• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.31-56
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• 2002

Providing gifted education should be based on the principle of differentiation, that is, paying close attention to the individual characteristics of the gifted. The gifted are known to be the fast learners with autonomous studying ability and high levels of thinking and creativity, which certainly differentiate them from the ordinary others. Thus, the program for the gifted should fundamentally differ from other general programs. The need for gifted education is growing as our society has turned into the knowledge-based society. Fortunately, on December 28th, 1999, a law in favor of gifted education was passed. According to the law, gifted education will be actively provided under the government's support from the year 2002. In this context, this study is intended to search for the model of developing instructional materials for the gifted. The output materials of this study are to be used in gifted schools which will be built in the near future. The curriculum for the gifted consists of three parts: basic curriculum, in-depth curriculum, and optional curriculum. The learning and instructional materials developed in this study are to be used for the in-depth curriculum. In order to develop the materials, various theoretical models related to gifted education were reviewed. Finally, a theoretical model was developed. On the basis of the model, several instructional materials are developed and the possibility of application are considered.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.169-179
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• 2017

The aim of this study is to see school science education from the perspective of CoP (Community of Practice) and to explore the possibility of strategic CoP in Korean school settings. To do this, we conducted a survey using SCaCoP instrument with more than 1600 students from 14 science core schools (SCSs), which were selected across the country, and analyzed their school curriculum, which can be summarized as follows: First, compared to other tracks in SCSs, like the Nature and the Humanity Classes, students of the Science Core Class (SCC) showed significantly higher scores of CoP features for all five factors of SCaCoP (i.e. responsibility of learning, common interest, mutual relationship, open participation, and practice). Second, students of SCC considered activities that require interaction and collaboration among community members (like experiments, hands-on activities, club activities, project works, R&E) to be very positive. Third, SCC students thought that the educational activities of SCSs were not only effective to CoP aims (i.e. self-driven learning, sharing learning outcomes, peer collaboration) but also positive to general aims of science education (i.e. acquiring knowledge, understanding scientific concepts, science-related attitudes). In other words, it appears that educational activities that were effective in vitalizing the CoP have positive effects on ordinary science education, too. These features of SCSs illustrate its possibility of forming strategic COPs in the context of often government-driven Korean education and of bringing in the innovations of school science education.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.144-154
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• 2003

This study investigated the common features of the best practices in the science classroom, which is the core of school education. The underlying assumption of this research is that the fulfillment of school education is possible with substantial instruction of school curricular areas. The substantial learning of any curricular area depends on each classroom lesson. Data from classroom observations in-depth interviews with teachers and a group of students, a collection of instructional materials were used to extract common characteristics of best practices implemented by 10 exemplary secondary-school science teachers. Common features of best science practices were analyzed in terms of (1)reorganization of science content, (2)pedagogical skills, (3)evaluation, and (4)teachers' efforts for professional development. Results indicated that exemplary science teachers adapted curriculum and textbook content according to students' level and learning context, were able to use a variety of instructional methods and strategies, provided cooperative and intellectually challenging learning environment, and improved their instruction based on assessment results. Also, these exemplary teachers not only improved their own classroom practices, but also participated actively in various professional community of science teachers to share their practical knowledge with their colleagues. They took an active role in teachers' in-service education.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.81-108
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• 2012

One of the keyword in every nation's recent educational policy is key competencies. Considering national competitiveness originating from educational competitiveness, educational policy has been driven to identify key competencies and realize them through school education. Within this context some countries have developed competencies-based curriculum and discussed ways to relate key competencies and subject matter areas. However, there have been few researches on how to reflect or integrate key competencies into subject matter areas. Because of this reason, the ways to incorporate and integrate key competencies into three subject areas including mathematics were investigated. The recent trends of curriculum, teaching and learning, and assessment of domestic and foreign cases were explored by the subject of one Korean international middle school, one British foreign school in Seoul, one French foreign school in Seoul, and four middle schools in New Zealand. To establish competencies-based school education, there should be intimate connection system among curriculum, teaching and learning, assessment, and teacher education. Through analysis of domestic and foreign cases, some conclusions regarding how these aspects have changed with the emphasis of key competencies were drawn. In this paper, through classroom observation and teacher interview, a case of the competencies-based mathematics lessons of one French foreign school was investigated. As a result, summaries and recommendations related to ways to improve subject teaching and teacher education in light of key competencies were presented. In these recommendations, the ways to reconstruct subject-based curriculum, the content-specific teaching and learning, and educational assessment were included.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.215-238
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• 2012

One of the keyword in every nation's recent educational policy is key competencies. Considering national competitiveness originating from educational competitiveness, educational policy has been driven to identify key competencies and realize them through school education. Within this context some leading countries have developed competencies-based curriculum and discussed ways to relate key competencies and subject matter areas. However, there have been few researches on how to reflect or integrate key competencies into subject matter areas. Because of this reason, the ways to incorporate and integrate key competencies into three subject areas including mathematics were investigated. The recent trends of curriculum, teaching and learning, and assessment of domestic and foreign cases were explored by the subject of one Korean international middle school, one British foreign school in Seoul, one French foreign school in Seoul, and four middle schools in New Zealand. To establish competencies-based school education, there should be intimate connection system among curriculum, teaching and learning, assessment, and teacher education. Through analysis of domestic and foreign cases, some conclusions regarding how these aspects have changed with the emphasis of key competencies were drawn. In this paper, through classroom observations and teacher interviews, the reality of competencies-based mathematics teaching of New Zealand and France was investigated. As a result, summaries and recommendations related to ways to improve subject teaching and teacher education in light of key competencies were presented. In these recommendations, the ways to reconstruct subject-based curriculum, the content-specific teaching and learning, and educational assessment were included.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.29 no.3
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• pp.491-501
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• 2019

In side-channel analysis, which exploit physical leakage from a cryptographic device, deep learning based attack has been significantly interested in recent years. However, most of the state-of-the-art methods have been focused on classifying side-channel information in a profiled scenario where attackers can obtain label of training data. In this paper, we propose a new method based on deep learning to improve non-profiling side-channel attack such as Differential Power Analysis and Correlation Power Analysis. The proposed method is a signal preprocessing technique that reduces the noise in a trace by modifying Auto-Encoder framework to the context of side-channel analysis. Previous work on Denoising Auto-Encoder was trained through randomly added noise by an attacker. In this paper, the proposed model trains Auto-Encoder through the noise from real data using the noise-reduced-label. Also, the proposed method permits to perform non-profiled attack by training only a single neural network. We validate the performance of the noise reduction of the proposed method on real traces collected from ChipWhisperer board. We demonstrate that the proposed method outperforms classic preprocessing methods such as Principal Component Analysis and Linear Discriminant Analysis.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.15 no.2
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• pp.255-270
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• 2004

American Academic Accreditation System was reviewed. Current accreditation standards of the six regional accreditation associations were analysed with reference to the evaluation of academic libraries. That analysis was led to the recognition of some trends; mission and goal based assessment, qualitative evaluation, emphasis on the student learning outcomes, emphasis on the teaching role of academic librarians, distance education, and less prescriptive text. Some suggestions were made for revision of the Korean academic accreditation standards related to libraries.

• The KIPS Transactions:PartB
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• v.12B no.3 s.99
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• pp.365-368
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• 2005

We propose a speech act analysis method for Korean dialogue using Support Vector Machines (SVM). We use a lexical form of a word, its part of speech (POS) tags, and bigrams of POS tags as sentence features and the contexts of the previous utterance as context features. We select informative features by Chi square statistics. After training SVM with the selected features, SVM classifiers determine the speech act of each utterance. In experiment, we acquired overall $90.54\%$ of accuracy with dialogue corpus for hotel reservation domain.

• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.203-208
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• 2023

본 논문에서는 대규모 언어 모델의 인컨텍스트 러닝과 프롬프팅을 활용하여 수치 추론 태스크 데이터셋을 효과적으로 증강시킬 수 있는 방법론을 제안한다. 또한 모델로 하여금 수치 추론 데이터의 이해를 도울 수 있는 전처리와 요구사항을 만족하지 못하는 결과물을 필터링 하는 검증 단계를 추가하여 생성되는 데이터의 퀄리티를 보장하고자 하였다. 이렇게 얻어진 증강 절차를 거쳐 증강을 진행한 뒤 추론용 모델 학습을 통해 다른 증강 방법론보다 우리의 방법론으로 증강된 데이터셋으로 학습된 모델이 더 높은 성능을 낼 수 있음을 보였다. 실험 결과 우리의 증강 데이터로 학습된 모델은 원본 데이터로 학습된 모델보다 모든 지표에서 2%p 이상의 성능 향상을 보였으며 다양한 케이스를 통해 우리의 모델이 수치 추론 학습 데이터의 다양성을 크게 향상시킬 수 있음을 확인하였다.

• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.677-682
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• 2023

초거대 언어모델은 모델의 학습 없이 학습 예시만을 입력에 추가함으로써 목표하는 작업을 수행한다. 이런 방식은 상황 내 학습 (In-Context Learning, ICL)이라 불리며, 초거대 언어모델 활용의 사실상의 표준으로 사용되고 있다. 하지만 이러한 모델은, 환각현상 등 사용상의 한계가 발생하는 상황이 다수 발생한다는 연구 결과가 나오고 있다. 본 연구에서는 초거대언어모델을 한국어 작업에서 사용하는 경우, 매우 간단한 수준의 종결어미 변환만으로도 성능 편차가 매우 크게 발생함을 확인하였다. 우리는 이에 대한 분석을 통해, 학습 예시의 어체와 추론 대상의 어체의 변환에 따라 초거대언어모델의 효용성이 크게 변함을 발견하고 이에 대해 분석한다. 나아가 우리는 본 실험 결과를 바탕으로, 어체에 대한 일관성이 유지된 형태의 한국어 데이터 구축이 이루어져야 함을 제안한다.