• The Journal of Bigdata
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• v.7 no.2
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• pp.11-29
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• 2022

Pre-trained language models are the most important and widely used tools in natural language processing tasks. Since those have been pre-trained for a large amount of corpus, high performance can be expected even with fine-tuning learning using a small number of data. Since the elements necessary for implementation, such as a pre-trained tokenizer and a deep learning model including pre-trained weights, are distributed together, the cost and period of natural language processing has been greatly reduced. Transformer variants are the most representative pre-trained language models that provide these advantages. Those are being actively used in other fields such as computer vision and audio applications. In order to make it easier for researchers to understand the pre-trained language model and apply it to natural language processing tasks, this paper describes the definition of the language model and the pre-learning language model, and discusses the development process of the pre-trained language model and especially representative Transformer variants.

• Journal of the Korean Chemical Society
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• v.50 no.2
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• pp.153-162
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• 2006

The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers' perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers' perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers' perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.29-42
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• 2018

The purposes of this study were to develop and apply teaching-learning plans using ARCS strategies to improve character of middle school students and analyze whether a home economics class helps to give positive effects on youth character change. Nine-period classes were conducted for 110 male students in 4 classes of M middle school in Gwangju metropolitan city for 5 weeks from March 6 through April 7 in 2017. The effectiveness of classes were examined with learners' class assessment and pre- and post- character index test. The research steps and results in this study are as follows. First, the teaching-learning plans for 9 periods were developed for the character education class of the chapter 'Understanding families'. These teaching and learning course plans were designed to enhance learner's interests in learning using ARCS motivational strategy and improve character of middle school students in consideration of character elements. In the chapter 'Understanding families' of Technology Home Economics in middle school, the teaching-learning plans for 9 periods, 14 student activity sheets, and 2 powerpoint materials for teaching and learning were developed. Second, students who had the character education classes using ARCS motivational strategy showed significant differences in all character elements. Therefore, the character education class using ARCS shows positive effects to build up character of middle school students. Third, the character education classes using ARCS motivational strategy increased the class satisfaction of learners. The character education class teaching and learning course plans and learning materials in Technology Home Economics using ARCS motivational strategy will be used as a basic resource to build up students' character in the future.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.33-48
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• 2017

The purpose of this research was to analyze the contents of housing teaching learning studies in Home Economics of secondary schools since 2001. The 22 research, drawn from the database 'riss4u', were analyzed in terms of general information of the paper (studied institution & year, implementation & evaluation, subject of study & size) and specific contents of teaching learning plans (theme, curricula & textbooks, methode & # of lessons, resources). The results showed that most studies were reported during the 7th or the 2007 revised curricula period. All, except one doctoral dissertation, were master's theses from a few universities. In all studies, ranging from 2 to 15 lessons, teaching learning plans were implemented and evaluated in the class of the researcher while some were applied in other schools, too. The theme of the teaching learning plans varied but were concentrated on one out of two content elements and two out of six learning elements. The 2007 revised curriculum seems to be an important turning point, not only reinforcing the analyses of the curricular and textbooks in the analyzing stage but also facilitating the use of various methods for the lessons in the developing stage. Practical problem based model was the most frequently adopted, while cooperative learning and ICT served as fundamental although not always mentioned. Various teaching resources such as UCC, reading materials, PPT were developed for the teacher. Activity sheets were the most frequently used for the students, followed by reading materials. Because teaching learning is an essential core of education, teaching learning studies should be more actively conducted and the variety of subject topics, methods and resources should also be obtained by more researchers.

• School Mathematics
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• v.12 no.3
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• pp.353-370
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• 2010

The purpose of this study was threefold: (1) to select the components of spatial ability that could be associated with the implementation of a polycube task, embody the selected components of spatial ability as learning elements and develop the prototype of polycube teaching-learning materials applicable to gifted education, (2) to make a close analysis of the development process of the teaching-learning materials to ensure the applicability of the prototype, (3) to give some suggestions on the development of teaching-learning materials geared toward mathematically gifted classes. The findings of the study were as follows: As for the first purpose of the study, relevant literature was reviewed to make an accurate definition of spatial ability, on which there wasn't yet any clear-cut explanation, and to find out what made up spatial ability. After 13 components of spatial ability that were linked to a polycube task were selected, the prototype of teaching-learning materials for gifted education in mathematics was developed by including nine components in consideration of children's grade and level. Concerning the second purpose of the study, materials for teachers and students were separately developed based on the prototype, and the materials were modified and finalized in light of when selected students exerted their spatial ability well or didn't in case of utilizing the developed materials in class. And then the materials were finalized after being finetuned two times by regulating the learning type, sequence and degree of learning difficulty. Regarding the third purpose of the study, the polycube task performed in this study might not be generalizable, but there are seven suggestions on the development process of teaching-learning materials.

• Journal of the Korean Society of Marine Environment & Safety
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• v.26 no.4
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• pp.374-381
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• 2020

According to international regulations, it is mandatory for navigators or engineers to acquire suitable skillsets before their designation as a duty officer on board. One of the most important elements is Maritime English (ME), wherein students are taught a required set of basic skills that enable them to process various documents related to accidents, ship conditions, and inspections. Students have to be equipped not only with the use of general English skills but also with the coherent use of technical terms and phrases. However, due to the unique circumstances that exist in the maritime domain, the methods used for imparting maritime knowledge and the manner in which it is evaluated are restricted. Hence, this study aims to utilize an online Maritime English learning and testing platform that can be accessed on smart devices to analyze its impact on the students' learning process. An experiment was conducted on two groups of cadets, one that used the platform and another group that did not. After six-week, the experiment results showed a significant difference between the ME test scores of the two groups. The test scores were further analyzed by incorporating the students' personal elements to measure the ef icacy of the ME test platform. Therefore, the learning and evaluation processes are expected to be implemented in ways that are appropriate and convenient to specific circumstances and be widely used in the field of maritime education in the future.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.155-175
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• 2019

This study aimed to present a concrete and systematic lesson design model for practical problem-based learning in Practical Arts based on the backward design model. To this purpose, this study was conducted in the following four stages: analysis, design, development, and evaluation. In the analysis stage, the literature related to the practical-problem-based curriculum and the instructional design model were reviewed as the theoretical foundations, and the 2015 revision of Practical Arts curriculum was analyzed. In the design stage, based on the literature review, the stages and sub-elements of practical-problem-based learning in Practical Arts were determined, and a template of instructional design was constructed. In the development stage, the design model was drafted based on the stages and sub-elements determined at the design stage. In the evaluation stage, the drafted design model from the development stage was evaluated, modified, and enhanced through expert verification. Based on the suggestions from the experts, the 'practical problem setting' stage was added to the original three-stage model, resulting in a model composed of the following four stages: practical problem setting, goal setting, evaluation planning, and learning activity planning. The experts appraised that the developed model of practical-problem-based instructional design in Practical Arts to be a systematic template that would serve as a concrete guideline for teachers who are trying to design classes based on practical problems.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.1-24
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• 2009

The applications of ratio and similarity have been in need of everyday life from ancient times. Euclid's elements Ⅴand Ⅵ cover ratio and similarity respectively. In this note, we have done a comparative analysis to button down the contents of ratio and similarity covered by the math text books used in Korea, Euclid's elements and the math text books used in Japan and America. As results, we can observe some differences between them. When math text books used in Korea introduce ratio, they presented it by showing examples unlike math text books used in America and Japan which present ratio by explaining the definition of it. In addition, in the text books used in Korea and Japan, the order of dealing with condition of similarity of triangles and the triangle proportionality is different from that of the text books used in America. Also, condition of similarity of triangles is used intuitively as postulate without any definition in text books used in Korea and Japan which is different from America's. The manner of teaching depending on the way of introducing learning contents and the order of presenting them can have great influence on student's understanding and application of the learning contents. For more desirable teaching in math it is better to provide text books dealing with various learning contents which consider student's diverse abilities rather than using current text books offering learning contents which are applied uniformly.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.700-716
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• 2021

This study is based on the importance of observation or exploration in contemporary scientific inquiry and the need to expand the learning materials of science inquiry. It aims to analyze students' characteristics of exploration in abduction by developing and applying an educational program using art materials. For this study, a program named "Scientist going to the museum" utilizing artistic materials such as Oriental and Western paintings, mythology, orchestral suite, and traditional houses, was developed and five middle school students participated. Students who found and explored interesting phenomena in the work were divided into three main groups depending on the characteristics of the exploration activity. Some students observed and described elements that could be connected to scientific concepts, while others mainly explored everyday elements that were relatively unrelated to such concepts. Moreover, another type of students explored the works based on their subjective evaluations. This study shows that learning materials that cannot be visually explored are not suitable for abductive activities that students' prior knowledge has a significant impact on their exploration, and that educational materials for earth science inquiry could be expanded. This study also provides an example of learning materials and methods, and that abduction may be utilized for learning astronomy.

• Journal of Science Education
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• v.46 no.2
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• pp.165-177
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• 2022

This study aims to develop a field trip program for the Hantan River geopark in Pocheon using Orion's field trip model. The selected learning sites were the Hwajeogyeon and Bidulginang Falls, famous geosites of the Hantan River geopark in Pocheon. The field trip program consisted of six preparatory units, two field trip units, and two summary units. The preparatory stage helped reduce the novelty space considering cognitive, psychological, and geographical factors. In the field trip stage, students acquire concepts linked to learning elements in the curriculum scientifically and encourage interest in science. In the summary stage, students organized the geological phenomena observed in the field and inferred the vicinity of the Pocheon Hantan River region. The field trip program was modified to give enough time for observation activities to increase students' interest in science and to connect concepts with learning elements in the curriculum in the outdoor learning phase to allow students' convergent thinking. Implementing the field trip program raises students' interest and attitude in science.