• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.195-198
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• 2021

COVID-19 전염병은 우리의 일상 생활에 빠르게, 그리고 엄청난 영향을 미쳤다. 현재는 마스크를 착용하는 것이 새로운 평범함이 되었고, 이에 따라 많은 서비스 제공업체들은 고객들에게 그들의 서비스를 이용하기 위해 마스크를 착용하도록 요구하고 있다. 공공 버스도 이에 포함된다. 여러 뉴스 기사에 따르면 마스크를 써 달라는 버스 기사의 부탁에 버스 기사를 폭행한 사건이 여러 번 발생하였다. 이에 기계가 마스크를 쓰지 않은 사람을 가려내고 마스크를 쓰라고 한다면 버스 기사에게 향하는 비이성적 분노가 줄어들 것이라고 생각하였다. 따라서, 본 논문에서는 Keras와 같은 기본적인 기계 학습 패키지를 사용하여 빠르고 정확하게 마스크의 착용여부를 확인할 수 있는 방식을 제안한다. 제안된 방식은 고성능 컴퓨터 및 그래픽카드의 필요없이 CPU에서만 작동하는 마스크 착용 판별프로그렘으로, 추가적으로 알림을 보낼 수 있는 웹사이트와 음성 경고 시스템도 함께 구현하였다. 이 방법은 테스트 데이터셋에서 99.5% 이상의 정확도를 달성했고, GPU가 아닌 CPU에서 6fps 정도의 속도를 지원하여 실생활에 사용될 수 있다.

• Annual Conference of KIPS
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• 2017.04a
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• pp.822-825
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• 2017

본 연구는 키넥트를 통해 사람의 걸음걸이를 측정하고 의사결정트리(Decision Tree)를 통해 분석함으로써 현재의 걸음걸이를 통해 측정자의 허리 또는 무릎에서 발생할 가능성이 높은 문제 또는 질병들을 예측하고 해당결과를 측정자에게 알린다. 본 연구를 진행하며 첫 번째 단계에서는 관련 논문이나 병원 자료 결과들을 통해 판별할 속성들을 정하였다. 두 번째 단계에서는 키넥트를 통해 측정한 실제 데이터를 적용하기에 앞서 첫 번째 단계에서 정한 속성들이 측정자의 문제 또는 질병들을 판단해내는 연관 정도가 높은지 테스트 데이터를 이용하였고 의사결정나무를 통해 분석하였다. 그 결과 7개의 속성 중 6개로 약 85.7%정도의 연관이 있었다. 마지막 세 번째 단계에서는 판별식을 세우고 실제 데이터들을 쌓아나가며 69명의 측정한 데이터를 분석한 결과 6개의 속성 중 5개의 속성이 허리와 연관정도가 높았고 이는 두 번째 단계에서 나왔던 결과인 약85.7%에 가까운 약83%의 결과가 도출되었다. 이를 기반으로 시스템을 개발해 나가며 판별 정확도를 향상시키기 위해 계속 측정해 데이터를 쌓아가고 관련된 식들의 문제점을 보완하며 또한 어떤 환경에서 키넥트의 측정값의 정확도가 올라가는지 연구할 예정이다.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.565-583
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• 2009

We studied what kind of science-contents problems can also give information on one's creativity for use in the selection of scientifically gifted. 383 7th and 8th graders as subjects, we first analyzed the corelation between the results of creative thinking, scientific attitude, science inquiry, logical thinking and the scientific creativity problem solving skill test. The corelation analysis indicated that science inquiry test could represent other tests except TTCT. We then tested 532 6th graders with TTCT and science inquiry tests concomitantly with the contents- related problems made in such types as naming 20 scientists, writing about a scientist, imagination to overcome a problem, understanding of theory and application and understanding of science laws and application. The results indicated that writing and imagination were most efficient in assessing both the contents and the creativity.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.37-52
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• 2017

The purpose of this thesis is to analyze the current status of a program for an elementary math class for gifted students in Daegu and to propose a remedy. The main results of this thesis are as follows. First, goals of the gifted class and the basic operation direction were satisfactory, however plans for parent training programs and self evaluation of the classes were not presented. Therefore, it needs when and how to do for specific plan of gifted class evaluation and parent training programs. Second, The annual instruction plan has been restricted to the subject matter education and field trips and has not included specific teaching methods in accordance with the contents of learning program. The management of gifted classes, therefore, requires not only the subject matter education and field trips but also output presentations, leadership programs, voluntary activities, events and camps which promote the integral development of gifted students. Third, there is no duplication of content to another grade, and various activities did not cover the whole scope of math topics(eg. number and operation, geometry, measurement, pattern) equally. In accordance with elementary mathematics characteristics, teachers should equally distribute time in whole range of mathematics while they teach students in the class because it is critical to discover gifted students throughout the whole curriculum of elementary mathematics. Fourth, as there are insufficient support and operational lack of material development, several types of programs are not utilized and balanced. It is necessary for teachers to try to find the type of teaching methods in accordance with the circumstances and content, so that students can experience several types of programs. If through this study, we can improve the development, management and quality of gifted math programs, it would further the development of gifted education.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.1-16
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• 2013

In this research, we tried to discover the characteristics of gifted students by analyzing their experience in showing task commitment. In order to do this, we asked science gifted students to specifically describe their experiences while deeply experimenting on a scientific cause or theory. From their responses, we inductively explored the characteristics of science gifted students by extracting and analyzing the characteristics that show task commitment. Consequentially, the characteristics of the gifted students are divided into nine categories, which are confidence, setting a challenging goal, challenging approach for solving problems, sense of potential control, loss of self-consciousness, time distortion, submission to difficult task, initiative, and endurance, all of which appear repeatedly among the gifted students. With consensus among three experts who have experience in research on gifted education, these nine characteristics can be categorized into 3 characteristics; challenge, flow, and willingness. The three characteristics such as challenge, flow, and willingness well represent a definition of task commitment. These characteristics can explain the level of task commitment exhibited by science gifted students. It is possible to develop the tool and framework for judging the task commitment of gifted students on the basis of their characteristics.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.107-130
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• 2010

The purpose of this study is to investigate the characteristics that indicate scientifically gifted students by analyzing the verbal interactions in developmental biology inquiry-experimental classes. The subjects were 20 first-grade middle school students who were participating in SNU Science Gifted Education Center. In these experimental classes which were developed based on the CPS Model, we conducted a total of four experimental sessions of small group discussions, and the students' verbal interactions were both taped and video recorded, and observed. From the transcriptions, the patterns of question-answer and the characteristics of scientifically gifted students were analyzed. In the case of question-answer patterns, thinking questions appeared 3~6 times more frequently than the standard information questions. Especially, the case of experimental class I showed 40% more thinking questions as well as standard information questions that the other 3 classes. Through the results of analysing verbal interactions, we were able to find more detailed aspects to creativity that were not identifiable in paper-pencil examinations, as well as affective characteristics such as task commitment and leadership. We believe our findings upon inquiry will be of substantial significance in substituting for the paper-pencil examination in distinguishing and selecting scientifically gifted students.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.33-59
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• 2006

This study is intended to reconsider the meaning of the education for gifted/talented children, the foundation object of science high school by examining the behavior characteristics between gifted students and talented students in open-end mathematical problem solving and to provide the basis for realization of 'meaningful teaming' tailored to the learner's level, the essential of school education. For the study, 8 students (4 gifted students and 4 talented students) were selected out of the 1 st grade students in science high school through the distinction procedure of 3 steps and the behavior characteristics between these two groups were analyzed according to the basis established through the literature survey. As the results of this study, the following were founded. (1) It must be recognized that the constituent members of science high school were not the same excellent group and divided into the two groups, gifted students who showed excellence in overall field of mathematical behavior characteristics and talented students who had excellence in learning ability of mathematics. (2) The behavior characteristics between gifted students and talented students, members of science high school is understood and a curriculum of science high school must include a lesson for improving the creativity as the educational institutions for gifted/talented students, unlike general high school. Based on these results, it is necessary to try to find a support plan that it reduces the case which gifted students are generalized with common talented students by the same curriculum and induces the meaningful loaming to learners, the essential of school education.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.450-466
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• 2014

This study compared and analyzed body composition, physical fitness, and physical self-concept between gifted students in mathematics and science attending Korea Science Academy (KSA) and non-gifted students attending traditional high schools. The KSA students were 117 males who entered the school in 2009. As a control group, a total of 117 non-gifted students were randomly selected from 5 cities. The results of covariate analysis taken 2 year interval, pretest (2009) and posttest (2010), indicated that gifted students were significantly taller (p<.05) than non-gifted students, and were lower in BMI (p<.05) and PBF (p<.001). There was no significant difference in physical fitness between gifted and non-gifted students. But non-gifted students have a significantly higher self-concept in physical appearance (p<.05) and physical strength (p<.05). The internal/external frame of reference model and the Big Fish Little Pond Effect (BFLPE) theory were supported. Especially, gifted students were significantly higher (p<.01) in endurance self-concept than non-gifted students. We have discussion this result as the future research subject whether it come from the characteristics of the gifted's tenacity at high level tasks.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.604-621
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• 1999

We analyze the admission test problems used in 1998 at the Science Education Center for Gifted Youth at Kyungpook National University (SECGY, KNU). The test consists of two parts, an evaluation of the scientific thinking skills and an evaluation of the achievement for Mathematics and Sciences, the former of which includes evaluations of scientific process skills and logical thinking skills. The problems for the test of scientific thinking skills were developed and standardized by the Korea Education Development Center, while those of the achievement for Mathematics and Sciences were made at SECGY. We calculate the indices of the difficulty and discrimination for each problem to determine whether or not the test is appropriate to apply for selecting number of gifted students among the recommended students from 389 middle schools in Taegu-city and Kyungsang-pook-do Province. We find that both indices of most problems for the test of scientific thinking skills were out range of the appropriate level and. moreover, even those problems which fall into the appropriate range showed very low efficiencies for distractors. We, thus, conclude that the problems of the test of scientific thinking skills are inappropriate to use as a test for admission to SECGY. On the other hand, the problems of the achievement test showed extreme results; the Mathematics problems appeared to be too difficult, whereas the Physics problems appeared too easy. However, overall scores showed a normal distribution, indicating that those problems played crucial role in selecting gifted students. We finally propose several suggestions in developing the test problems and in selecting students at the SECGY.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.961-977
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• 2011

The purpose of this study was to investigate the relationship between learning motivation and task commitment and find sub factors of learning motivation that affect task commitment. For this study 30 science gifted student (4th and 5th grade in elementary school) participated. The survey instruments used for this study were Academic Motivation Scale and Task Commitment Scale. The statistical methods employed for data analysis were the correlation analysis and multiple regression analysis. The result of this study were as follows: First, the learning motivation and task commitment of science gifted students showed similar levels. But there was differences of strength each sub factors of learning motivation and task commitment. Second, there was a significant positive correlation between learning motivation and task commitment. Also, learning motivation has the explanatory power of predictive variable for the task commitment approximately 49.3%. Expecially learning motivation has significant positive correlation with responsibility and self-control that sub factors of task commitment. Among the sub factor of learning motivation, confidence has most correlations with sub factors of task commitment and significant impact on task commitment. This result indicate that we need to develop learning motivation to improve task commitment and especially develop learning motivation program to grow up confidence of science-gifted.