Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education     

Kim  Jinhee  Lee  Hyunkyung  Cho  Young Hoan 《Education and Information Technologies》2022,27(5):6069-6104

Education and Information Technologies - Preparing students to collaborate with AI remains a challenging goal. As AI technologies are new to K-12 schools, there is a lack of studies that inform how...  相似文献   

Rethinking democracy and human rights education on the seventieth anniversary of the Universal Declaration of Human Rights     

Cho  Hyo-Je 《Asia Pacific Education Review》2019,20(2):171-180

Asia Pacific Education Review - The paper outlines the usefulness and challenges of teaching the Universal Declaration of Human Rights (UDHR) to the young generation of the twenty-first century....  相似文献   

Korean 4‐ to 11‐year‐old student conceptions of heat and temperature     

Seoung‐Hey Paik  Boo‐Kyung Cho  Young‐Mi Go 《科学教学研究杂志》2007,44(2):284-302

The aim of the present study is to shed light on the conceptions that young students have of heat and temperature, concepts that are both important in school science curricula and closely related to daily life. The subjects of the study were students from a rural district in South Korea and they ranged in age from 4 to 11 years. Interviews were conducted with each student on the basis of questions on temperature, thermal insulation, and heat equilibrium. After calculating the frequency and percentage of student responses and analyzing the rationale for their answers, it was found that younger students tended to view temperature as “size” or a “summation of numbers.” This tendency gradually diminished in older students. Most students had alternative conceptions of thermal insulation regardless of age; however, reasoning differed according to age. Younger students displayed a greater tendency to view insulation as a material property, whereas older students showed a greater tendency toward rational heat and temperature conceptions. Most students did not have clear concepts of heat equilibrium regardless of age, but possessed numerous alternative conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 284–302, 2007  相似文献   

Lessons of love: Psychoanalysis and teacher-student love   总被引：1，自引：0，他引：1  

Daniel Cho 《Educational theory》2005,55(1):79-96

What is the relation of love and pedagogy? Two recent phenomena have called into question whether love has any place within pedagogy at all: teacher‐student sexual scandal and the standardization movement. As love walks the thin line between inspiration and sex, and as standardization has assumed love to be synonymous with bias, it has become more important than ever to provide a clear account of love and its relation to teaching. For this account, I turn to Lacanian psychoanalysis and, in particular, to Lacan's contentious claim that “There is no such thing as a sexual relationship.” Through an explication of Lacan's position on love, I conclude that love not only has a place within pedagogy but is necessary for it.  相似文献   

Exploring teaching concerns and characteristics of graduate teaching assistants     

YoonJung Cho  Myoungsook Kim  Marilla D. Svinicki  Mark Lowry Decker 《Teaching in Higher Education》2013,18(3):267-279

The purpose of the study was to explore a conceptual structure of graduate teaching assistant (GTA) teaching concerns. Results indicated that GTAs experience five distinct, inter-related types of concerns: class control, external evaluation, task, impact and role/time/communication. These ‘teaching concerns’ were further analysed by examining their relationship with the value placed on them by the GTAs and the confidence in dealing with the teaching-related issues of concern. The results revealed that GTAs tend to have concerns about self, task or role/time/communication-related issues when the nature of the concerned issues is perceived as being valuable but challenging. On the other hand, GTAs are more likely to have concerns with impact-related issues when the nature of the issues is perceived as both being valuable and manageable. Several GTA characteristics, such as teaching experience, teacher efficacy, participation in professional development and values on teaching practices, were examined as predictors of GTA teaching concerns.  相似文献   

The Rate and Delay in Overload: An Investigation of Communication Overload and Channel Synchronicity on Identification and Job Satisfaction     

Jaehee Cho  Dina Inman Ramgolam  Kimberly Mary Schaefer  Anu Nadina Sandlin 《Journal of Applied Communication Research》2013,41(1):38-54

This study investigates the relationship between communication overload and uses of diverse communication channels in terms of their level of synchronicity. Emphasis on the synchronicity of any given channel reveals how temporal elements (i.e., rate and processing time) play an important role in perceptions of communication load. Additionally, this study examines the association between communication overload, organizational identification and job satisfaction. Findings reveal: (a) both high and low synchronous channels are associated with increased reports of communication overload; (b) a mediating effect of organizational identification on the relationship between communication overload and job satisfaction; and (c) a moderating effect of communication overload on the relationship between low synchronous channels and organizational identification.  相似文献   

Television,Gender Norms,and Tanning Attitudes and Intentions of Young Men and Women     

Hyunyi Cho  Jounghwa Choi 《Communication Studies》2013,64(5):508-530

This study investigated whether and how exposure to tanned images on television is related to tanning attitudes and intentions among men and women, using the influence of presumed influence model (Gunther & Storey, 2003 Gunther , A. C. , & Storey , J. D. ( 2003 ). The Influence of presumed influence . Journal of Communication , 53 , 199 – 215 .[Crossref], [Web of Science ®] , [Google Scholar]). The model showed a better fit with the male rather than female sample. In addition, among males, exposure to tanned-men images on television was directly associated with protanning attitudes and was indirectly associated with protanning intentions. Corresponding direct and indirect associations were not found among females. Instead, the results suggest females may project their own protanning intentions into the estimation of protanning norms among male and female peers. These results suggest the social perceptual processes underlying the link between television exposure and tanning tendencies of men and women may differ.  相似文献   

Coding and Centering of Time in Latent Curve Models in the Presence of Interindividual Time Heterogeneity     

Shelley A. Blozis  Young Il Cho 《Structural equation modeling》2013,20(3):413-433

The coding of time in latent curve models has been shown to have important implications in the interpretation of growth parameters. Centering time is often done to improve interpretation but may have consequences for estimated parameters. This article studies the effects of coding and centering time when there is interindividual heterogeneity in time such as when longitudinal responses are dependent on a point of origin that varies between individuals. Using representative examples that differ in their degree of interindividual time heterogeneity, we compare different models based on alternative forms of coding and centering of time to evaluate potential for biased estimates. Recommendations are made for studies marked by heterogeneity in time measures.  相似文献   

Named entity recognition with multiple segment representations     

Han-Cheol Cho  Naoaki Okazaki  Makoto Miwa  Jun’ichi Tsujii 《Information processing & management》2013

Named entity recognition (NER) is mostly formalized as a sequence labeling problem in which segments of named entities are represented by label sequences. Although a considerable effort has been made to investigate sophisticated features that encode textual characteristics of named entities (e.g. PEOPLE, LOCATION, etc.), little attention has been paid to segment representations (SRs) for multi-token named entities (e.g. the IOB2 notation). In this paper, we investigate the effects of different SRs on NER tasks, and propose a feature generation method using multiple SRs. The proposed method allows a model to exploit not only highly discriminative features of complex SRs but also robust features of simple SRs against the data sparseness problem. Since it incorporates different SRs as feature functions of Conditional Random Fields (CRFs), we can use the well-established procedure for training. In addition, the tagging speed of a model integrating multiple SRs can be accelerated equivalent to that of a model using only the most complex SR of the integrated model. Experimental results demonstrate that incorporating multiple SRs into a single model improves the performance and the stability of NER. We also provide the detailed analysis of the results.  相似文献   

Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction     

Ting-Kuang Yeh  Kuan-Yun Tseng  Chung-Wen Cho  James P. Barufaldi  Mei-Shin Lin 《International Journal of Science Education》2013,35(10):1555-1570

The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the ‘Principles of Earthquakes.’ Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes.  相似文献