• Title, Summary, Keyword: 이해

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Understanding on the Concept of a 'Region' in High School Students Analyzed in the Open-ended Questionnaires (개방형 질문에서 분석된 고등학생의 '지역' 개념에 대한 이해)

  • Goh, Deok-Min
    • Journal of the Korean association of regional geographers
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    • v.20 no.1
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    • pp.141-151
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    • 2014
  • This study is to explain understanding types about the concept of a 'Region' in the 3rd grade high school students(39) through open-ended questionnaires and describe the pedagogical utilizations for this. Students' understanding types about the concept of a 'Region' are compared and then determined through two meaning agreement and association between meaning of students' understanding which is collected through open-ended questionnaires and meaning of a 'Region' which is described in high school curriculum. The results are as in the following. First, Students' understanding types about the concept of a 'Region' were divided into four categories: full, partial, ambiguous, and converted understanding. Second, The degree of right meaning agreement and association existing between two meanings is rising steadily by converted, ambiguous, partial, and full understanding. For this reason, This result can make sure the understanding degree about the concept of a 'Region' is different depending on the students. Third, Students' partial understanding, ambiguous understanding and converted understanding on region concept could be judged as misconception not fully corresponded to region concept in the curriculum explanation. Fourth, Teachers can achieve conceptual change through this misconception as a subject matter of educational dialogue for meaning change.

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A Survey Research on Students's Understanding of Definition, Formula, and Theorem at College Mathematics Classes (대학수학에서 정의, 공식, 정리의 이해도 검사)

  • Kim, Byung-Moo
    • Communications of Mathematical Education
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    • v.22 no.3
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    • pp.311-335
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    • 2008
  • The importance of students' precise understanding of mathematical definitions, formulas, and theorems can not be underestimated. In this survey research, we attempted to evaluate students' understanding of the concepts of five topics -limit, continuity and intermediate theorem, derivative, application of derivative and integral. On the basis of the research result, this paper suggests that we need to 1) be more inventive and speculative in making test problems, 2) explain the examples and counter-examples more concretely, 3) stress and repeat the basic concepts on the stage of introducing new concepts, 4) develop more effective problems for the measure of students' understanding of mathematical concepts, 5) use developed problems in actual teaching.

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Korean Machine Comprehension using Dual Bi-Directional Attention Flow (Dual Bi-Directional Attention Flow를 이용한 한국어 기계이해 시스템)

  • Lee, Hyeon-gu;Kim, Harksoo;Choi, Jungkyu;Kim, Yi-reun
    • Annual Conference on Human and Language Technology
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    • pp.41-44
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    • 2017
  • 기계이해 시스템은 주어진 문서를 이해하고 질의에 해당하는 정답을 출력하는 방법으로 심층 신경망을 활용한 주의집중 방법이 발달하면서 활발히 연구되기 시작했다. 본 논문에서는 어휘 정보를 통해 문서와 질의를 이해하는 어휘 이해 모델과 품사 등장 정보, 의존 구문 정보를 통해 문법적 이해를 하는 구문 이해 모델을 함께 사용하여 기계이해 질의응답을 하는 Dual Bi-Directional Attention Flow모델을 제안한다. 한국어로 구성된 18,863개 데이터에서 제안 모델은 어휘 이해 모델만 사용하는 Bi-Directional Attention Flow모델보다 높은 성능(Exact Match: 0.3529, F1-score: 0.6718)을 보였다.

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Korean Machine Comprehension using Dual Bi-Directional Attention Flow (Dual Bi-Directional Attention Flow를 이용한 한국어 기계이해 시스템)

  • Lee, Hyeon-gu;Kim, Harksoo;Choi, Jungkyu;Kim, Yi-reun
    • 한국어정보학회:학술대회논문집
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    • pp.41-44
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    • 2017
  • 기계이해 시스템은 주어진 문서를 이해하고 질의에 해당하는 정답을 출력하는 방법으로 심층 신경망을 활용한 주의집중 방법이 발달하면서 활발히 연구되기 시작했다. 본 논문에서는 어휘 정보를 통해 문서와 질의를 이해하는 어휘 이해 모델과 품사 등장 정보, 의존 구문 정보를 통해 문법적 이해를 하는 구문 이해 모델을 함께 사용하여 기계이해 질의응답을 하는 Dual Bi-Directional Attention Flow모델을 제안한다. 한국어로 구성된 18,863개 데이터에서 제안 모델은 어휘 이해 모델만 사용하는 Bi-Directional Attention Flow모델보다 높은 성능(Exact Match: 0.3529, F1-score: 0.6718)을 보였다.

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Narrative discourse in patients with fluency aphasia (유창성 실어증자의 이야기 이해와 산출능력)

  • Yang, Yong-Seon;Kim, Soo-Jin
    • Proceedings of the Korean Society for Cognitive Science Conference
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    • pp.125-130
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    • 2006
  • 원활한 의사소통을 위해서는 문장들을 연결하여 흐름을 조직하고 말로 산출하고 전체적인 의미를 파악할 수 있어야 한다. 이야기는 이러한 문장들이 연결되어있는 것으로, 종속적이거나 나열적인 이야기 특성은 의사소통장애인의 이야기 이해와 산출의 수행에 영향을 미칠 수 있다. 본 연구에서는 이야기 특성에 따른 유창성 실어증환자의 이야기 이해 및 산출의 능력을 알아보고, 이해과제 수행이 산출과제에 미치는 영향을 분석해보았다. 이야기 종류로는 시간적 나열 이야기와 인과적 관계 이야기, 유머가 있는 이야기를 사용하였으며, 사실적 정보, 텍스트 추론, 빠진 정보추론 등 세 가지의 이해과제를 통하여 이해 능력을 측정하였다. 산출능력은 이해과제 전과 후에 CIU 비율로 질적인 측면을 측정하고, 분당어절 수를 이용하여 양적인 측면을 분석하였다. 그 결과 이해측면은 세 가지 이야기 모두 사실적 정보에 대한 이해 능력이 상대적으로 좋았으며, 오류의 형태는 추론오류가 가장 많이 나타났다. 산출에서는 인과적 관계이야기에서의 CIU 비율이 가장 높았고, 이해과제 전, 후의 차이를 비교한 결과, CIU 비율은 변화하지 않았으나, 분당 어절수에서는 증가하고 있음을 보여주었다. 이야기의 종류에 따라서 유창성 실어증화자의 산출과제의 수행수준은 다르게 나타났다. 그리고 이해과제의 수행이 산출과제에서 양적인 증가는 가져왔으나 질적인 수준에는 아무런 영향을 미치지 않았다.

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Analysis on the Relationship between the 3rd Grade Middle School Students' Belief about Understanding and Academic Achievement, Mathematical Concepts, Mathematical Procedures (중학교 3학년 학생들의 '단원별 이해도에 대한 신념'과 학업성취도 와의 관계 및 수학적 개념, 수학적 절차에 대한 이해 정도 분석)

  • Kim, Do Yeon;Kim, Hong Chan
    • Communications of Mathematical Education
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    • v.27 no.4
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    • pp.499-521
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    • 2013
  • This paper analyzed the relationship between middle school students' belief about understanding with regard to mathematical concepts, procedures, and applications of the procedures. In order to gain our purpose, the academic achievement results of midterm examination of 139 middle school students and the surveys about their beliefs about understanding, mathematical concepts, and mathematical procedures were collected. And the cross analysis and the frequency analysis of SPSS were conducted. The research results showed that students' belief about understanding are irrelevant to their academic achievements. And the percentage of the students who believe that they understand was almost the same with the percentage of the students who understand the procedures. But there were differences between the percentage of the students who believe that they understand and the percentage of the students who understand the concepts. Through these, it is conformed. Students' belief about understanding does not mean they understand mathematical concepts. They just can solve mathematical problems through mechanical procedures.

A Descriptive Study of Korean-Japanese High School Students' Financial Literacy (재일본 한국 고등학생의 금융이해력 분석)

  • Hahn, Kyung Dong
    • International Area Studies Review
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    • v.16 no.1
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    • pp.75-98
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    • 2012
  • This study seeks to address concerns, such as measurement and analysis in financial literacy, and also offers comparative evidence of financial literacy among Korean-Japanese, Japanese and Korean high school students. A robust measure of financial literacy amongst young people will provide information that can indicate whether the current approach to financial education is effective. Comparative results could be summarized as follows: First, the mean percentage of correct answers in a Korean school in Tokyo was lower than that in Japan, Korea, and U.S. Second, in income, saving & investing, spending & credit areas, Japanese students were more literate financially than those in the U.S., Korea, and a Korean school in Tokyo. And, in money management area, Korean students had higher score than those in the U.S., lower than those in Japan. Third, while the financial literacy in academic preparation was the highest area, that in household management was the lowest among other areas for all studies in Japan, Korea, U.S., and a Korean school in Tokyo.

Toward Coastal Conflicts Resolution based on Several Case Studies of Wetland Conversion Disputes in Korea (한국의 습지 훼손 분쟁 사례 연구에 기반한 연안 이해상충 해결)

  • Yi, Gi-Chul;Choi, Yongbok
    • Journal of Wetlands Research
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    • v.3 no.1
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    • pp.39-48
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    • 2001
  • 연안습지의 손실은 국내 연안을 둘러싼 이해상충의 주요 요인이다. 본 연구에서는 이해상충과 관련된 국내 연안관리 및 습지손실과 관련된 상황, 이해상충의 배경 및 특성, 한국의 대규모 습지 훼손사례로 볼 수 있는 시화호, 순천만, 금강하구, 강원도 석호지역에 대한 이해상충의 실태와 조정사례를 근거로 이해상충해결을 위한 조정방법과 절차를 정리하였다.

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대학수학에 필요한 기초 개념 이해도 측정

  • Kim, Byeong-Mu
    • Communications of Mathematical Education
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    • v.19 no.1
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    • pp.57-68
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    • 2005
  • 무한, 극한, 연속, 미분가능과 같은 중요한 수학적 개념을 이해하는 것은 대학수학 교양과정의 미분적분학 수강생들에게 필수적이다. 이들 개념의 이해 수준을 부록1, 2, 3을 통해 알아보고 평가를 분석한다. 평가결과는 이해도가 낮은 학생들을 위한 새로운 교수법이 필요성을 알게 하고 수학적 기본개념의 이해를 증진시키는데 정의의 정확한 이해를 돕고 구체적인 예제를 제시하는 교수법 개발에 수학교수의 노력을 필요로 한다.

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An Analysis of Understanding Aspects Required by Teachers and Perceived by Students in the 'Reproduction and Genesis' unit (생식과 발생 단원에서 교사가 요구하는 이해와 학생이 인식하는 이해 측면 분석)

  • Kim, Myung-hee;Chu, Cho-won;Kim, Young-Shin
    • Journal of The Korean Association For Science Education
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    • v.31 no.4
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    • pp.600-608
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    • 2011
  • The ultimate goal of instruction is for learners to understand contents they have to learn in class. Therefore, shedding light is needed on the characteristics of understanding required by teachers and perceived by students when class is conducted for the purpose of understanding. To do this, 87 middle school teachers were requested to write down questions they asked to improve the understanding of learners in 'reproduction and genesis' unit. They were categorized according to Wiggins & McTighe's six aspects of understanding and a questionnaire was developed based on the data. A survey was conducted on 90 teachers and 370 ninth-grade students. The findings of this study were as follows: First, the teachers demanded explaining, interpreting and perspective a lot, but applying, empathy and self-knowledge were scarcely required. Second, the teachers demanded explaining the most, and the students as well. The next aspect of understanding in both groups was interpreting, followed by perspective, applying, empathy and self-knowledge. There were significant differences among the opinions of the students according to gender (p<0.05). Third, the students persevered explaining, applying and self-knowledge the same way as the teachers demanded, but not for interpreting, perspective and empathy. This study is expected to provide some information to achieve the instruction objectives of understanding successfully.