• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.583-592
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• 2014

The purpose of this study is to investigate the impact of argument-based modeling strategy using scientific writing on student's modeling ability. For this study, 66 students (three classes) from the 7th grade were selected and of these, 43 students (two classes) were assigned to two experimental groups while the other 23 students (one class) were assigned to comparative group. In the experimental groups, one group (22 students) was Argument-based multimodal Representation and Modeling (AbRM), and the other group (21 students) was Argument-based Modeling (AbM). Modeling ability consisted of identifying the problem, structuring of scientific concepts, adequacy of claim and evidence and index of multimodal representation. As for the modeling ability, AbRM group scored significantly higher than the other groups, AbM group was significantly higher than comparative group. The four sub-elements of modeling ability in the AbRM group was significantly higher than the other groups statistically and AbM group scored significantly higher than comparative group. From these results, the argument-based modeling strategy using scientific writing was effective on students' modeling ability. Students organized or expressed the model and evaluated or modified it through the process of argument-based modeling using scientific writing and the exchange of opinions with others by scientific language as argument and writing.

• Annual Conference on Human and Language Technology
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• 2020.10a
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• pp.418-420
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• 2020

해양에서의 선박사고 발생 횟수는 매년 꾸준히 증가하고 있다. 한국해양안전심판원에서는 이러한 사례들의 판결을 관련 인력들이 공유할 수 있도록 재결서를 제작하여 발간하고 있다. 그러나 선박사고는 2019년 기준 2,971건이 발생하여, 재결서만으로 관련 인력들이 다양한 사건들의 판례를 익히기엔 어려움이 따른다. 따라서 본 논문에서는 문장 표상 기법을 이용한 다중 작업 학습을 이용하여 선박사고의 사고 유형, 적용되는 법령, 형량을 분류 및 예측하는 실험을 진행하였다. USE, KorBERT 두 가지의 모델을 2010~2019년 재결서 데이터로 학습하여 선박사고의 사고 유형, 적용되는 법령, 형량을 분류 및 예측하였으며 그에 따른 정확도를 비교한 결과, KorBERT 문장 표상을 사용한 분류 모델이 가장 정확도가 높음을 확인했다.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.375-383
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• 2020

In this study, we investigated the effects of the multiple representation-based learning strategies using augmented reality in terms of students' conceptual understanding, achievement, and enjoyment of science lessons. 136 8^th-grade students in a coed middle school were randomly assigned to the treatment and the control group. The students learned the concept of the particulate nature of matter related to the properties of substances for four class periods. The multiple representation-based learning strategies designed to facilitate the connecting and integrating representations provided from augmented reality were developed and administered to the students of the treatment group. Results of two-way ANCOVA revealed that the scores of a conceptions test and enjoyment of science lessons test of the treatment group were significantly higher than those of the control group, regardless of their prior science achievement. In a conceptions test, there was a significant difference in the concept of preservation of particles. However, the difference was not statistically significant in the concept of distribution and motion of particles. In terms of an achievement test, there was a significant interaction effect by their prior science achievement. The scores of low-level students were significantly improved, but the effects were not significant to high-level students. On the bases of the results, educational implications for effective teaching and learning using augmented reality are discussed.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.161-177
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• 2023

Scientific explanation is composed of various representations such as texts, diagrams, and graphs, and each representation contributes to expanding scientific meaning by connecting similar but slightly different meanings as a 'mode'. Based on this perspective of social semiotics, we aimed to identify the characteristics of meaning formation demonstrated in students' science writing (verbal mode) and science drawing (visual mode) and to discuss the pedagogical use of multimodal representations. To that end, 18 science drawings and 18 scientific writings constructed by science-gifted elementary students on air pressure were collected. The characteristics of the drawn and written explanations were then analyzed from the affordance perspective in social semiotics. In science drawing, students showed a tendency to use the affordance of the visual mode to infer concrete changes from the particle view, such as the movement of air particles, the number of air particles, and the collision of particles. In science writing, students used the affordance of the verbal mode mainly to infer the causal relationship between the concept of air pressure and other related factors at an abstract level. Based on those results, we discuss the educational implications and provide concrete examples of how to use the unique affordances of each form to complement one another.

• Annual Conference on Human and Language Technology
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• 2017.10a
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• pp.333-337
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• 2017

본 논문에서는 개체명 인식과 언어 모델의 다중 학습을 이용한 한국어 개체명 인식 방법을 제안한다. 다중 학습은 1 개의 모델에서 2 개 이상의 작업을 동시에 분석하여 성능 향상을 기대할 수 있는 방법이지만, 이를 적용하기 위해서 말뭉치에 각 작업에 해당하는 태그가 부착되어야 하는 문제가 있다. 본 논문에서는 추가적인 태그 부착 없이 정보를 획득할 수 있는 언어 모델을 개체명 인식 작업과 결합하여 성능 향상을 이루고자 한다. 또한 단순한 형태소 입력의 한계를 극복하기 위해 입력 표상을 자소 및 형태소 품사의 임베딩으로 확장하였다. 기계 학습 방법은 순차적 레이블링에서 높은 성능을 제공하는 Bi-directional LSTM CRF 모델을 사용하였고, 실험 결과 언어 모델이 개체명 인식의 오류를 효과적으로 개선함을 확인하였다.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.416-428
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• 2020

This study analyzed the uses of external representations presented in the matter units of the 7th-grade science digital textbooks developed under the 2015 revised national curriculum. The level, form, presentation, and interactivity of external representations presented in 5 types of digital textbooks were analyzed. As for the level, the macroscopic level of representations was mainly presented. The macroscopic level and microscopic level of representations were presented together in the particle description. As for the form, visual-verbal and visual-nonverbal representations were usually presented across the board. Very few audial-verbal and audial-nonverbal representations were presented. Visual-verbal and audial-verbal representations were mostly presented in formal form, and visual-nonverbal representations were mostly presented in illustration without movement. The presentation of representations was analyzed in three aspects. First, visual-verbal and visual-nonverbal representations were mainly presented together and none of audial-verbal and visual-nonverbal representations were presented together. When the representations of the audial-verbal, visual-nonverbal, and visual-verbal were presented together, some of the information presented in audial-verbal representations was repeatedly presented in the visual-verbal representations. Second, audial-nonverbal representations not related to learning content were presented along with other representations. Third, there were few cases of arranging visual-verbal and visual-nonverbal representations on the next pages. Audialverbal and visual-nonverbal representations were always presented synchronized. As for the interactivity, the manipulation level was mainly presented in the main area, and the feedback level was mainly presented in the activity area. The adaptation level and the communication level of interactivity were presented very few. Based on the results, the implications for the direction of constructing digital textbooks were discussed.

• Korean Journal of Cognitive Science
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• v.15 no.2
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• pp.23-31
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• 2004

Latent Semantic Analysis (LSA Landauer ＆ Dumais, 1997) is a technique to represent the meanings of words using co-occurrence information of words appearing in he same context, which is usually a sentence or a document. In LSA, a word is represented as a point in multidimensional space where each axis represents a context, and a word's meaning is determined by its frequency in each context. The space is reduced by singular value decomposition (SVD). The present study elaborates upon LSA for use of representation of ambiguous words. The proposed LSA applies rotation of axes in the document space which makes possible to interpret the meaning of un. A simulation study was conducted to illustrate the performance of LSA in representation of ambiguous words. In the simulation, first, the texts which contain an ambiguous word were extracted and LSA with rotation was performed. By comparing loading matrix, we categorized the texts according to meanings. The first meaning of an ambiguous wold was represented by LSA with the matrix excluding the vectors for the other meaning. The other meanings were also represented in the same way. The simulation showed that this way of representation of an ambiguous word can identify the meanings of the word. This result suggest that LSA with axis rotation can be applied to representation of ambiguous words. We discussed that the use of rotation makes it possible to represent multiple meanings of ambiguous words, and this technique can be applied in the area of web searching.

• Journal of the Korean Geographical Society
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• v.36 no.2
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• pp.177-190
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• 2001

As standardized test and current perfomance assessment have some problems in the aspects of contextuality, authenticity and intelligence faimess, the aim of this study is to propose an 'intelligence-fair and authentic assessment(IFAA)as an appropriate altemative and to make sure of the probability of its application. In geographical education, an idealistic assessment can be realized when the tasks bear authenticity, multiple intelligence of students are accepted and the objective are confirming with general purpose. IFAA model consists of 5 elements. They are the selecting for strategic ideas, the developing a real-life task, the constructive instructing with teacher, the offering opportunity of multiple representation and the allotting of marks for each items, IFAA model proposed in this study is worth considering in educational validity and realistic adaptability.

• Science of Emotion and Sensibility
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• v.26 no.1
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• pp.43-54
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• 2023

In this study, we assessed how participants represent various sensory stimuli experiences through behavioral ratings and physiological measurements. Utilizing intersubject correlation (ISC) analysis, we evaluated whether individuals' affective responses of dominance, arousal, and valence differed when stimuli of three modality conditions (auditory, visual, and haptic) were presented. ISC analyses were used to measure the similarities between one participant's responses and those of the others. To calculate the intersubject correlation, we divided the entire dataset into one subject and all other subject datasets and then correlated the two for all possible stimulus pair combinations. The results revealed that for dominance, ISCs of the visual modality condition were greater than the auditory modality condition, whereas, for arousal, the auditory condition was greater than the visual modality. Last, negative valence conditions had the greater consistency of the participants' reactions than positive conditions in each of the sensory modalities. When comparing modalities, greater ISCs were observed in haptic modality conditions than in visual and auditory modality conditions, regardless of the affective categories. We discussed three core affective representations of multiple modalities and proposed ISC analysis as a tool for examining differences in individuals' affective representations.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.675-684
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• 2008

This study investigated the effects of the prescribed instructional strategy for reducing students' connecting errors in learning chemistry concepts with multiple external representations by students' field independence-dependence. Seventh graders (N=126) at a coed middle school were assigned to control and treatment groups. The students learned "Boyle's Law" and "Charles's Law" for two class periods. Results revealed that the students in the treatment group scored significantly higher than those in the control group in a conception test. The scores of the treatment group were significantly higher than those of the control group in a motivational learning test, especially in 'attention' of the test. However, there was no significant interaction between the instruction and students' field independence-dependence in the two tests. Most students in the treatment group perceived the instruction positively in cognitive and motivational aspects.