• Journal of the Korean earth science society
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• v.42 no.2
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• pp.221-244
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• 2021

To examine the limitations of the the Blosser's (1973) 'Question Category System for Science', which is mainly applied to research in science education in Korea, we analyzed 30 hours of class conversation in a small group program (for first-year middle school students) with a researcher participating as a teacher. When classified according to Blosser's (1973) classification system, distinguishing between 'open and closed questions' was difficult. Questions with the same content were classified into different types depending on their context, whereas some questions could not be classified appropriately. Additionally, higher-level questions (open questions) were not more effective than lower-level questions (closed questions) in improving students' thinking ability or participation in class. The questionnaire's effect differed depending on the information provided by the teacher before questioning, and in many cases, previous question influenced the next questions. However, in the science education questionnaire research based on Blosser's (1973) classification, which is mainly conducted in Korea, each individual question is classified according to the cognitive level, disregarding the influence of context and prior and subsequent questions and the quality of instructions is evaluated by the frequency of higher level questioning. The results of this study indicate that the method of evaluating instruction quality based on the frequency of high-level questioning, which is currently conducted in domestic science education inquiry research, should be avoided.

• Journal of The Korean Association of Information Education
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• v.24 no.3
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• pp.215-223
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• 2020

The results of the analysis of the 523 questions presented in the six textbooks and SW and robot units in the Blosser four-step classification categories are as follows. First, in the software unit, the analysis results showed that 77.1% were closed questions and 22.9% were open questions. Second, in the robot unit, the analysis results showed that 74.8% were closed questions and 25.2% were open questions. The CT Trigger Question was developed to overcome the limitations of the textbook questions, which were mainly closed questions, and to directly or indirectly induce computational thinking that teachers can utilize according to their educational content and activities.

• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.31-35
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• 2023

최근에는 질의응답(Question Answering, QA) 분야에서 거대 언어 모델(Large Language Models, LLMs)의 파라미터에 내재된 지식을 활용하는 방식이 활발히 연구되고 있다. Open Domain QA(ODQA) 분야에서는 기존에 정보 검색기(retriever)-독해기(reader) 파이프라인이 주로 사용되었으나, 최근에는 거대 언어 모델이 독해 뿐만 아니라 정보 검색기의 역할까지 대신하고 있다. 본 논문에서는 거대 언어 모델의 내재된 지식을 사용해서 질의 응답에 활용하는 방법을 제안한다. 질문에 대해 답변을 하기 전에 질문과 관련된 구절을 생성하고, 이를 바탕으로 질문에 대한 답변을 생성하는 방식이다. 이 방법은 Closed-Book QA 분야에서 기존 프롬프팅 방법 대비 우수한 성능을 보여주며, 이를 통해 대형 언어 모델에 내재된 지식을 활용하여 질의 응답 능력을 향상시킬 수 있음을 입증한다.

• Kyungpook Mathematical Journal
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• v.45 no.2
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• pp.199-209
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• 2005

An ideal space is ${\cal{I}}-resolvable$ if it has two disjoint ${\cal{I}}-dense$ subsets. We answer the question: If X is ${\cal{I}}-resolvable$, then is X (${\cal{I}}\;{\cup}\;{\cal{N}$)-resolvable?, posed by Dontchev, Ganster and Rose. We give three generalizations of the well known Banach Category Theorem and deduce the Banach category Theorem as a corollary. Characterizations of completely codense ideals and ${\cal{I}-locally$ closed sets are given and their properties are discussed.

• Communications of the Korean Mathematical Society
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• v.34 no.3
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• pp.855-861
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• 2019

The geodesics on the round 2-sphere $S^2$ are all simple closed curves of equal length. In 1903 Otto Zoll introduced other Riemannian surfaces with the same property. After that, his name is attached to the Riemannian manifolds whose geodesics are all simple closed curves of the same length. The question that "whether or not the set of Zoll metrics on 2-sphere $S^2$ is connected?" is still an outstanding open problem in the theory of Zoll manifolds. In the present paper, continuing the work of D. Jane for the case of the Ricci flow, we show that a naive application of some famous geometric flows does not work to answer this problem. In fact, we identify an attribute of Zoll manifolds and prove that along the geometric flows this quantity no longer reflects a Zoll metric. At the end, we will establish an alternative proof of this fact.

• Communications of the Korean Mathematical Society
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• v.38 no.1
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• pp.11-19
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• 2023

Let 𝓗₀ be the set of rings R such that Nil(R) = Z(R) is a divided prime ideal of R. The concept of maximal non φ-chained subrings is a generalization of maximal non valuation subrings from domains to rings in 𝓗₀. This generalization was introduced in [20] where the authors proved that if R ∈ 𝓗₀ is an integrally closed ring with finite Krull dimension, then R is a maximal non φ-chained subring of T(R) if and only if R is not local and |[R, T(R)]| = dim(R) + 3. This motivates us to investigate the other natural numbers n for which R is a maximal non φ-chained subring of some overring S. The existence of such an overring S of R is shown for 3 ≤ n ≤ 6, and no such overring exists for n = 7.

• Korean Journal of Mathematics
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• v.26 no.1
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• pp.53-60
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• 2018

In this paper, we consider the question of the Rota-Baxter operators of 3-dimensional Heisenberg Lie algebra on ${\mathbb{F}}$, where ${\mathbb{F}}$ is an algebraic closed field. By using the Lie product of the basis elements of Heisenberg Lie algebras, all Rota-Baxter operators of 3-dimensional Heisenberg Lie algebras are calculated and left symmetric algebras of 3-dimensional Heisenberg Lie algebra are determined by using the Yang-Baxter operators.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.347-357
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• 2012

The focus of this dissertation is on the comparative Analysis of Questions in the 'Matter Units of Elementary Science Textbook between the 7th Curriculum and the Revised Curriculum Year 2007. The results of the comparative Analysis in the dissertation are as follows: There were more closed questions than open questions in these elementary science textbooks both of the 7th Curriculum and the Revised Curriculum Year 2007. Cognitive-memory questions were the most frequently asked in all grade levels. In the Revised Curriculum Year 2007, Convergent thinking questions presented with higher rate than the 7th Curriculum. Divergent thinking questions and evaluative thinking questions was presented with a relatively lower rate than the 7th Curriculum. Question types were applied based on the characteristics of each unit rather than on children's developmental characteristics.

• The Journal of the Korea Contents Association
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• v.19 no.4
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• pp.187-196
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• 2019

This experimental study examines whether paralinguistic behavior is a deception cue in an interrogation. 92 college students participated in an experiment and were randomly assigned to two conditions. Participant were then asked to take the money or not to take the money according to the condition they were assigned. Then participants had a face-to-face interrogation. During the interrogation, participants' paralinguistic behavior was recorded and used for coding and analysis. Results reveal that participants' paralinguistic behaviors differ depending on question types and deceptive paralinguistic cues are speech speed and fillers for the closed critical question and response latency, response length, and fillers for the open critical question. These findings implicate that part of paralinguistic behavior could be a deception cue and thus these cues might be applicable to deception detection in real world criminal investigations.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.526-537
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• 2010

The purpose of this study was to compare the effects of two different types of texts, which were narrative and expository, on the understanding of content. Elementary students' perceptions of the two types of the texts were also investigated. In the comparison of the effects on the understanding of the text contents, test scores of mind-mapping, closed-answer question, and essay test were used. The analyses of mind-mapping tests showed narrative text was more effective to figure out main concepts of the text throughout the mind-mapping test. But expository text was more effective in the hierarchical organization of the concepts. In the closed-answer questions and essay test, narrative text was more effective than expository text. However when the contents of text were difficult and complex, there was no meaningful difference between the two types of texts. The analyses of students' perceptions of the texts showed that narrative texts were preferred. Students perceived that the narrative text was more interesting and familiar. However, the perceptions of helpful text for their science learning were not different by the types of texts.