• Journal of the Korean Chemical Society
• /
• v.57 no.4
• /
• pp.499-506
• /
• 2013

In this study, clicker, also known as classroom response system, was applied to the chemistry method course at the university in Gyeongbuk, and preservice chemistry teachers' perceptions of clicker were surveyed. Before starting lecture, operation and class application of clickers were introduced to preservice teachers, and then 4-5 questions were presented to them in most classes during the term. After preservice teachers were asked to answer the questions, lecturer gave feedback based on the class answer distribution. Questions presented to preservice teachers were recall and/or understanding questions on learning contents, opinion questions, and questions about muddiest point. At the end of semester, preservice teachers were asked to rate their perception of clikers in terms of likert scale and essay type. They had positive perceptions of clicker use in aspects of cognitive effects, affective effects and media characteristics. They preferred conceptual understanding questions and monitoring questions among 8 clicker question types. Some cases using clickers in lecture and educational implications were also included.

• Journal of Science Education
• /
• v.39 no.1
• /
• pp.113-131
• /
• 2015

The purpose of this study was to analyze the interactive patterns between teacher and students in middle school earthh science classroom, identify difference of discourse types between earthh science classes taught by majored and non-majored teacher, find the relationship between the discourse pattern and the type of teachers' questions. For that purpose, the participants in this study included four teachers and their students of three middle schools in Seoul. The data consisted of two parts. First, we categorized interaction between teacher and students into the types of discourses by the use of Mortimer and Scott's analytical framework(2003). Second, we classified teachers' questions into four different types of question based on MNeill & Pimentel's classification scheme(2009) to examine for the relationship between the discourse pattern and the type of teachers' questions. As a result, all teachers used interactive/authoritative discourse most in middle school earth science class. Therefore, there was more authoritative discourse to non-majored teacher in comparison with majored teacher. And study demonstrated that the discourse pattern was more related to feedback about student's response rather than the type of teachers' question. In other words, the dialogic discourse showed up more frequently when the teacher used delayed feedback with positive and accepting attitude.

• 한국어정보학회:학술대회논문집
• /
• 2016.10a
• /
• pp.176-180
• /
• 2016

대화형 시스템이 사람의 경청 기술을 모방할 수 있다면 대화 상대방과 더 효과적으로 상호작용 할 수 있을 것이다. 본 논문에서는 시스템이 경청 기술을 모방할 수 있도록 사용자의 발화를 기반으로 질문을 생성하는 것에 대해 연구하였다. 그리고 이러한 연구를 위해 필요한 데이터를 Image captioning과 Visual QA 데이터를 기반으로 생성하고 활용하는 방안에 대해 제안한다. 또한 이러한 데이터를 Attention 메커니즘을 적용한 Sequence to sequence 모델에 적용하여 질문을 생성하고, 생성된 질문의 질문 유형을 분석하였다. 마지막으로 사람이 작성한 질문과 모델의 질문 생성 결과 비교를 BLEU 점수를 이용하여 수행하였다.

• Annual Conference on Human and Language Technology
• /
• 2016.10a
• /
• pp.176-180
• /
• 2016

대화형 시스템이 사람의 경청 기술을 모방할 수 있다면 대화 상대방과 더 효과적으로 상호작용 할 수 있을 것이다. 본 논문에서는 시스템이 경청 기술을 모방할 수 있도록 사용자의 발화를 기반으로 질문을 생성하는 것에 대해 연구하였다. 그리고 이러한 연구를 위해 필요한 데이터를 Image captioning과 Visual QA 데이터를 기반으로 생성하고 활용하는 방안에 대해 제안한다. 또한 이러한 데이터를 Attention 메커니즘을 적용한 Sequence to sequence 모델에 적용하여 질문을 생성하고, 생성된 질문의 질문 유형을 분석하였다. 마지막으로 사람이 작성한 질문과 모델의 질문 생성 결과 비교를 BLEU 점수를 이용하여 수행하였다.

• Annual Conference on Human and Language Technology
• /
• 2019.10a
• /
• pp.315-320
• /
• 2019

질문 생성이란 구절이 입력되면 구절에서 답을 찾을 수 있는 질문을 자동으로 생성하는 작업으로 교육용 시스템, 대화 시스템, QA 시스템 등 다양한 분야에서 중요한 역할을 한다. 질문 생성에서 정답의 단어가 질문에 포함되는 문제점을 해결하기 위해 구절과 정답을 분리한다. 하지만 구절과 정답을 분리하게 되면 구절에서 정답의 정보가 손실되고, 정답에서는 구절의 문맥 정보가 손실되어 정답 유형에 맞는 질문을 생성할 수 없는 문제가 발생된다. 본 논문은 이러한 문제를 해결하기 위해 분리된 정답과 구절의 정보를 연결시켜주는 정답과 구절의 공동 주의 집중 계층을 제안한다. 23,658개의 질문-응답 쌍의 말뭉치를 이용한 실험에서 정답과 구절의 공동 주의 집중 계층이 성능 향상에 기여해 우수한 성능(BLEU-26.7, ROUGE-57.5)을 보였다.

• Journal of the Korean earth science society
• /
• v.27 no.1
• /
• pp.20-31
• /
• 2006

This study analysed student teachers' notable questions about the earth science contents in the elementary science textbooks. The contents of notable questions were defined as ‘notable question contents 1' and 'notable question contents 2'. Both the question contorts are contents about which the number of questions is above three times and from two times to three times as much as the mean number of questions per page of each unit respectively. The results are as follows. First, question contents 1 are found as 'clouds observation', 'geological strata formation' and so on. Question contents 2, 'rainfall measurement', 'moon's movement during one night' and so on are found. Second, the number of interrelationships of main terms in questions increased in each question of question contents 1, but 4 term-patterns are found more in question contents 2 than question contents 1. Third, high interrelationship patterns of terms in question contents 1 are 'coal and petroleum-generation', 'metamorphosis-heat and pressure', 'metamorphosis-heat and pressure-metamorphic rocks', 'planet-sun-comet-revolution' and in question contents 2. 'constellation plate-use', 'dryness and wetness hygrometer-principle', 'seismograph-principle-earthquake', 'earth rotation axis-tilting-occurrence', 'dryness and wetness hygrometer-principle-humidity' and so on. The sources of questions analysed in this study are estimated as the content construction system of textbooks, or students' general questions about the earth science contents. If this is the former, the problems in texts and illustrations in textbooks should be articulated and resolved. And if the latter, the elementary science curriculum has to be reconsidered in view of scientific literacy in earth science.

• Science of Emotion and Sensibility
• /
• v.21 no.2
• /
• pp.113-124
• /
• 2018

The logical assumption of the comparison question test (CQT) is that the guilty person pays more attention to the relevant questions than to the comparison questions, and that the innocent person pays more attention to the comparison questions than to the relevant questions. The purpose of this study was to verify the logic of the comparison question test using functional magnetic resonance imaging (fMRI). The participants were tested for brain responses during a mock crime and performed the CQT under guilty and innocent conditions. After brain imaging, we evaluated the psychological burden of responding to the relevant questions and comparison questions. In the guilty conditions, the degree of burden was higher for the relevant questions than the comparison questions, and there was no significant difference in the innocent conditions. The fMRI results showed that, in the guilty conditions, greater activation was observed in the right superior temporal gyrus and right inferior frontal gyrus when relevant questions were presented relative to comparison questions. Based on these findings, the logical assumption of the CQT was discussed.

• Journal of Korean Library and Information Science Society
• /
• v.38 no.3
• /
• pp.223-246
• /
• 2007

This study examines the retrieval efficiency of the FRBR-based bibliographic retrieval system. To do this, we built two experimental retrieval systems(a FRBR-based system constructed through FRBRizing algorithms and an OPAC-based retrieval system) using 387 music materials coded in a KORMARC format. Next, we set up six hypotheses and compared these two systems in terms of recall, precision, and retrieval time using 28 participants and a questionnaire with 12 queries. The results show that the average recall value of the FRBR-based system Is higher than that of the OPAC system regardless of query types and the average precision and retrieval time values of manifestation queries of the OPAC system is more efficient that those of the FRBR-based system. This study results can be used to customize digital library interfaces as well as to improve the retrieval efficiency of the bibliographic retrieval system.

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

• The Journal of the Korea Contents Association
• /
• v.22 no.3
• /
• pp.134-140
• /
• 2022

The purpose of this study was to investigate the directives and Wh-words in the directives from elementary 2nd, 4th and 6th grade Korean textbooks. After entering all directives into Microsoft Office Excel, directives with Wh-words were separated. The analysis program, Natmal, was used for the analysis of the directives and Wh-words. The criteria from previous studies were also applied for this analysis process. As a result of the study, there are a lot of nouns and verbs in directives. They were consisted of sentences with an average of 6.9 Eojeol. There were a total of 11 types of Wh-words and 'Mueot(what), Eotteon(which), eotteohge(how)' appeared most frequently in all grades. For question types, both grades had more inferential questions than literal information questions. This results were expected to be used as basic data for language interventions with school aged children who have language disorders.