지원자 음성에 따른 6가지 감정을 추출했다. 셋째, 지원자의 발언 내용과 관련해 맥락적 의미를 파악해 지원자의 상태를 파악하기 위해, 음성을 STT(Speech-to-Text) 기법을 이용하여 텍스트로 변환하고, 사용 단어의 빈도를 분석하여 지원자의 언어 습관을 파악했다. 이와 함께, 지원자의 발언 내용에 대한 감정 분석을 위해 KoBERT 모델을 적용했으며, 지원자의 성격, 태도, 직무에 대한 이해도를 파악하기 위해 객관적인 평가지표를 제작하여 적용했다. 논문의 분석 결과 AI 면접의 다면적 평가시스템의 적절성과 관련해, 시각화 부분에서는 상당 부분 정확도가 객관적으로 입증되었다고 판단된다. 음성에서 감정분석 분야는 면접자가 제한된 시간에 모든 유형의 감정을 드러내지 않고, 또 유사한 톤의 말이 진행되다 보니 특정 감정을 나타내는 주파수가 다소 집중되는 현상이 나타났다. 마지막으로 자연어처리 영역은 면접자의 발언에서 나오는 말투, 특정 단어의 빈도수를 넘어, 전체적인 맥락과 느낌을 이해할 수 있는 자연어처리 분석모델의 필요성이 더욱 커졌음을 판단했다.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.631-638
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• 2007

This study investigated the influences of a student-centered analogical instruction using physical analogies upon students' conception and application, retention of conception and application, perceptions of science classroom environment, and perceptions of analogical instruction. Six classes of seventh graders (N=208) at a middle school in Seoul were assigned to the control, the teacher-centered analogy (TCA), and the student-centered analogy (SCA) groups. They were taught about 'three states of matter' and 'motion of molecules' for 8 class hours. Analysis of the results revealed that the scores of the SCA group were significantly higher than those of the other groups in the conception test, retention test of conception and application, and perception test of science classroom environment. The scores of the SCA group in the application test were also higher than those of the other groups, but there was a significant difference only between the control and the SCA groups. The TCA group performed significantly better than the control group only in the test of the retention of application. In addition, the students in the SCA group exhibited more positive perceptions of the analogical instruction than those in the TCA group. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.919-929
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• 2007

Some Korean terminologies related to the structures of vascular tissues in plant morphology, written differently depending upon textbooks and dictionaries, were analysed to propose properly expressed Korean terminologies. A total of 14 university textbooks such as general biology, plant biology, and plant morphology were selected and investigated. The terminologies on the xylem structures, i.e., apotracheal parenchyma, paratracheal parenchyma, tylose, and tangential (longitudinal) section; and on the pit structures i.e., simple pit, bordered pit, aspirated bordered pit, and pit aperture; and on the stelar structures, i.e., haplostele, actinostele, plectostele, and solenostele were examined. The definition and etymology of the terminologies were traced in 4 textbooks of plant anatomy and 2 dictionaries of biology and botany written in English. And then reasonably expressed Korean terminologies, mostly written in Chinese characters, were suggested. The terminologies were compared with those that appeared in the Iwanami dictionary of biology published in Japan. It was expected that the results would contribute to promote mutual understanding between teachers and students in learning plant biology.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.318-327
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• 2007

The purpose of this study is to examine the effects of small-scale chemistry(SSC) laboratory activities implemented in high school chemistry II classes on the students' inquiry process skills and science-related attitudes. For this study, 112 students in the 12th grade were chosen and divided into an experimental and a control group. Seven SSC lab programs that can replace the traditional experiments in chemistry II textbooks were selected and administered to the experimental group while the traditional textbook experiments were administered to the control group. The results showed that there was a significant difference in the enhancement of inquiry process skills between the two groups while no significant difference was found in science-related attitudes. Further analysis showed that the difference in the inquiry process skills came from the basic inquiry process skills. The experimental group students thought that the SSC experiments have many advantages compared to the traditional experiments, e.g., individual work, learning lab and theory in parallel, short experiment time, safety, environmental aspects, etc. These results suggest that the SSC lab programs are valuable in high school chemistry classes and developing and distributing various SSC lab programs is needed to replace the traditional experiments in the current textbooks.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.775-789
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• 2006

The purpose of this study was to analyze the relevance of the school science contents that have been implemented for the 7-10th grade students in Korea since 2001. To fulfill the purpose of the study, we 1) analyzed the 7th national science curriculum of Korea, California science standards, the national science curriculum of England, Japanese national science curriculum, and current Korean and Japanese science textbooks, 2) conducted a nationwide survey in order to gather opinions from students, teachers, and science specialists. The main findings of this research were as follows: First, the number of topics presented at each grade level should be reduced and similar topics and themes should be integrated for students' deeper understanding. Second, science contents were excessive compared to the allotted teaching time and to foreign countries. Thus, the excessive overlapping and repetition of science contents should be avoided among the primary, middle and high school level, and the number of science concepts and activities should be reduced to an appropriate level considering time allotment for science classes, teachers' workload, laboratory conditions, etc. Third, to cope with the decreasing students' understanding and interests in science as school level and school year goes up, the science curriculum and textbooks should be developed to allow for student to learn science concepts by solving problems confronted in their daily lives. Fourth, a differentiated curriculum such as in-depth and supplementary course should be described not in science contents, but in teaching and learning strategy.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.790-797
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• 2006

The purpose of this study was to examine the effects of the level-differentiated laboratory activities suggested by the 7th national curricula compared to the in-depth level activities only and supplementary level activities only. Two hundred 7th grade students attending a coed middle school were selected for this study and divided into three groups; level-differentiated, in-depth, and supplementary group. In each group, the students were subdivided into the in-depth level and the supplementary level by the formative test after completing the basic learning course. The in-depth and the supplementary laboratory activities were developed and engaged to the respective students in the level-differentiated group for one semester, while only the in-depth activities were engaged to the in-depth group and only the supplementary activities were engaged to the supplementary group. To examine the effects of treatments, the science knowledge test and the inquiry process skill test were administered before and after treatments and the students' opinions about the level-differentiated instruction were surveyed. The results showed that there were significant differences in the science knowledge achievements between the groups while no significant difference was found in the inquiry process skills. Post hoc analysis showed these differences were found between the level-differentiated group and the supplementary group. After the activities, most students in the level-differentiated group responded positively on doing level-differentiated activities except a few students in the supplementary level, These results justify the effectiveness of the level-differentiated laboratory activities compared to the supplementary only laboratory activities in middle school science classes.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.693-711
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• 2009

One of the most important objectives in science education is to develop students' science literacy. The purpose of this study is to analyze the relevance between biology instructional objectives in the 7th curriculum taught in elementary and secondary schools. For this study, 7 major parts in each grade were analyzed including cell, the form and function of plants, the form and function of animals, genetics, diversity, evolution, ecology, and environment. The strand map of instructional objectives is completed that represents the relation between the objectives. The summary of the results from this study is as follows. First, the concept about cells is not fully covered in lower grades including elementary schools. While the concept of energy metabolism is repeatedly covered, there is no concept of energy covered in learning the concept of energy metabolism in elementary schools. Second, the textbooks in elementary and middle schools have main concepts about the form and function of plants while those in high schools don't. The concept related to the part of the form and function of animals is repeatedly involved in the curriculum throughout the elementary, middle, and high schools. Third, the concepts such as genetics and evolution are involved in higher grades since these concepts are abstract ones. The part of genetics and evolution as well as diversity has no connection between grades in schools, so the development of "notion between" is necessary to relate these concepts with each other. Fourth, the 4 parts of diversity, ecology and environment, evolution, and the form and function of plants are covered in limited grade levels. The results of the relevance of gene in lesson goals will play an important rein as the primary material in developing the connection between textbooks in which lesson goals are closely related to each other throughout all grade levels in elementary, middle and high schools.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.901-921
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• 2008

The purpose of this study was to investigate elementary teachers' views on the barriers in implementing inquiry-based instruction in science education. For this, semi-structured in-depth interviews were performed with 22 elementary school teachers who have served for more than five years in the Gyeonggi province. The interview questions were developed through triangulation of Seidman's phase to achieve reliability in the interview data, then interview questions were modified and completed through an analytic induction method in pre-interviews. In-depth interviews were performed individually and all the interviews were recorded. The data of teachers' views on the barriers were categorized and analyzed into external and internal factors of teachers. The study found that the external factors referred by teachers included the following; the lack of a unit time, lack of materials and equipments, too many students in a class, problems in science curriculum management, difficulty in the assessment of students' inquiry activities, the students' learning, lack of opportunities for teaching inquiry activities, harmfulness of accidents, and so on. Internal factors included the following; lack of preparation for inquiry activities, lack of self-confidence, lack of patience, and so on. The various barriers presented and their causes were analyzed in detail, and possible efforts in activating inquiry activities in elementary science education were suggested.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.173-185
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• 2024

Mathematics is a subject that is closely related to ensuring basic academic abilities. As the importance of basic academic abilities has emerged recently, various policies and programs have been implemented to ensure basic academic abilities in mathematics. In this study, we extracted the programs related to mathematics from the Implementation Plans of the Basic Academic Abilities Guarantee of 17 city and provincial education departments and analyzed the actual status of the programs. We divided the programs into diagnosis and support. Regarding diagnosis, we analyzed what types of diagnostic tools are used, who chooses diagnostic tools, who is diagnosed, and when students are diagnosed. Regarding support, we classified it as in-class, in-school, and out-of-school support, and further analyzed the type of the learning support program and the expertise of the instructor. The results of this study showed that there was room for improvement in the timing of diagnosis and diagnostic expertise. This study also found the problems with the lack of preventive programs, ensuring teacher expertise, and support for dyscalculia. This study is expected to contribute to the implementation of programs to ensure basic academic abilities in mathematics and to promote research on basic academic abilities in mathematics education.