• Journal of Intelligence and Information Systems
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• v.25 no.3
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• pp.201-220
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• 2019

Fake news has emerged as a significant issue over the last few years, igniting discussions and research on how to solve this problem. In particular, studies on automated fact-checking and fake news detection using artificial intelligence and text analysis techniques have drawn attention. Fake news detection research entails a form of document classification; thus, document classification techniques have been widely used in this type of research. However, document summarization techniques have been inconspicuous in this field. At the same time, automatic news summarization services have become popular, and a recent study found that the use of news summarized through abstractive summarization has strengthened the predictive performance of fake news detection models. Therefore, the need to study the integration of document summarization technology in the domestic news data environment has become evident. In order to examine the effect of extractive summarization on the fake news detection model, we first summarized news articles through extractive summarization. Second, we created a summarized news-based detection model. Finally, we compared our model with the full-text-based detection model. The study found that BPN(Back Propagation Neural Network) and SVM(Support Vector Machine) did not exhibit a large difference in performance; however, for DT(Decision Tree), the full-text-based model demonstrated a somewhat better performance. In the case of LR(Logistic Regression), our model exhibited the superior performance. Nonetheless, the results did not show a statistically significant difference between our model and the full-text-based model. Therefore, when the summary is applied, at least the core information of the fake news is preserved, and the LR-based model can confirm the possibility of performance improvement. This study features an experimental application of extractive summarization in fake news detection research by employing various machine-learning algorithms. The study's limitations are, essentially, the relatively small amount of data and the lack of comparison between various summarization technologies. Therefore, an in-depth analysis that applies various analytical techniques to a larger data volume would be helpful in the future.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.217-226
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• 2020

The purpose of this research is to draw suggestions on the settling of the 2015 revised curriculum and the direction of science curriculum improvement by identifying the current status of science general elective courses for high school sophomores, and examining teachers' perception. To this end, with 12 city and provincial education offices' cooperation, we analyzed the status of science elective subjects that freshmen took in 2018 by school year, school type and region. In addition, in-depth interviews were conducted with nine science teachers of the focus group to discuss ways to improve curriculum operation and implementation of science general elective courses, and ways to raise the selection rate. The number of science general elective courses for high school students in 12 municipal and provincial education offices was confirmed to be 163,710 for Physics I, 216,754 for Chemistry I, 290,736 for Bioscience I, and 200,861 for Earth Science I. By school type, autonomous high schools have the highest completion rate, while specialized schools and vocational schools have very low rates. Units completed per semester for general elective courses were mostly three units (61.5%) and two units (28.7%). High school science teachers suggested reconstruction of three-unit elective courses that can be completed in one semester, content development focused on competences rather than knowledge, and the need for a teacher community to improve teachers' teaching competences. Based on the results of the research, ways to operate high school science elective curriculum in preparation for the high school credit system were suggested.

• Korean Journal of Environmental Agriculture
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• v.20 no.4
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• pp.252-257
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• 2001

To get the basic information for the water quality improvement and control of water resource at Mankyeong river stream, the water quality in four site of main stream and three site of branch stream at the upper stream were investigated mainly from February to August in 2000. The water temperature was affected by depth, flow rate of the water, and air temperature, and ranged 6.4 to $30.8^{\circ}C$. The pH, DO and BOD values of the water was $5.9{\sim}9.7$, $4.6{\sim}14.50\;mg/L$, and $0.1{\sim}11.8\;mg/L$ range, respectively. The content of total nitrogen, $NO_3-N$ and $NH_4-N$ was $1.19{\sim}10.61\;mg/L$, $1.00{\sim}5.93\;mg/L$, and ND $(non\;detected){\sim}2.79$ mg/L, respectively. The concentration of total phosphorus was ND to 1.14 mg/L. The concentration of Cl ion was $3.5{\sim}196.4\;mg/L$. The content of Fe and Mn was $0.002{\sim}0.100\;mg/L$ and $ND{\sim}0.04\;mg/L$, respectively. The contents of heavy metal Cd, Cu, and Zn were $ND{\sim}0.03\;mg/L$, $ND{\sim}0.05\;mg/L$, and $0.001{\sim}0.17\;mg/L$, respectively. Pb was not detected in all the samples. The pH, total nitrogen contents, and total phosphorus content were frequently exceeded the water quality standard for agriculture. The degree of water pollution was very varied by the sampling place. The water quality was generally polluted in the dry season more than in rainy season. The highest level of water pollution observed in the area of Samyea Bridge among the 7 sites.

• Industry Promotion Research
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• v.6 no.3
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• pp.9-17
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• 2021

Childcare teacher experience emotional labor that suppresses, exaggerates, controls and regulates their emotions in order to produce the positive image required in the nursery field. The working environment for infants and toddlers has a problem of lowering the quality of life as a cause of psychological exhaustion of the emotional labor childcare teacher. Because singing helps to improve the quality of human life, research is needed to enable emotional labor childcare teacher to recover from psychological exhaustion and plan a positive life in the process of self-care. First, how is the psychological exhaustion of the emotional labor childcare teacher through song psychotherapy? Second, how is the process of self-care of the emotional labor childcare teacher through song psychotherapy? The study was conducted from March 2017 to May 2020, and through qualitative case studies, data such as in-depth interviews, direct observations, and participation observations were collected at the ○○○ daycare center for 50 minutes every 12 sessions. Based on the above findings, the following conclusions were drawn: First, through singing psychotherapy, emotional labor and childcare staff were able to discover, understand, recognize, face, communicate, and insight into their will to live, psychologically exhausted themselves. Emotional support from others can reduce the experience of emotional depletion and demonstrate a recovery of experience and an improvement in achievement due to frustration at work. Second, the self-care of the emotional labor child care teacher through song psychotherapy proved the temporal, spatial, relational, and emotional caring process, while maintaining the balance between caring for others and caring for oneself, body, mind, and spirituality are organic change. In this study, the psychological exhaustion and self-care process provides an opportunity to discover the essence of life, explore and express one's inner self, take care of others and oneself in a balanced manner, and provide insights for a whole person and healthy self. It is significant in providing opportunities to improve the quality of life through growth.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.297-310
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• 2021

This study explores the characteristics of within-school and across-school science teacher professional learning communities (hereafter, PLC) qualitatively. In-depth focus group interviews were conducted with science teachers belonging to seven PLCs within the science core school and three PLCs across schools. Interview questions include identity and motivation, major activities, and outcomes of PLC, as well as shortcomings and support plans for PLC. The results include both within-school and across-school science teacher PLCs formed for professional development related to science teaching and learning. Both science PLCs participated in the study showed the characteristics of a 'practice community' that developed a cooperative relationship through reciprocal participation, focusing on shared issues among members. Regarding issues, within-school PLCs focused on microscopic problems such as curriculum reconstruction of subject-matter, while across-school PLCs focused on macro problems such as teacher professional development. Regarding activities and roles as PLC, within-school and across-school science PLCs shared such features as collaborative professional development, and interpersonal education such as mentoring for novice teachers. In terms of PLC's influence and outcomes, science teacher PLCs has a positive effect not only on the teachers themselves, but also on the students and the teacher culture in the school. In addition, science teacher PLCs need improvement of the physical conditions for community operation, and software support such as protocol provision for PLC operation and joint research or re-education with universities. In particular, joint research between universities and science teacher PLCs shows the future orientation of the PLC as an 'inquiry community'. Based on the results, the necessity of active support for science PLC, the necessity of developing a cooperative system between science teacher PLC and universities, and ways to spread the PLC of science core schools to that of general schools were proposed.

• Korean Journal of Soil Science and Fertilizer
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• v.26 no.2
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• pp.103-110
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• 1993

This study was made to evaluate the chemical properties of 481 farmers' orchard fields in An-Seong area. And the reasonable ferilizer rates were recommended utilizing the result of soil analysis. The results are summarized as follows : 1. As the soil fertility status of collected soil samples were evaluated on the basis of temporary optimal range for each soil chemical properties, 12.7 to 49.6% of the total 481 farmers' fields were range for soil improvement. 2. The contents of chemical component have a tendancy to decrease with depth gradually from surface to subsoil. 3. According to the relationship between the contents of soil component in subsoil and those in surface soil, the fertility condition of subsoil could be estimated on the basis of analysis data of surface soil. 4. The multiple regression equation for pear yield prediction to the organic matter and exchangable calcium contents in the soil were obtained. 5. Referring the average value, distribution ratio compared to the optimum level for each soil chemical properties and standard fertilizer rate, the soil fertility status could be categorized as "High" "Medium" and "Low". For each category, the recommended amounts for NPK and organic matter application were established. 6. The recommended rates through soul fertility diagnosis were less than farmer's dosage in the range 7.1~7.7 kg/10a for N, 0.8~11.5 kg/10a for $P_2O_5$, 7.1~19.9 kg/10a for $K_2O$ and 90~116 kg/10a for lime.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.693-718
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• 2010

This study investigated secondary school science teachers' experiences to explore the influencing factors in science teachers efficiency (STE). The participants, thirty three secondary school science teachers who have more than four years of teaching experience, were interviewed about describing each teacher's experience throughout one's years of teaching. The grounded theory introduced by Strauss and Corbin (1998) was used to analyze the data in this study. The results of paradigm analysis revealed that STE is influenced by 125 concepts, 38 sub-categories, and 16 categories. In a paradigm model, the central phenomenon was 'constructing STE', and the causal condition was 'want to be a teacher' as career choice motivation. The contextual conditions that have an affect on the central phenomenon were 'self awareness of the teacher' and 'social awareness of the teacher.' The mediate conditions, which facilitated or restrained the action/interaction strategies, were 'societal tendency', 'school climate', and 'personal context.' The action/interaction strategies to control the phenomenon were 'following the line,' 'identifying effective teaching strategies,' 'taking teacher education programs,' and 'contributing to school improvement.' The consequences were 'teacher's self awareness', 'challenge,' and 'stagnating in teaching.' The overall conclusion drawn from this research is that, the definition of STE is beliefs in science teachers' capabilities to set up objects in some school teaching context and, organize and execute the course of action required to attain these. Additionally, STE has three dimensions of teacher's behaviors: science instructional efficiency, efficiency in engaging students, and efficiency in managing school conditions. This study offers insight into the nature of STE and theoretical framework. These findings may give science teachers and teacher educators the practical knowledge necessary to build effective training programs and interventions that would help increase STE and facilitate effective teaching.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.531-538
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• 2023

Recently, many university classes have been changing from instructor-centered classes to learner-centered classes, and universities are trying to establish a new direction for university education, especially to foster talented people suitable for the Fourth Industrial Revolution. To this end, universities are presenting various competencies necessary for students and focusing on research on efficient education plans for each competency. Among them, creativity is considered the most important competency that students should obtain in universities. Developing a creative problem-solving-based subject where various majors gather to produce results while conducting creative team activities away from desk classes is considered a meaningful subject to cultivate capacities suitable for the requirements of the times. Therefore, this study purpose to develop creative problem-solving-based subjects and analyze the results of class progress. This creative problem-solving-based class is an Action Learning class for step-by-step idea development, which starts with a theoretical lecture for creative idea development and then consists of five stages of Action Learning. The tasks of action learning used in this class consisted of ceramic expression to increase the intimacy of the formed group and the group's collective expression, ideas in life to combine and compress individual ideas into one, environmental improvement programs around schools, and finally UCC on various topics. In the theoretical lecture conducted throughout the class, a class was conducted on Scientific Thinking for creative problem solving, and then a group-type action learning class was conducted sequentially. This Action Learnin process gradually increased the difficulty level and led to in-depth learning by increasing the level of difficulty step by step.

• Journal of Korea Water Resources Association
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• v.46 no.12
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• pp.1181-1191
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• 2013

This study have implemented finding the optimal water temperature parameter set for Hapcheon dam reservoir using CE-QUAL-W2 model. In particular the sensitivity analysis was carried out for four water temperature parameters of wind sheltering coefficient (WSC), radiation heat coefficient (BETA), light extinction coefficient (EXH2O), heat exchange coefficient at the channel bed (CBHE). Firstly, WSC, BETA, EXH2O shows relatively high sensitivity in common during April to September, and CBHE does during August to November. Secondly, as a result of identifying depth range of parameter influence, BETA and EXH2O show 0~9 m and 8~14 m which is thermocline layer close to water surface, CBHE is deep layer 12 m away from bottom. Finally, applying annual or monthly optimal parameter sets indicates that the bias between two sets does not show much differences for WSC and CBHE parameters, but BETA and EXH2O parameters show $0.20^{\circ}C$ and $0.51^{\circ}C$ of monthly average biases for two parameter sets. In particular the bias reveals to be $0.4^{\circ}C$ and $1.09^{\circ}C$ during May and August that confirms the necessity of use of monthly parameters during that season. It is claimed that the current operational custom use of annual parameters in calibration of reservoir water quality model requires the improvement of using monthly parameters.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.514-525
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• 2005

The most important factor in providing education to gifted students as well as to students in general are the teachers themselves. However, at present in Korea, most of the teachers in charge of education for the gifted are educated by in-service training programs only for a short period of time. It is doubtful whether the teachers, who have taught ordinary students in general, can teach gifted students effectively only after completing such a short course. This research investigated the relationship between the teachers' beliefs about educating the gifted and the teachers' classroom practices in a Science Academy through case studies. The guiding questions for this study are as follows: First, what beliefs do the participating teachers have about education for the gifted? Second, how are the participants' beliefs reflected in their classroom practices? Of the five participants, two are physics teachers, two are biology teachers, and one is an earth science teacher. I observed and videotaped four classroom practices for each participant and conducted an in-depth interview with each participant. Further data were collected through e-mails with the participants. All data were carefully transcribed and analyzed. The results are as follows: Beliefs about education for the gifted do not exist independently, and form a belief system connecting with beliefs about teaching and learning, and subject matter. And the belief systems of participants can be divided into "student-centered," "teacher-centered," and "conflict chaos." In the classes of the participants who have "student-centered" belief system, students' questions or opinions played an important role and the participation structure in the classroom was determined by the students. On the contrary, participants who have "teacher-centered" belief system focused on teaching contents as much as possible in their classes. These teachers played a heavy role and formed a participation structure where students depended on their teacher's intellectual authority and therefore participated in their class passively. A participant who have "conflict chaos" belief did not form a firm belief system yet, and traditional beliefs about teaching and learning were reflected a lot in her classes. The research results imply teachers' beliefs play an important role in classroom practices and beliefs about teaching and learning and subject matter as well as beliefs about education for the gifted are important factors for teachers who guide gifted students. Additionally, I make some suggestions for the improvement of teacher education for the gifted.