• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.19-29
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• 2020

We analyzed the representations of acid-base models in 4 kinds of Chemistry I and 4 kinds of Chemistry II textbooks of the 2009 revised curriculum, and 9 kinds of Chemistry I textbooks and 6 kinds of chemistry II textbooks of the 2015 revised curriculum in this study. The problems of the textbook were divided into the problems of definitions and the representations of the logical thinking. As a result of the study, the lack of the concept of chemical equilibrium had a problem with the representation of reversible reactions in the definition of the Brønsted-Lowry model in the Chemistry I textbooks of 2009 revised curriculum, it also appeared to persist in Chemistry I textbooks of 2015 revised curriculum which contains the concept of chemical equilibrium. The representations of logical thinking were related to particle kinds of conservation logic, combinational logic, particle number conservation logic, and proportion logic. There were few problems related to representation of logical thinking in Chemistry I textbook in 2009 revision curriculum, but more problems of representations related to logics are presented in Chemistry I textbooks in 2015 revision curriculum. Therefore, as the curriculum is revised, the representations of chemistry textbooks related to acid and base models need to be changed in a way that can help students' understanding.

• Journal of the Korean Chemical Society
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• v.63 no.5
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• pp.376-386
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• 2019

The purpose of this study was to explore the learning progression of logical thinking in acid and base chemical reactions and to evaluate its validity. For this purpose, we collected 387 participants in 9 schools of elementary, middle and high schools nationwide. The questionnaire developed in this study was composed of nine items. The questionnaire presented the acid and base reactants and products, and the students pictured their thoughts on how these substances change, and answered the reasons of their thoughts. Situation contexts of the questionnaire were divided into two groups: one kind of solute dissolved in a solvent, and two kinds of solute dissolved in a solvent. In this study, six levels of learning progression were assumed by combining material conservation logic, combination logic, proportion logic, and particle number conservation logic. By analyzing the data, Infit and Outfit values of Person reliability, Item reliability, MNSQ and ZSTD were obtained from the Rasch model. As a result of the analysis of data, it was found that lower levels of learning progression prevailed up to the younger grade students till $8^{th}$ grade. The higher levels of learning progression(Level 2~Level 5) prevailed up to the older grade students. However, higher levels of learning progression dropped sharply in Grade 12. The 5 level of learning progression was very low in all grades, and $9^{th}$ grade had highest percentage of students belonging to the 5 level. Interpretation of these unusual results suggests a future research related to explanation differences of textbooks.

• Journal of Information Management
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• v.41 no.3
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• pp.131-153
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• 2010

This article intends to explore the meaning of record and role of record management in electronic record environments, based on appraisal theory of Records Continuum. Appraisal theory of Records Continuum can provide to explore the mean of record and role of record management in new social environment. And it try to build the Concept of archival contents for expanding the meaning and utilization of record based on appraisal theory of Records Continuum.

• The Korean Journal of Archival Studies
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• no.13
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• pp.41-90
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• 2006

It's needed for the archivists to design a flexible and stable ERMS(Electronic Records Management System) which can ingest and store records through a consistent way and let users search and use records easily what they want. The basis of the design for ERMS are the conceptual composition and the logical and physical structure of the records when they are stored and managed in the ERMS. This paper explains the process of defining components and designing structure of electronic records using 3-layered approaches which consist of conceptual, logical and physical layer and shows advantages of this approaches. After benchmarking the information models of OAIS which is a reference model for the long-term preservation of digital information objects, this paper applies the model of AIP to a record as a 'Record AIP' and discusses the composition and structure of it. It's a critical task to identify mandatory or optional metadata groups which consists of the 'Record AIP's in the conceptual layer. This paper emphases that the metadata group related to services for the record information to users is required as a result of benchmarking OAIS information models. Various issues about the structure of 'Record AIP's are discussed according to the kind of preservation strategy such as migration or emulation and whether the encapsulation of records is required or not in the logical layer.

• Journal of the Korean Society for Library and Information Science
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• v.49 no.2
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• pp.111-134
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• 2015

This research was initiated on the basis that public libraries should serve its role as a supplier of intellectual informations to all users and the National Library of Korea should play a role as chief supporter of collection preservation in individual libraries. Situated in such context, this study attempted to investigate several aspects of the present conditions of Korea public libraries, including the current technical ability and technicians available for materials preservation and restoration, current policies for preservation and provisions for disasters, and opinions on establishment of national library preservation and restoration center. Data was drawn from a survey with 208 public libraries in the country. As a conclusion, this study discusses such as 1) securing collection management policies for material preservations and restorations at the level of individual libraries 2) building tripartite system for efficient and methodical material preservations and restorations including public libraries, regional central libraries and the National Library of Korea.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.335-354
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• 2013

The purpose of this study was to investigate cognitive development and logical thinking formation levels of elementary gifted students and to compare with those of elementary regular students. For this purpose, 79 gifted elementary school students and 114 regular elementary school students in Kyunggi Province were participated, and GALT(Group Assessment of Logical Test) was administered to them. The results obtained in this study were as follows. First, the logical thinking scores of elementary gifted students were significantly higher than general students'(p<.05). Comparing the distribution of cognitive development level, elementary gifted students showed higher ratio in formal operation and lower ratio in concrete operation compared to the general students. It was interpreted that the cognitive development of gifted students preceded general students'. Second, analyzing according to the grade of elementary gifted students, logical thinking scores were significantly different between 5th graders and 6th graders(p<.05). Compared to 5th graders, logical thinking and formal operation ratio of 6th gifted graders showed significantly higher. The scores of four logical thinking areas except for conservational logic and correlational logic of 6th gifted graders showed significantly higher than 5th gifted graders'. Both 5th and 6th graders showed the highest formation ratio in combinational logic, and the lowest ratio in correlational logic. Third, logical thinking scores of gifted students according to gender did not show a significant difference(p>.05). The gifted boys reached formal operation more than gifted girls, but stayed more in the concrete operation. There was gender difference in correlational logic. The gifted girls showed significantly higher than gifted boys in correlational logic(p<.05).

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.10 no.1
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• pp.117-136
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• 1999

Archive science is similiar to the basic concept of library and information science, especially in terms of accessing, conserving, using archives. Historical and administrative study groups has presented theoretical and logical facts to absorb archive science into their field of study. However, In the library and information science group, the level of research and interest of archive science is relatively poor and even apt to regard archive science with exclusion. This research is an analysis of the tasks carried out in the library and archives. It takes a deep look into the similarities and differences between both fields and also look into the possibility of integrating archive science with library and information science.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.117-127
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• 1999

The present study investigated Korean and the US college students' scientific reasoning skills involving hypothesis-testing skills and tested the hypothesis that hypothesis-testing skills are more advanced ones than other scientific reasoning skills investigated in this study. Seven hundred and seventy-four(774) Korean and five hundred and sixty-eight(568) the US students were sampled in university level. The Test of Scientific Reasoning was used as a scientific reasoning test. The test is consisted of two conservational reasoning, two proportional reasoning, one pendulum, two probability reasoning, two controlling variable, one correlational reasoning, and two hypothesis-testing reasoning tasks. Korean students showed a significant higher score in proportional and probability reasoning tasks than the US students. However, the Korean showed a significant lower score in conservation and correlation reasoning tasks than their American counterparts. Further, Korean and the US college students showed a notably poor performance in hypothesis-testing skills comparing with other scientific reasoning skills, which supported the hypothesis that hypothesis-testing skills are more advanced ones than other scientific reasoning skills. In addition, the Korean showed a severe deficiency in candle-burning task which required the skill that students have to design a scientific test-procedure to test theoretical hypotheses. This study also discussed on the educational implications of the results of the present study.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.36 no.11C
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• pp.649-654
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• 2011

In this paper, we show new method to find number of errors in the Reed-Solomon decoder. New design is much faster and has much simpler logic circuit than the former design method. This optimization was possible by very simplified square calculating circuit and parallel processing. The microcontroller of this Reed Solomon decoder can be used for data protection of almost all digital communication and consumer electronic devices.

• Journal of Korean Library and Information Science Society
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• v.52 no.2
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• pp.145-166
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• 2021

The study was aimed at verifying the effectiveness of Book-Coding reading education as a reader activity of older elementary school children at a time when high-dimensional thinking abilities were formed. To this end, 30 fifth-grade children of N Elementary School in N-si, Gyeonggi-do, comprised of 15 students from a reading education program using Book-Coding, and 15 students from a reading comprehension program, and applied the reading education program over a total of 12 sessions. The main results of the study are summarized as follows. First, when the effects of the convergence reading education program using Book-Coding on the logical thinking ability of the students in the upper grades in the elementary school were analyzed, all the six sub-factors of logical thinking ability, that is, conservation logic, proportional logic, variable controlling logic, probabilistic logic, correlational inference logic, and combinational logic, were proved to have statistically more meaningful difference than the group writing a book report. Second, the analysis result of the influence of the convergence reading education program using Book-Coding on the creativity of the students in the upper grades of the elementary school showed that all the 13 elements of curiosity, persistence, effectiveness, independence, adventurousness, openness, knowledge, imagination, originality, sensitivity, fluency, flexibility, and accuracy were statistically meaningfully different compared to the book report group. Third, when it was analyzed how the convergence reading education program using Book-Coding affected the creative personality of the elementary school students, all the six factors of curiosity, task commitment, independence, awareness of risk, and openness of thinking, and aesthetics were found out to have a statistically more meaningful difference than the group that wrote a book report.