• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.177-184
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• 2022

This article aims to explain the concept and characteristics of the 'Intelligent Science Lab', which is being promoted nationwide in Korea since 2021. The Korean Ministry of Education creates a master plan containing a vision for science education every five years. The most recently announced '4th Master plan for science education (2020-2024)' emphasizes the policy of setting up an 'intelligent science lab' in all elementary and secondary schools as an online and offline space for scientific inquiry using advanced technologies, such as Internet of Things and Augmented and Virtual Reality. The 'Intelligent Science Lab' project is being pursued in two main directions: (1) developing an online platform named 'Intelligent Science Lab-ON' that supports science inquiry classes, and (2) building a science lab space in schools that encourages active student participation while utilizing the online platform. This article presents the key features of the 'Intelligent Science Lab-ON' and the characteristics of intelligent science lab spaces newly built in schools. Furthermore, it introduces inquiry-based science learning programs developed for intelligent science labs. These programs include scientific inquiry activities in which students generate and collect data ('data generation' type), utilize datasets provided by the online platform ('data utilization' type), or utilize open and public data sources ('open data source' type). The Intelligent Science Lab project is expected to not only encourage students to engage in scientific inquiry that solves individual and social problems based on real data, but also contribute to presenting a model of online and offline linked scientific inquiry lessons required in the post-COVID-19 era.

• Journal of Korean Society of Occupational and Environmental Hygiene
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• v.32 no.1
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• pp.21-30
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• 2022

Objectives: The purpose of this study is to suggest an optimal method by comparing the analysis methods of work environment measurement datasets including left-censored data where one or more measurements are below the limit of detection (LOD). Methods: A computer program was used to generate left-censored datasets for various combinations of censoring rate (1% to 90%) and sample size (30 to 300). For the analysis of the censored data, the simple substitution method (LOD/2), β-substitution method, maximum likelihood estimation (MLE) method, Bayesian method, and regression on order statistics (ROS)were all compared. Each method was used to estimate four parameters of the log-normal distribution: (1) geometric mean (GM), (2) geometric standard deviation (GSD), (3) 95th percentile (X95), and (4) arithmetic mean (AM) for the censored dataset. The performance of each method was evaluated using relative bias and relative root mean squared error (rMSE). Results: In the case of the largest sample size (n=300), when the censoring rate was less than 40%, the relative bias and rMSE were small for all five methods. When the censoring rate was large (70%, 90%), the simple substitution method was inappropriate because the relative bias was the largest, regardless of the sample size. When the sample size was small and the censoring rate was large, the Bayesian method, the β-substitution method, and the MLE method showed the smallest relative bias. Conclusions: The accuracy and precision of all methods tended to increase as the sample size was larger and the censoring rate was smaller. The simple substitution method was inappropriate when the censoring rate was high, and the β-substitution method, MLE method, and Bayesian method can be widely applied.

• IEMEK Journal of Embedded Systems and Applications
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• v.19 no.3
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• pp.151-158
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• 2024

Although on-device artificial intelligence (AI) has gained attention to diagnosing machine faults in real time, most previous studies did not consider the model retraining and redeployment processes that must be performed in real-world industrial environments. Our study addresses this challenge by proposing an on-device AI-based real-time machine fault diagnosis system that utilizes continual learning. Our proposed system includes a lightweight convolutional neural network (CNN) model, a continual learning algorithm, and a real-time monitoring service. First, we developed a lightweight 1D CNN model to reduce the cost of model deployment and enable real-time inference on the target edge device with limited computing resources. We then compared the performance of five continual learning algorithms with three public bearing fault datasets and selected the most effective algorithm for our system. Finally, we implemented a real-time monitoring service using an open-source data visualization framework. In the performance comparison results between continual learning algorithms, we found that the replay-based algorithms outperformed the regularization-based algorithms, and the experience replay (ER) algorithm had the best diagnostic accuracy. We further tuned the number and length of data samples used for a memory buffer of the ER algorithm to maximize its performance. We confirmed that the performance of the ER algorithm becomes higher when a longer data length is used. Consequently, the proposed system showed an accuracy of 98.7%, while only 16.5% of the previous data was stored in memory buffer. Our lightweight CNN model was also able to diagnose a fault type of one data sample within 3.76 ms on the Raspberry Pi 4B device.

• Journal of The Korean Association For Science Education
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• v.44 no.3
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• pp.231-248
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• 2024

This study developed a chatbot for first-year high school students, employing open-source software and the Korean Sentence-BERT model for AI-powered document classification. The chatbot utilizes the Sentence-BERT model to find the six most similar Q&A pairs to a student's query and presents them in a carousel format. The initial dataset, built from online resources, was refined and expanded based on student feedback and usability throughout over the operational period. By the end of the 2023 academic year, the chatbot integrated a total of 30,819 datasets and recorded 3,457 student interactions. Analysis revealed students' inclination to use the chatbot when prompted by teachers during classes and primarily during self-study sessions after school, with an average of 2.1 to 2.2 inquiries per session, mostly via mobile phones. Text mining identified student input terms encompassing not only science-related queries but also aspects of school life such as assessment scope. Topic modeling using BERTopic, based on Sentence-BERT, categorized 88% of student questions into 35 topics, shedding light on common student interests. A year-end survey confirmed the efficacy of the carousel format and the chatbot's role in addressing curiosities beyond integrated science learning objectives. This study underscores the importance of developing chatbots tailored for student use in public education and highlights their educational potential through long-term usage analysis.