• Journal of Engineering Education Research
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• v.10 no.3
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• pp.93-108
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• 2007

The purpose of this study is to investigate characteristics which are related with effective solution of technological problems. For this, an effective problem solver and an ineffective problem solver have been compared in terms of the problem solving activity with a population of students who are enrolled in College of Engineering, C University in Daejeon. As a result, this paper can be concluded as follows: An effective problem solver differs from an ineffective problem solver in terms of time consumed during problem solution modeling a problem solution identifying a problem cause and frequency and time consumed during evaluating a result.

• Journal of the Korean Chemical Society
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• v.52 no.2
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• pp.179-185
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• 2008

purpose of this study is to investigate the relationship between high school students' Problem Finding Ability (PFA) and chemistry problem solving ability. To achieve this purpose, the interrelationship between the results of PFA in ill-structured scientific problem situation and the scores of sham examination in chemistry I of College Scholastic Ability Test (CSAT) was analyzed. The results of this study turned out to be as follows: There was correlation (r=.346) between the score of PFA test and that of sham examination in chemistry I of the CSAT. And a little correlation (r=.390) between PFA and students application ability which is one of the sub factors in sham examination of the CSAT. Especially, in the high achievers group there was high correlation (r=.446) between students fluency which is one of the sub factors in PFA, and application ability. This implies that the application ability of high achievers has something to do with their PFA for a variety of problems. As for the PFA between high achievers and low achievers, there was no significant difference (t=.830, p=.411).

• Journal of Korea Society of Industrial Information Systems
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• v.27 no.2
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• pp.11-24
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• 2022

For the questions asked for LMS-based online evaluation the professor directly set exam questions, or use the automatic question-taking method according to the level of difficulty using the question bank divided by category. Among them, it is important to manage the difficulty of questions in an objective and efficient way, above all, in the automatic question-taking method according to difficulty. Because the questions presented to the evaluators may be different. In this paper, we propose an difficulty re-adjustment algorithm that considers not only the correct rate of a problem but also the time taken to solve the problem. For this, a logistic regression classification algorithm was used of machine learning, and a reference threshold was set based on the predicted probability value of the learning model and used to readjust the difficulty of each item. As a result, it was confirmed that there were many changes in the difficulty of each item that depended only on the existing correct rate. Also, as a result of performing group evaluation using the adjustment difficulty problem, it was confirmed that the average score improved in most groups compared to the difficulty problem based on the percentage of correct answers.

• The Journal of the Korea Contents Association
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• v.11 no.8
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• pp.221-230
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• 2011

The purpose of this study was to examine validity of the Korean-Child Behavior Checklist: K-CBCL) as measures for emotional and behavioral problems for use with children with autism spectrum disorders. In present study, the factor of the K-CBCL was investigated, using data of 248 children with autism spectrum disorders, with 11.17 mean ages. The two factor model of Internalizing problems (Withdrawn, Somatic Complaints, Anxious/Depressed) and Externalizing problems (Delinquent Behavior, Aggressive Behavior) was investigated by the confirmatory factor analysis. The two factor model of K-CBCL was adequate for children with autism spectrum disorders. The inter-item consistency for the sub-factor of K-CBCL demonstrated on adequate reliability of the measure. Although the inter-item consistency of Withdraw, Social problems, Delinquent Behavior was not acceptable, the inter-item consistency of Internalizing, Externalizing and total problems were good. This results supported validity and reliability and suggested that K-CBCL is used to assess for emotional and behavioral problems in children with autism spectrum disorders.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.501-509
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• 2020

The purpose of this study was to provide basic information about the analysis of the changes in problem behavior, sleep quality and quality of life of the people with intellectual disability through the application of the heavy work activities. This study subjects were 10 people with intellectual disability and they participated in the this activities for 12 weeks. Through the application of heavy work activities, Korean-Adaptive Behavior Scale was used to analyze the changes in problem behavior, sleep quality assessment was used to analyze the changes in sleep quality and satisfaction with life scale was used to analyze the changes in quality of life. As the results, the decrease of problem behavior, the improvement of sleep quality and quality of life were showed. Heavy work activities should be act to decrease the problem behavior, improve sleep quality and quality of life of the study subjects. Thus, heavy work activities should be considered to apply for the people with intellectual disability.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10a
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• pp.103-107
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• 2006

최근 정보화 시대에 발맞추어 나가기 위해서는 학습자의 문제해결력을 함양하기 위한 능력을 기를 수 있는 교육이 이루어져야 한다. 학습과정에서 학습자 스스로 지식을 조작하고 문제를 해결할 수 있는 학습자중심의 자기 주도적(self-directed) 학습이 강조되고 있다. 이러한 학습을 위하여 웹 기반에서의 문제은행 시스템을 이용하여 자기 주도적 학습과 수준별 학습 평가가 가능하도록 시스템을 설계 및 구현하였다. 본 연구에서 제안하는 시스템은 학습자가 스스로 필요한 문제를 출제하여 학습할 수 있으며, 문제출제 형식은 문제은행방식을 이용한 동적 출제방식을 사용하였다. 학습자가 학습 결과를 즉각적으로 확인하여 직접 피드백 할 수 있으며, 다시 풀어보기를 원하는 문제는 오답노트 기능을 통하여 복습할 수 있도록 하였다. 또한 모의고사를 통한 결과분석에 따라 개인별 심화 및 보충학습을 통해 완전학습 목표에 도달할 수 있도록 하였다. 평가 시 한 과목의 편중을 막기 위하여 비율을 설정해놓았으며, 학습통계에서 평균과 자신의 성적을 비교함으로써 철저하게 자신의 위치를 파악할 수 있도록 하였다.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.155-175
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• 2019

This study aimed to present a concrete and systematic lesson design model for practical problem-based learning in Practical Arts based on the backward design model. To this purpose, this study was conducted in the following four stages: analysis, design, development, and evaluation. In the analysis stage, the literature related to the practical-problem-based curriculum and the instructional design model were reviewed as the theoretical foundations, and the 2015 revision of Practical Arts curriculum was analyzed. In the design stage, based on the literature review, the stages and sub-elements of practical-problem-based learning in Practical Arts were determined, and a template of instructional design was constructed. In the development stage, the design model was drafted based on the stages and sub-elements determined at the design stage. In the evaluation stage, the drafted design model from the development stage was evaluated, modified, and enhanced through expert verification. Based on the suggestions from the experts, the 'practical problem setting' stage was added to the original three-stage model, resulting in a model composed of the following four stages: practical problem setting, goal setting, evaluation planning, and learning activity planning. The experts appraised that the developed model of practical-problem-based instructional design in Practical Arts to be a systematic template that would serve as a concrete guideline for teachers who are trying to design classes based on practical problems.

• Proceedings of the Korea Information Processing Society Conference
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• 2021.05a
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• pp.362-365
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• 2021

이 논문에서는 자연어로 구성된 수학 문장제 문제를 자동으로 풀이하기 위한 Transformer 기반의 생성 모델인 KoEPT를 제안한다. 수학 문장제 문제는 일상 상황을 수학적 형식으로 표현한 자연어 문제로, 문장제 문제 풀이 기술은 실생활에 응용 가능성이 많아 국내외에서 다양하게 연구된 바 있다. 한국어의 경우 지금까지의 연구는 문제를 유형으로 분류하여 풀이하는 기법들이 주로 시도되었으나, 이러한 기법은 다양한 수식을 포괄하여 분류 난도가 높은 데이터셋에 적용하기 어렵다는 한계가 있다. 본 논문은 이를 해결하기 위해 우선 현존하는 한국어 수학 문장제 문제 데이터셋인 CC, IL, ALG514의 분류 난도를 측정한 후 5겹 교차 검증 기법을 사용하여 KoEPT의 성능을 평가하였다. 평가에 사용된 한국어 데이터셋들에 대하여, KoEPT는 CC에서는 기존 최고 성능과 대등한 99.1%, IL과 ALG514에서 각각 89.3%, 80.5%로 새로운 최고 성능을 얻었다. 뿐만 아니라 평가 결과 KoEPT는 분류 난도가 높은 데이터셋에 대해 상대적으로 개선된 성능을 보였다.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.214-220
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• 2000

The difference (bias) between self-efficacy and chemistry problem-solving ability was investigated for 96 (male: 48, female: 48) high school students. A self-efficacy instrument was administered, which asked the confidence in solving algorithmic and conceptual problems successfully. Their chemistry problem-solving ability was then assessed with 10 algorithmic and 10 conceptual problems as same in the self-efficacy instrument. Although students had higher scores in the algorithmic problems, no significant difference was found in the self-efficacy to solve the two different forms of problems. Therefore, the bias scores in the conceptual problems were higher than those in the algorithmic problems. Two-way ANOVA results for the bias in the algorithmic problems revealed a significant interaction between gender and the previous achievement level. Analysis of simple effects indicated that the bias scores of high-achieving boys were significantly higher than those of high-achieving girls. While most high-achieving boys were in the overconfident category, high-achieving girls were more likely to be in the underconfident category.

• Annual Conference on Human and Language Technology
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• 2017.10a
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• pp.270-271
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• 2017

본 연구는 한국어 학습자 작문의 자동 평가 시스템 개발의 일환으로, 자동 평가 결과에 대한 설명과 근거가 될 수 있는 평기 기준 범주를 선정하기 위한 데이터 구축과 선정 방법을 제시한다. 작문의 평가 기준의 영역과 항목은 평가체계에 대한 이론적 연구에 따라 다양하다. 이러한 평가 기준은 자동 평가에서는 식별되기 어려운 경우도 있고, 각각의 평가 기준이 적용되는 작문 오류의 범위도 다양하다. 그러므로 본 연구에서는 자동 평가 기준 선정의 문제는 다양한 평가 기준에 중 하나를 선정하는 분류의 문제로 보고, 학습데이터를 구축, 기계학습을 통해 자동 작문 평가에 효과적인 평가 기준을 선정 가능성을 제시한다.