• Title/Summary/Keyword: Question

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Analysis of Question and Sentence in High Environmental Science Textbook (고등학교 환경과학 교과서의 질문과 문장 내용 분석)

  • Lee, Bong-Hun;Moon, Seong-Bae;Moon, Jung-Dae
    • Journal of Environmental Science International
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    • v.6 no.3
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    • pp.213-218
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    • 1997
  • The question style In high school enoronmental science textbook was examined in terms of the placement, frequency, and type of question, and then analyzed the kind of scientific Inquiry process elicited by the question In the topic of textbook using the Tektbook guestioning Strategy Assessment Instrument (TQSAI). The average number of question per topic was only 0.6. The number of all Question In the high school enororunental science textbook was very little : the number of non-experiential Question was 8 and that of experiential one was 3. The total number of sentence was 1,236 and the ratio of the number of Question to that of sentence was 0.9% . The frequency of non-experlential question was higher than that of experiential one. In action part of the textbook, there were more kinds of Question styles than In the matin part.

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Question Classification Based on Word Association for Question and Answer Archives (질문대답 아카이브에서 어휘 연관성을 이용한 질문 분류)

  • Jin, Xueying;Lee, Kyung-Soon
    • The KIPS Transactions:PartB
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    • v.17B no.4
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    • pp.327-332
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    • 2010
  • Word mismatch is the most significant problem that causes low performance in question classification, whose questions consist of only two or three words that expressed in many different ways. So, it is necessary to apply word association in question classification. In this paper, we propose question classification method using translation-based language model, which use word translation probabilities for question-question pair that is learned in the same category. In the experiment, we prove that translation probabilities of question-question pairs in the same category is more effective than question-answer pairs in total collection.

Study on th Agreement of Food Frequency Questionnaires According to the Methods of Collecting Portion Size (섭취분량 설문형에 따른 식품섭취빈도조사법의 일치도 연구)

  • 한명희
    • Journal of Nutrition and Health
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    • v.28 no.8
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    • pp.791-799
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    • 1995
  • Agreement between open question and closed question on portion size of a food frequency questionnaire was assessed for the influence by the restricted choices in closed question on estimated nutrient intakes and agreement of ranking individuals. Dietary intakes of 361 subjects in a rural country, Yang-pyeung Gun were obtained using a interview method. The results are as follows ; 1) Nutrients intakes calculated from closed question on portion size were lower than those calculated from open question on portion size. 2) For most nutrients the percentage of Korean RDA were significantly lower with closed question than open question. 3) Correlation coefficient of nutrient intakes and food intakes obtained by two methods were higher than 0.6 for all nutrients and food items. 4) For each nutrient, misclassification into extreme quartiles was less than 1 percent. 5) These data indicate that closed question on portion size can provide the corresponding information as open question if food frequency questionnarie is used for the ranking of individuals.

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Concept-based Question Answering System

  • Kang Yu-Hwan;Shin Seung-Eun;Ahn Young-Min;Seo Young-Hoon
    • International Journal of Contents
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    • v.2 no.1
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    • pp.17-21
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    • 2006
  • In this paper, we describe a concept-based question-answering system in which concept rather than keyword itself makes an important role on both question analysis and answer extraction. Our idea is that concepts occurred in same type of questions are similar, and if a question is analyzed according to those concepts then we can extract more accurate answer because we know the semantic role of each word or phrase in question. Concept frame is defined for each type of question, and it is composed of important concepts in that question type. Currently the number of question type is 79 including 34 types for person, 14 types for location, and so on. We experiment this concept-based approach about questions which require person s name as their answer. Experimental results show that our system has high accuracy in answer extraction. Also, this concept-based approach can be used in combination with conventional approaches.

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Analysis of Characteristics of Question Generated in Learning Science by Presenting Method of Question Phenomena (의문 상황 제시 방법에 따라 과학 학습에서 생성된 의문의 특성 분석)

  • Kwon, Hae-Yong;Byeon, Jung-Ho;Lee, Il-Sun;Kwon, Yong-Ju
    • Journal of Science Education
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    • v.37 no.3
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    • pp.513-524
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    • 2013
  • The purpose of this study is to provide the proper methods of presenting question materials for generate of various question by comparing type, level, objectivity, manipulation of question in the presenting methods of question phenomena. I selected and showed actual objects, movies, and photographs as ways of presenting question materials, to each of which three question tasks were assigned. The generated questions by students were compared. The results showed that the question of conjectural, predictive, methodological, exploratory, verificational, qualitative, quantitative, simple-manipulative, pre-manipulative questions turned out to have significantly higher average frequencies in the cases of the presentation of photographs and movies than in the cases of the presentation of actual objects. However, the question of post-manipulative questions turned out to have significantly higher average frequencies in the cases of the presentation of actual objects than in the cases of the presentation of photographs and movies. and There were no significant differences between individual methods of question task presentation in average frequencies with respect to causal and methodological, subjective questions. Thus, we have learned from this that methods of presenting question phenomena had influence on the students' question. This suggests that we should consider forms of presentation of question materials in planning the teaching-learning of question.

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Literature Review of Queston Taxonomy for Developing User-participatory Reference Service (이용자 참여형 참고 서비스 개발을 위한 질문 유형 구분에 대한 문헌적 고찰)

  • Park, Jong-Do
    • Journal of the Korean Society for Library and Information Science
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    • v.49 no.4
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    • pp.401-417
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    • 2015
  • Question taxonomy is one of main approaches to understand the questioner's information need so that we can assign relevant answerers to the question submitted by the user. The goal of this study is to investigate question taxonomy of question and answering services, which are available online and in libraries and understand the characteristics of question answering services by type. In order to achieve the goal, this study examines the types of questions appeared in literature, specifically focusing on social reference, question answering systems, and reference services, and then provides a summary of question taxonomy found in question answering services.

Efficient Classification of User's Natural Language Question Types using Word Semantic Information (단어 의미 정보를 활용하는 이용자 자연어 질의 유형의 효율적 분류)

  • Yoon, Sung-Hee;Paek, Seon-Uck
    • Journal of the Korean Society for information Management
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    • v.21 no.4
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    • pp.251-263
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    • 2004
  • For question-answering system, question analysis module finds the question points from user's natural language questions, classifies the question types, and extracts some useful information for answer. This paper proposes a question type classifying technique based on focus words extracted from questions and word semantic information, instead of complicated rules or huge knowledge resources. It also shows how to find the question type without focus words, and how useful the synonym or postfix information to enhance the performance of classifying module.

Deep Analysis of Question for Question Answering System (질의 응답 시스템을 위한 질의문 심층 분석)

  • Shin Seung-Eun;Seo Young-Hoon
    • The Journal of the Korea Contents Association
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    • v.6 no.3
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    • pp.12-19
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    • 2006
  • In this paper, we describe a deep analysis of question for question answering system. It is difficult to offer the correct answer because general question answering systems do not analyze the semantic of user's natural language question. We analyze user's question semantically and extract semantic features using the semantic feature extraction grammar and characteristics of natural language question. They are represented as semantic features and grammatical morphemes that consider semantic and syntactic structure of user's questions. We evaluated our approach using 100 questions whose answer type is a person in the web. We showed that a deep analysis of questions which are comparatively short but enough to mean can analysis the user's intention and extract semantic features.

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The Analysis of Students' Pre-inquire related to Elementary Science Curriculum Contents (초등과학 학습내용과 관련된 학생의 사전질문 분석)

  • Kang, Hountae;Noh, Sukgoo
    • Journal of Korean Elementary Science Education
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    • v.36 no.4
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    • pp.331-345
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    • 2017
  • The purpose of this study is to collect and analyze the student's pre-inquire and to obtain information on how to use the teaching-learning process. The specific research problem is to confirm the level of the student's pre-inquire, to identify the characteristics of each type, and to check what pre-inquire can be used in the teaching-learning process. The research was conducted on 149 children in the $3^{rd}$ and $4^{th}$ grade of elementary school, and collected a total of 2,034 inquires. As a result of analyzing three times, the students' pre-inquires accounted for 90% of Level 2 and Level 3, which are the inquires that give meaningful answers in the teaching-learning process. These results show that the pre-inquires presented before the students take up the new lesson are not low-level inquires and they can present meaningful inquires that can be used for teaching-learning. Next, as a result of analyzing the student's inquire by type, the factual question was the largest with 50%, followed by comprehension question, procedural question, application question, and prediction question. The factual and procedural questions showed that they could be used as learning activities during the teaching-learning process. Comprehension questions included in the wonderment question can be used as a learning question. And the application question is a question that can be applied to deepening activities, and the prediction question can be used in the inquiry and experiment process of learning activities.

A Natural Language Question Answering System-an Application for e-learning

  • Gupta, Akash;Rajaraman, Prof. V.
    • Proceedings of the Korea Inteligent Information System Society Conference
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    • pp.285-291
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    • 2001
  • This paper describes a natural language question answering system that can be used by students in getting as solution to their queries. Unlike AI question answering system that focus on the generation of new answers, the present system retrieves existing ones from question-answer files. Unlike information retrieval approaches that rely on a purely lexical metric of similarity between query and document, it uses a semantic knowledge base (WordNet) to improve its ability to match question. Paper describes the design and the current implementation of the system as an intelligent tutoring system. Main drawback of the existing tutoring systems is that the computer poses a question to the students and guides them in reaching the solution to the problem. In the present approach, a student asks any question related to the topic and gets a suitable reply. Based on his query, he can either get a direct answer to his question or a set of questions (to a maximum of 3 or 4) which bear the greatest resemblance to the user input. We further analyze-application fields for such kind of a system and discuss the scope for future research in this area.

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