• Journal of the Korean earth science society
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• v.26 no.6
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• pp.551-559
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• 2005

The Q&A service of the official Korea Astronomy and Space Science Institute (KASI) webpage was installed in 2000 and have been actively used since then. In this paper, we analyze the questions asked through the Q&A service and the number of inquiries with the aid of statistical methods. We also study the contents of the questions. Specifically, we have created statistics of questions and inquiries that go monthly and yearly, and have developed categories to analyze the characteristics of questions in regards to their cognitive aspects. Each question is categorized into two elements based on their recognitive aspect: science knowledge or science study. Each element also has sub-categories that help readers understand the characteristics of the questions. For the analysis, we used a sample consisted of questions from July to December, 2004. Through this study, we achieved a better understanding of the questions asked by the Q&A service. We are planning to improve the quality of the Q&A service by extending the size of the FAQ(frequently asked questions). Throughout this study, we find that the number of questions are increasing with time, and the overall quality of the questions is improving. As we expect the number of people using our Q&A service to increase and the questions to get more difficult to answer, development of improved content is required.

• Journal of Science Education
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• v.36 no.2
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• pp.167-185
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• 2012

This study aimed at finding points of improvement in teaching expertise by analyzing the question patterns that appeared during teaching demonstrations which applied science teaching models prepared by a pre-service biology teacher. The question analysis frame for analyzing question types were categorized largely into the question types of Category 1 (questions in cognitive domain, questions with research function, questions in affective domain), Category 2 (repeated questions, questions for narrowing the range, practice questions), and Category 3 (questions on student activity progress, memory questions, and thinking questions). The results of analyzing question patterns from five different science teaching models revealed a high frequency of questions in the fields of cognition and memory. For the circular learning model, questions from the cognitive field appeared the most often, while, student activity progressive questions in particular were used mostly in the 'preliminary concept introduction stage' of the circular learning model and the 'secondary exploratory stage', in which experiments were conducted, and displayed the characteristics of these stages. The discovery learning model combined the courses of observation, measurement, classification and generalization, but, during teaching demonstrations, memory questions turned up the most, while the portion of inquisitive function questions was low. There were many questions from the inquisitive learning model, and, compared to other learning models, many exploratory function questions turned up during the 'experiment planning stage' and 'experiment stage'. Definitional questions and thought questions for the STS learning model turned up more than other learning models. During the change of concept learning model, the five concepts of students were stimulated and the modification of scientific concepts was very much aided by using many memory questions.

• Annual Conference on Human and Language Technology
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• 2018.10a
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• pp.665-668
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• 2018

본 논문에서는 제약기반 KBQA를 위한 질문분석 기술에 대해서 소개한다. 핵심개체와 속성에 대한 연결 모호성을 해소하기 위해서 세 종류의 제약정보 활용을 제안한다. 세 종류의 제약은 핵심개체에 기반한 제약, 의미정답유형에 기반한 제약, 속성단서에 기반한 제약이다. 제약을 위해서는 질문 내에서 핵심개체와 속성단서를 인식하여야 한다. 본 논문에서는 규칙과 휴리스틱에 기반한 핵심개체와 속성단서 인식 방법에 대해서 소개한다. 핵심개체와 속성단서 인식 실험은 구축된 229개의 질문을 대상으로 수행하였으며, 핵심개체와 속성단서가 모두 정확히 인식된 정확도(accuracy)가 57.21%이고, KBQA 대상질문에서는 71.08%를 보였다.

• Proceedings of the Korean Information Science Society Conference
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• 2011.06c
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• pp.198-201
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• 2011

본 연구는 현재 널리 사용되고 있는 소셜네트워크 속에서 일반 사용자들이 의료 도메인의 전문가들과 쉽게 질문과 응답을 주고 받을 수 있게 해주는 서비스 개발을 위한 기초 연구로써, 사용자의 문서를 분석하여 질문을 추출해 내고 어떤 의료 도메인에 해당하는 질문인지 분류하는 연구이다. 한글로 구성된 문서 속에서 질문에 해당하는 형태소 분석 방법을 이용하야 질문을 추출을 한 다음 질문 속의 단어 들을 분석하여 KORLEX를 이용한 단어간의 관계성을 분석하여 도메인을 분류하는 작업을 거친다. 또한 본 연구는 텍스트마이닝 기법과 인공지능의 분류 기법을 응용하여 소셜네트워크 속에서 질문과 응답을 분석하여, 의료 도메인의 전문가들이 볼 수 있게 함으로써, 소셜네트워크를 이용한 양방향의 질의응답 서비스를 제공 한다. 이 같은 양방향 질의응답 서비스를 통해 헬스케어 및 의료 관리 서비스를 받을 수 있다. 본 논문은 소셜네트워크 상에서 사용자들이 올린 헬스케어에 관련된 질문들을 추출하고 분류해 주는 과정에 한정하여 진행된 결과를 기술한다.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.97-115
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• 2010

The purpose of this study was to analyze the frequency, level, and location of Bloom's cognitive domain questions in the middle school home economics(HE) text books applied to the 7th curriculum. Analyzed textbooks were selected 15 textbooks per a grade produced from 5 publishing firms. The result of this study followed: First, the biggest number of questions belonged to Bloom's cognitive domain in HE: text was in 1st grade (36.9%), following 2nd(33.6%) and 3th(29.5%). Most questions the HE textbooks according to Bloom's cognitive domain consisted of those about the understanding(28.9%), application(28.3%) and knowledge(21.8%). Second, in case of the location of questions, the subcategory of Questions after Reading occupied 49.2% of all in Bloom's cognitive questions, the case of Questions During Reading was 36.7%, and the subcategory of Questions Before Reading was 14.1%. The rate of understanding questions was the highest as 43.2% in the Bloom's cognitive domain, and the application questions' rate were 28.4%. Analyzed the questions located in questions, the result showed that application-level questions in textbooks were the highest with 36.7%, Regarding to the questions located after Reading, the knowledge question occupied the highest with 33.4%, and next was the understanding questions(26.8%), following the application questions(21,7%).

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.32 no.2
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• pp.101-123
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• 2021

This study analyses the questions and answers contained in the Knowledge Information Database of the collaborative digital reference service, 'Ask a librarian'. And based on the results of status of user requests, this study draws information usage behavior in the early stages of the service was derived. 1,124 Knowledge Information Database items out of 3,506 cases was analyzed by nine criterion. ① Number of questions and whether to be reference questions, ② Subject and keywords of the question, ③ Purpose of the question, ④ Type of question, ⑤ User's information request, ⑥ Information source and reference services provided by the librarian, ⑦ Number of days to answer, ⑧ Level of the participating library, ⑨ Question type by topic. As a results of analysis, first, users asked for reference questions from various topics as needed, rather than one from a similar topic at a time, but more than half of the total pure reference questions were from the field of library information science. Second, about 71.35% of users were using the 'Ask a librarian' service to recommend a list of information resources related to a particular topic or research problem, and there were also questions that required consultation on the reading situation. Third, the most preferred sources of information for users were bibliography, and in the case of online information sources, users did not relatively prefer them. Fourth, the number of days required to answer was able to confirm significant differences depending on the type of question and the level of the participating library. Fifth, 31.33% of the purpose of the general field question showed that were self-generated.

• School Mathematics
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• v.18 no.1
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• pp.193-214
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• 2016

Teachers' questioning plays an important role in mathematics teaching and learning by asking students to react or to participate in mathematical discourse. Previous studies on teachers' questioning have not focused on how to questioning to formulate an effective mathematical discourse which is contributed by students because studies mostly analyzed and categorized teachers' questions according to cognitive levels of questions without consideration of context. Therefore, this study explored characteristics of teachers' questioning to formulate an effective characteristics of teachers' questioning to formulate an effective mathematical discourse in mathematics classrooms. By reviewing and analyzing mathematics discourse and studies on teachers' questioning theoretically, we presented openness, sharedness, and productivity as characteristics of teachers' questioning. Through a middle school mathematics teacher's case, we examined three characteristics were necessary to formulate an effective mathematical discourse. Based on results from theoretical analysis and case analysis, we discussed that openness, sharedness, and productivity would be useful as a framework to analyze teachers' questioning.

• Journal of the Korean Society for Library and Information Science
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• v.30 no.1
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• pp.49-67
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• 1996

The previous study showed a large variation in performance within the queries and suggested that characteristics of queries cotribute to retrieval performance. Three attributes, specificity, complexity and recency were used to analyze the different results within queries. The result showed that subject searching retrieve more relevant documents for a Query with low specificity than a query with high specificity and that queries from the doctoral students' dissertations were specific queries with high specificity.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.235-247
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• 2018

The student's pre-questions (pre-class questions related to the learning contents) not only provide the teacher a gauge of the interest and level of the student, but also provide a useful means of providing clues to proceed with the teaching-learning process. The purpose of this study is to develop an analytical framework for effectively analyzing students' pre-questions and to analyze students' pre-questions related to elementary science learning unit of the 2009 revised curriculum by applying this framework. The developed framework is composed of three major categories: knowledge type, extended type, and curious type, each of which is then subdivided into several sub-categories. Using the developed analysis framework, 914 pre-questions from the students presented in the $5^{th}$ and $6^{th}$ grades of elementary science in the 2009 revised curriculum were analyzed, and the types of questions distributed by grade. The percentage of questions by type was also different. Based on the results of this study, students' needs for learning can be grasped through the pre-questions analysis framework and reflected in the teaching-learning process, and student-centered learning contents and methods could be presented. It is expected to make a meaningful contribution to the analysis framework.

• Proceedings of the Korean Society for Information Management Conference
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• 1995.08a
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• pp.17-20
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• 1995

본 연구는 질의어 확장 및 단기 이용자 모형 구축에 응용할 수 있는 하나의 기법으로서 이용자 질문구조의 전형을 통한 정보요구의 모형화를 실험을 통해 제시한다. 실험방법은 이용자의 질문을 시소러스를 통해 분석, 구조화 하고 그 질문구조에서 전형을 추출한 후 전형에 따라 요구하는 정보가 질문구조내에 일정하게 위치하는지를 알아보았다. 이러한 실험을 통해 6가지 질문구조 전형을 추출할 수 있었으며 질문구조의 전형을 이용한 정보요구 모형의 구축이 타당성이 있음을 입증하였고 지능형 정보검색 시스템에의 적용가능성을 논의하였다.