• Journal of Information Processing Systems
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• v.16 no.2
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• pp.329-342
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• 2020

In recent years, emotional text classification is one of the essential research contents in the field of natural language processing. It has been widely used in the sentiment analysis of commodities like hotels, and other commentary corpus. This paper proposes an improved W-LDA (weighted latent Dirichlet allocation) topic model to improve the shortcomings of traditional LDA topic models. In the process of the topic of word sampling and its word distribution expectation calculation of the Gibbs of the W-LDA topic model. An average weighted value is adopted to avoid topic-related words from being submerged by high-frequency words, to improve the distinction of the topic. It further integrates the highest classification of the algorithm of support vector machine based on the extracted high-quality document-topic distribution and topic-word vectors. Finally, an efficient integration method is constructed for the analysis and extraction of emotional words, topic distribution calculations, and sentiment classification. Through tests on real teaching evaluation data and test set of public comment set, the results show that the method proposed in the paper has distinct advantages compared with other two typical algorithms in terms of subject differentiation, classification precision, and F1-measure.

• The Journal of the Korea institute of electronic communication sciences
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• v.10 no.2
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• pp.297-304
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• 2015

Importance and necessity is enlarged due to globalization. So, English education is diverse and recently applies AR(Augmented Reality) technology to offer immersion and interest. Contents in this paper are Mobile AR contents for training infant English cognition. Our system displays teaching aid objects into 3D models, lets infants listen to English conversation and teaches them everyday English like a play. Considering infants that like games, this system adds an English game about each object of teach aids. To attract infants and parents interest persistingly, We give them immersion and interest by suggesting a different event at each step.

• Journal of the Korean Chemical Society
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• v.48 no.4
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• pp.399-413
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• 2004

In this study, a survey was conducted of students of elementary through college on their conceptions of phenomenon related with dissolution, saturation, and extraction. The teaching strategies of elementary and secondary teachers related to dissolution phenomena were also investigated. Most of elementary and secondary school students thought of dissolution as a phenomenon in which particles broke into the spaces between other particles. This explanation called 'space conception' can be sought in elementary school science textbooks. Some of high school students also had this type of thought. A concept of dissolution phenomenon as 'hydration through attraction of solvent and solute' was held by most of students of 11th, 12th grade, and college. This explanation called 'attraction concept' can be sought in high school chemistry textbooks for 11th and 12th grade. But many students of elementary through college used analogies and models related to 'space conception' when they tried to explain the dissolution phenomena. This indicates that the 'attraction concept' was not firmly established in the students' cognition. 90% of elementary school teachers thought and taught dissolution as a phenomenon in which two different size particles were mixing together like as mixing beans and millets. The model does not represent the attractions among solvent-solvent particles, solvent-solute particles, and solute-solute particles. This model only represents the space size effect (smaller size particles fitting into the spaces of larger size particles). Half of the secondary school teachers also had 'space conception' and only 20% of the teachers had 'attraction concept' Many teachers who had 'attraction concept' used to represent explanation related to 'space conception' for teaching dissolution.

• Journal of The Korean Association For Science Education
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• v.32 no.6
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• pp.1039-1049
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• 2012

The first category of Affective Domain objectives in Bloom's Taxonomy is about "Receiving". In it, the first subdivision listed is "Awareness" (Krathwohl, Bloom & Masia, 1964). Since these categories are intended to be hierarchical in ascending order of internalization, it is important that young learners be given ample opportunities in their learning experiences in class to be aware of positive values and effective life skills. This paper reports a feasibility study on the adoption of an integrative cognitive-affective learning approach in a primary school science lesson. 37 primary six students in a Singapore primary school were taught the concept of centre of gravity, including a hands-on activity to find the centre of gravity of an irregularly shaped cardboard by using a plumbline. After reviewing how a plumbline works, their teacher then led them into a discussion on the question "Who is the plumbline in your life?" a reference to identifying positive role models in their lives. From the transcript of the students' in-class sharing and their written responses to the question, it is clear that the integrative cognitive-affective learning approach did enable students to present their ideas and learning experiences in the affective domain quite readily. This conclusion provides a valuable lead to a follow-up project on whether students who are exposed to such integrative learning approaches will be more capable and more aware of identifying important positive social habits or values. If so, then the teaching of values in schools could take on a whole new dimension, that of borrowing students' learning energy in the cognitive domain to learn values and life skills in the affective domain.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.359-367
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• 2022

Arabic skills are the tools by which children are prepared for the educational procedures on which their life depends. Deaf and hard of hearing students (DHH), must be able to grasp the same Arabic terms as hearing students and their different meanings in a context of different sentences less than what they are supposed to be due to their inability. However, problems arise in the same Arabic word and their different meanings in a context for (DHH) students since the way of comprehending such words does not meet the needs and circumstances of (DHH) students. Therefore, researchers introduce web-based method for Arabic words and their meanings in a context prototype that can overcome those problems. Methodology: The study sample consists of 30 (DHH) students at Al Amal City of Palestine, Gaza Region (GR). Those participants that agreed to take part in this study were recruited using a purposeful sampling method. Additionally, to examine the survey information descriptively, the Statistical Packages for social Sciences (SPSS) version 24.0 was used. A sign language teaching movie is utilized in the prototype to standardize the process and verify that Arabic vocabulary and their implications are comprehended. The Evolutionary Process Model of Prototype technique was utilized to create this system. Finding: The findings of this study show that the prototype built is workable and has the ability to help DHHS differentiate between phrases that have the same letters but distinct meanings. The findings of this study are expected to contribute to a better understanding and application of Development of Web-based Arabic Assessments for (DHH) Students in developing countries, which will help to increase the use of Development of Web-based Arabic for (HDD) students in those countries. The empirical models of Web-based Arabic for (DHH) students are established as a proof of concept for the proposed model. The results of this study are predicted to have a significant impact to the information system practitioners and to the body of knowledge.

• Journal of Science Education
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• v.32 no.2
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• pp.71-86
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• 2008

The purpose of this study was to apply After-school programs related to sub-chapter 'The Change of Weather', and thereby to investigate the effect of After-school program on science-related attitude and learning achievement of students, and interaction between treatment methods and students' learning ability. The subjects of study consisted of 2nd grade students of sixty four students in high school. Sixty four students were divided into two categories by experimental and control groups on the basis of midterm examination before teaching treatment. The experimental groups have received four After-school programs including making models of a weather front, measurement of wind, measurement of temperature and the dew point, making a three-dimensional weather chart which were developed by researcher for six times. The control groups have received the instruction through the conventional teaching methods. Seventy questions within seven frameworks of TOSRA have been used in this study as an evaluation instrument of science-related attitude. Learning achievement has been evaluated using an instrument developed by researcher. The scores of both pre-test and post-test were estimated by ANCOVA. The results of this study can be summarized as follows. (1) After-school programs were more effective in progressing the three categories of science related attitude of high school students i.e. pleasure of science class(p<.05), reception of scientific attitude(p<.01), attitude about a science research(p<.05) than conventional teaching methods. (2) Experimental groups showed statistically significant improvement on learning achievement than control groups(p<.05). (3) The effect of treatment methods on students' learning ability has been improved in experimental groups more positively than control groups(p<.05). High level students in experimental groups showed significant improvement on learning achievement than low level students according to the representing profile plot. But there were no significant interaction between treatment methods and students' learning ability(p>.05) In conclusion, the After-school programs have positive effect on the improvement of science related attitude and learning achievement.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.379-393
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• 2007

The purpose of this article is to analyze the conceptual change of nine 11th graders after implementing the model-based instruction of blood circulation by multidimensional framework, and to find some implications about teaching strategies for improving conceptual understanding. The model-based instruction consisted of 4 periods: (1) introduction for inducing students' interests using an episode in the science history of blood circulation, (2) vivisectional experiment on rats, (3) visual-linguistic model instruction using the videotape of heartbeat, and (4) modeling activity on the path of blood flow. Based on the data from pre-test, post-test and interviews, we classified students' models on the path of blood flow, and investigated their ontological features and the conceptual status of blood circulation. Most students could describe the path of blood flow and the changes of substances in blood precisely after the instructions. However, the modeling activity were not sufficient to improve students' understanding of the mechanisms of the blood distribution throughout various organs and the material exchanges between blood and tissues. From the interview of 9 students, we acquired informative results about conceptual status elements that were helpful to, preventing from, or not used for students' understanding. It was also found that conceptual status of students depended on the ontological categories into which students' conceptions of blood circulation fell. The results of this study can help design the effective teaching strategy for the understanding of concept of the equilibrium category.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1385-1402
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• 2013

This study analyzes pre-service teachers' PCK dealing with visualization of the contents related to boiling point elevation and teaching methods in mock-lessons. As a result of analyzing pre-service teachers' knowledge based on PCK factors, most of the pre-service teachers accentuated on understanding boiling point elevation conceptually, whereas some of the others inclined to make students understand boiling point elevation in a scientific way, let the kids use numerical formulas to describe the concept, and motivate them to learn through the examples in real life. The pre-service teachers represented majority of the important facts of boiling point elevation as the knowledge required to understand things conceptually. However, they did not focus on improving the scientific thinking and inquiring levels of the students. Also, the pre-service teachers tended to teach at the level and order of the textbook. In some other cases, they considered the vocabularies and materials in the textbook (which could have been highlighted in the editing sequence) as the main topic to learn, or regarded the goal as giving students the ability to solve exercises in the textbook. It turned out that the pre-service teachers had a low level of knowledge of their students. It is recommended that they should make use of the materials given (such as data related to the misconception of students) during the training session. The knowledge of teaching and evaluating students was described superficially by the pre-service teachers; they merely mentioned the applications of models, such as the cyclic model and discovery learning, rather than thinking of a method related to the goals, or listed general assessment methods.

• Journal of Korean Library and Information Science Society
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• v.40 no.1
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• pp.471-492
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• 2009

Inquiry instruction is a dynamic process that uses questioning and answering to have students actively participate in their own learning. Inquiry instruction is a teaching technique in which teachers do not provide knowledge, but help students discover knowledge by themselves. However, Inquiry instruction currently has problems of lack of connection between inquiry process and school library, lack of collaboration between the media specialist and teacher, and lack of applicable models. Information literacy is the ability to access, evaluate and use information. Information literacy process is closely related to the inquiry process. Thus, this study suggested an elaborative model in inquiry instruction using information literacy process. This research derived the skills, strategies, activities of inquiry instruction model by comparing and analyzing Lippitt's inquiry process with information literacy process(Big6 Skills, Pathways to Knowledge, I-Search, 8Ws, Inquiry Process, Inquiry in the Research Process). Based on the results, this study designed an elaborative model in inquiry instruction using information literacy process.