• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.47-57
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• 2021

This study aims to explore the epistemic goals that pre-service elementary teachers can construct in their biology-related knowledge construction activities, how these goals are constructed, and how the shaping of the knowledge construction activities around the goals was afforded or constrained. The research participants were 26 pre-service teachers, divided into 11 groups of two or three to engage in the activity. Their discussions and products were collected and used as data for this study. The analysis revealed that the teachers constructed three types of epistemic goals: making sense of natural phenomena, proposing the most effective course of action, and proposing solutions to problems based on their causes. Construction of different types of goals depended on the conclusions the pre-service teachers expected to draw based on the explored natural phenomena. It was found that the elicitation of the pre-service teachers' epistemic goals could facilitate their shaping of the knowledge construction activity as an evidence-based justification. The participants planned the construction of mechanistic explanations of natural phenomena with the epistemic goals of 'making sense of natural phenomena' or 'proposing solutions to problems based on their causes.' However, enacting their knowledge construction plans with sophisticated epistemic features was constrained due to the limited resources available. This study can contribute to developing instructional strategies that facilitate learners' epistemic agency and addressing epistemic agency in the development of pre-service teacher education methods.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.346-353
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• 2007

In order to be efficient in teaching, a teacher should understand the current learner's level through diagnostic evaluation. This study has examined the major issues arising from the noble diagnostic assessment tool based on the theory of knowledge space. The knowledge state analysis method is actualizing the theory of knowledge space for practical use. The knowledge state analysis method is very advantageous when a certain group or individual student's knowledge structure is analyzed especially for strong hierarchical subjects such as mathematics, physics, chemistry, etc. Students' knowledge state helps design an efficient teaching plan by referring their hierarchical knowledge structure. The knowledge state analysis method can be enhanced by computer due to fast data processing. In addition, each student's knowledge can be improved effectively through individualistic feedback depending on individualized knowledge structure. In this study, we have developed a diagnostic assessment test for measuring student's learning outcome which is unattainable from the conventional examination. The diagnostic assessment test was administered to middle school students and analyzed by the knowledge state analysis method. The analyzed results show that students' knowledge structure after learning found to be more structured and well-defined than the knowledge structure before the learning.

• Journal of the military operations research society of Korea
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• v.36 no.1
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• pp.39-49
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• 2010

This paper tries to identify emerging defense technology using S&T Text Mining. As a national agenda, there has been much effort to build S&T information systems including NTIS and DTiMS that enable researchers, policy makers, or field users to analyze technological changes and promote the best policy practices for efficient workflow, knowledge sharing, strategy development, or institutional competitiveness. In this paper, the S&T Text Mining application to unmanned combat technology using INSPEC DB is empirically illustrated and shows that it is a feasible approach to identify emerging defense technology as well as the structure of knowledge network of the future technology candidates.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.236-252
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• 2023

Both Earth science II and Korean geography textbooks emphasize the importance of content related to 'geology of the Korean Peninsula'. This study aimed to analyze the differences in the content related to the 'geology of the Korean Peninsula' presented in the textbooks, and to find out whether these differences are consistent with the latest scientific knowledge in any inconsistencies are found. For this purpose, seven textbooks (four Earth science II and three Korean geography) published under the 2015 revised curriculum were selected as the subject of analysis, and the difference in the description of the tectonic provinces of the Korean Peninsula, geologic time scale, and explanatory texts of geological characteristics between Earth science II and Korean geography textbooks were compared. As a result of the analysis, there are some cases of inconsistencies between Earth science II and Korean geography textbooks in terms of terminologies, names, and distribution ranges related to the tectonic provinces of the Korean Peninsula. The Korean geography textbooks had inconsistencies in the geochronologic data of the rocks as they cited outdated data. In addition, inconsistencies were found in the explanatory texts describing the 'distribution of rocks on the Korean Peninsula', 'characteristics of the Pyeongan Supergroup', and 'great hiatus of the Paleozoic Era'. Both Earth science and Geography have many concepts in common, therefore, effort is needed to minimize the differences in content. It is important to select the content appropriately which should reflect the latest scientific knowledge and presents the concepts consistently.

• Proceedings of the Korea Society for Simulation Conference
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• 2005.05a
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• pp.93-99
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• 2005

가상현실 시뮬레이터는 교육과 지식의 전달을 위한 도구로 발전하고 있으며, 과학교육 및 문화체험을 위한 첨단과학전시시스템의 수요가 증가하고 있다. 동역학적 계산을 기반으로 하는 기존의 가상현실 시뮬레이터는 컨텐츠의 변경이 어려운 단점이 있으며, 효과적인 지식전달 및 흥미 유발을 위해서는 운동감뿐만 아니라 다감각을 동원한 체감 시스템이 필요하다. 본 연구에서는 체감형 전시 시스템에 적합한 운동감 생성 방법과, 다감각 동원 가상현실효과 시스템을 설계하고 통합하였다. 제안된 방법은 영상의 시점변화를 기반으로 한 운동감 생성과, 미리 저장된 모션 라이브러리를 이용한 운동감 효과를 동시에 적용할 수 있으며, 관객의 상호작용에 의한 운동감 효과를 쉽게 추가할 수 있다. 관객의 다양한 감각을 이용한 가상현실 효과를 위하여 체감형 전시 시스템에 적합한 다양한 다감각 효과의 적용 방안을 모색하고, 효율적인 다감각 효과를 선정하여 실제 시스템에 적용하였다. 이를 통하여 체감형 전시를 위한 가상현실 효과 시스템의 기본 구조를 정립하였다.

• Journal of Life Science
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• v.4 no.4
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• pp.146-164
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• 1994

당쇄구조는 유전자에 따라 엄밀하게 규정되어 있지 않기 때문에 다양성과 유연성을 갖는 당쇄 구조는 생체기능의 안정성과 항상성을 실현하기 위해 불가피한 요소라고 생각된다 .앞으로 당쇄기능을 해명하기 위해서는 세포간, 세포내외간, 세포내의 생체정보전달기구 등에 관여하고 있는 당쇄를 떼어내어 해석하는 연구를 추진할 필요가 있다. 또 생체에 있어서 당쇄에 관한 연구로부터 얻어진 지식과 기술을 근거로 하여 인공적으로 당쇄를 설계하고 구축하여, 그것들을 단백질이나 지질에 삽입시켜 당쇄의 기능을 밝히고, 아울러 인공의 당쇄를 이용한 새로운 생체기능의 제어기술에 관한 연구도 추진해야 할 것이다.

• Korean Journal of Cognitive Science
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• v.3 no.2
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• pp.177-223
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• 1992

Three studies examined the Keil's(1983)arguments that ontological categories form a hierarchy and they could be strong constraints on induction.In experiment 1,the jungments of sentence acceptability of 5-year-olds and adults showed that they have the hierarchically structured ontological knowledge.In experiment 2,it has been demonstrated that the both age group of subjects use their ontological knowledge to make inferences about the properties of the unknown things described in terms of a predicate.In the last experiment it has been demonstrated that subject can use the ontological knowledge in order to infer what other things could have the unknown organs.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.197-206
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• 2014

The purpose of this study is to research pre-service chemistry teachers' inquiry ability and perception on inquiry by analyzing their argument structure. Nine graduating senior students have participated in this study. They have experimented with mass change during state change, which is included in 7th grade science textbook. We have analyzed pre-service teachers' experimental reports using Toulmin's argument model. Also, we have researched their views on science and experiments through questionnaires and semi-structured interviews. As results show, various factors have affected pre-services' argument structures; lack of science knowledge and inquiry ability, belief about error, and additive data. This study shows that pre-service teachers' inquiry abilities is insufficient, and it is necessary to review rearrangement of pre-service science teacher curriculum in order to offer inquiry experiments in teacher education program.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.233-236
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• 2023

본 연구에서는 Computing Curricula 2020에서 제시하고 있는 지식 요소를 바탕으로 초등학교 실과와 중학교 정보 교과의 내용 요소의 변화를 비교·분석해 보았다. 연구 결과, 초등학교는 2022 개정 교육과정에서 총 5개의 지식 요소를 포함하였고, '컴퓨팅 시스템 기초', '디지털 디자인'과 관련한 내용 요소가 추가되었다. 중학교는 2022 개정 교육과정에서 총 11개의 지식 요소를 포함하였고, '운영체제', '지능 시스템(AI)'과 관련한 내용 요소가 추가되었다. 그 중 내용 요소의 비율이 크게 변화한 영역은 '소프트웨어 설계', '자료구조 및 알고리즘과 복잡도', '운영체제', '지능 시스템(AI)' 등이었다. 향후 연구에서는 본 연구에서 분석하지 못한 고등학교 정보과의 내용 요소를 분석해보고자 한다.

• The Science & Technology
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• v.12 no.3 s.118
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• pp.6-19
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• 1979

전국민생활의 과학화운동이 새마을운동 제2단계의 점화라는 차원에서 대대적으로 전개되고 있다. 전국 초ㆍ중ㆍ고등학교의 과학관계교과서 내용 개편을 비롯 주부를 위한 생활 과학지식 보급은 물론 영농기술 보급에 이르기까지 이양하게 추진하고 있으며 또 과학기술인들도 이 운동에 능동적으로 참여하고 있다. 이와 때를 같이하여 과학기술인의 총집결체인 한국과학기술단체총연합회등 관련 단체에서도 전국민 생활의 과학화운동 계획을 수립하고 이미 이의 실천에 들어갔다. 그래서 본지는 생산력 증대는 물론 비합리적인 의식구조와 생활관습의 일대혁신이 기대되는 전국민 생활의 과학화운동의 효과적인 추진방향을 알아보기 위해 학계ㆍ언론계ㆍ경제계 저명인사와 문인ㆍ사회원 그리고 주부를 지상초대, 그들의 이야기를 들어 보기로 했다. (편집자 주)