• Journal of Korean Elementary Science Education
• /
• v.28 no.4
• /
• pp.487-494
• /
• 2009

Since the term, 'scientific literacy' was introduced by P. D. Hurd in 1958, it has been used as a term, representing major goals in science education. In Korea, the term 'scientific literacy' was used in the statement of the summative objective of the 2007 science reformed curriculum. But in various educational contexts m which teachers and researchers works, the definition of the term has not been used consistently. This phenomena would be interpreted as showing limits of the term describing the goals of science education. This study examined the historical change in the meaning of the term in purpose of trying to anchor the definition. In this study, the changing period was divided into before introducing the term and after. The after era was divided into the period of confusing and anchoring in the meaning, and the period of expanding the meaning. Especially, after science as intellectual ability was conceptualized in science education communities, the meaning of scientific literacy was partially confused. In current time, as the concepts of language in cognitive science influenced the use of language in science education, the trends of expending the meaning of scientific literacy has been grasped in science education community.

• Journal of the Korean Chemical Society
• /
• v.62 no.3
• /
• pp.214-225
• /
• 2018

In this study, we tried to find out how heat and thermal energy terms are defined and used in Korean science textbooks, and to see if there are any differences in the meaning of these terms used in different areas of science. For this purpose, the contents of 52 science textbooks of elementary, middle and high school published by the 2009 revised curriculum were analyzed. The definition of the term heat is given in the middle school Science(1) and the high school Physics I and II textbooks. Most textbooks define heat as "energy transferred due to a temperature difference (Type I)". Only one textbook of Physics I defines heat as "transfer of energy due to a temperature difference (Type II)". The definition of thermal energy is mostly presented in the middle school Science (2) and the high school Physics I textbooks. Physics I textbooks define the thermal energy as "molecular kinetic energy (Type III)", while Science(2) textbooks define it as Type I or "energy causes temperature change or phase transition of matter (Type IV)". In the texts of textbooks, heat is mainly used as the meaning of Type I or Type III. Thermal energy is mainly used as Type III, but it is also used as Type I in the high school Physics and Chemistry textbooks. The meanings of heat and thermal energy terms used are differed by the area of science. They are mainly used as type I or type III in Physics and Chemistry textbooks, and used as type III in Life Science and Earth Science textbooks.

• Journal of the Korean Society for Library and Information Science
• /
• v.20
• /
• pp.223-270
• /
• 1991

To give any science or discipline an assured status, the most important and fundamental thing is to establish the method of research. 'Bibliography' is an ambiguous and much-abused term in any area, oriental, anglo-american, or latin countries. This study is a little essay to examine the different theories of these three areas and to synthesize the common factors. It is devised three parts : the definition of the term itself and the transition of its concept, the introduction of each theory, and a proposition of methodology based on these theories. In all, bibliography is commonly understood to mean (i) a list of books and other graphic materials arranged according to some system, (ii) the study of books as material objects include historical and textual problems, (iii) as a science of books, the systematic study of all conditions of its production, diffusion, and utilisation, including the study of factors of explication of phenomenon, on the political, economical, technical, social and culturel plans.

• Journal of Electrical Engineering and information Science
• /
• v.2 no.5
• /
• pp.72-78
• /
• 1997

This paper presents a fuzzy relaxation algorithm, which is based on the possibility and FAM instead of he probability and compatibility coefficients used in most of existing probabilistic relaxation algorithms, Because of eliminating stages for estimating of compatibility coefficients and normalization of the probability estimates, the proposed fuzzy relaxation algorithms increases the parallelism and has a simple iteration scheme. The construction of fuzzy relaxation scheme consists of the following three tasks: (1) definition of in/output linguistic variables, their term sets, and possibility. (2) Definition of FAM rule bases for relaxation using fuzzy compound relations. (3) Construction of the iteration scheme for calculating the new possibility estimate. Applications to region segmentation an ege detectiojn algorithms show that he proposed method can be used for not only reducing the image ambiguity and segmentation errors, but also enhancing the raw edge iteratively.

• Journal of Korean Library and Information Science Society
• /
• v.44 no.4
• /
• pp.233-254
• /
• 2013

Collecting terms in thesaurus construction work is the most difficult. A dictionary is thesaurus can be used as an excellent term acquisition. Reflect faithfully the provisions of Korean literary "Standard Korean Dictionary" is a standard dictionary of the Korea. The "Standard Korean Dictionary" is simply the definition of entry, as well as a wide range of information about the term because it contains a systematic, it can be used to build a thesaurus. In this study, the "Standard Korean Dictionary" has the relevant information using a variety of terms, it is defined as the thesaurus term relationship. In addition, the separation of the term, equal relationships and hierarchical set of relationships, the use of qualifiers, North Korean issues, the issue presented in thesaurus construction, and suggest ways to solve the problem.

• Journal of Embryo Transfer
• /
• v.29 no.3
• /
• pp.221-228
• /
• 2014

Despite that porcine spermatogonial stem cells (pSSCs) have been regarded as a practical tool for preserving eternally genetic backgrounds derived from pigs with high performance in the economic traits or phenotypes of specific human diseases, there were no reports about precise definition of niche conditions promoting proliferation and maintenance of pSSCs. Accordingly, we tried to determine niche conditions supporting proliferation and maintenance of undifferentiated pSSCs for short-term. For these, undifferentiated pSSCs were progressively cultured in different composition of culture medium, seeding density of pSSCs, type of feeder cells and concentration of growth factors, and then total number of and alkaline phosphatase (AP) activity of pSSCs were investigated at post-6 day culture. As the results, the culture of $4{\times}10^5$ pSSCs on mitotically in activated $2{\times}10^5$ STO cells in the mouse embryonic stem cell culture medium (mESCCM) supplemented with 30 ng/ml glial cell line-derived neurotrophic factor (GDNF) was identified as the best niche condition supporting effectively the short-term maintenance of undifferentiated pSSCs. Moreover, the optimized short-term culture system will be a basis for developing long-term culture system of pSSCs in the following researches.

• Journal of The Korean Association For Science Education
• /
• v.31 no.6
• /
• pp.1009-1024
• /
• 2011

Previous studies showed that many secondary school students and teachers have difficulties in distinguishing the phenomena of dissolution and diffusion, as well as the phenomena of diffusion and effusion. In this study, currently accepted term definitions of dissolution, diffusion and effusion were searched from the IUPAC Gold Book and the physical chemistry textbooks, and the points to differentiate the definitions were sought. Also, the term definitions of these three phenomena in the secondary school text books and the college general chemistry textbooks were surveyed and compared to the currently accepted definitions. It was found that dissolution is formation of one new phase from mixing two phases, while diffusion is the migration of matter down from the concentration gradient. The "concentration gradient" is considered to be a key point to distinguish diffusion from the dissolution. However, the concentration gradient was not mentioned in the definitions of diffusion in most of the secondary school textbooks and the college general chemistry textbooks. Effusion is differentiated from diffusion by the gas molecules escaping from the container through a tiny hole without collision. The definition of effusion was not found in most of the secondary school textbooks.

• Journal of the Korean Society of Earth Science Education
• /
• v.3 no.2
• /
• pp.141-147
• /
• 2010

This study was carried out to analyze terms in primary science textbooks. The results of the research are as follows. 1. The higher-grade science textbooks use more types of categories and less definitions for terms. Only 14% of definitions for terms are showed in textbooks, and no more than 0.4~0.6 definitions shows the shortage of definitions for terms in one class content. 2. The definitions by contract, which forms 68%, was the highest in elementary science textbooks. And the dictionary definitions, which are 62%, was the highest in experiment-observation textbooks. 3. The most used type of definitions is the way which is used for a case or a indicating methods, and its rate is increasing steadily. And its rate was 76% of the whole of terms. 4. Terms used in energy field are few as compared with terms of other fields. Each field has completely different ways of defining terms and presenting content in textbooks to other fields.

• Journal of The Korean Association For Science Education
• /
• v.32 no.8
• /
• pp.1295-1317
• /
• 2012

There has been disagreement on the importance of definitions in science education. Yager (1983) believes that one crisis in science education was due to the considerable emphasis upon the learning of definitions. Hobson (2004) disagrees with physics textbooks that do not provide general definition on energy. Some textbooks explain that "there is no completely satisfactory definition of energy" or they can only "struggle to define it." In general, imprecise definitions in textbooks (Bauman, 1992) and inaccuracies in definition provided by teachers (Galili & Lehavi, 2006) may cause alternative conceptions. Besides, there are at least four challenges in defining physical concepts: precision, circularity, context and completeness in knowledge. These definitional problems that have been discussed in The Feynman Lectures, may impede the learning of physical concepts. A meta-study approach is employed to examine about five hundreds journal papers that may discuss definitions in physics, problems in defining physical concepts and how they may result in alternative conceptions. These journal papers are mainly selected from journals such as American Journal of Physics, International Journal of Science Education, Journal of Research in Science Teaching, Physics Education, The Physics Teachers, and so on. There are also comparisons of definitions with definitions from textbooks, Dictionaries of Physics, and English Dictionaries. To understand the nature of alternative conception, Lee et al. (2010) have suggested a theoretical framework to describe the learning issues by synthesizing cognitive psychology and science education approaches. Taking it a step further, this study incorporates the challenges in semantics and epistemology, proposes that there are at least four variants of alternative conceptions. We may coin the term, 'alternative definitions', to refer to the commonly available definitions, which have these four problems in defining physics concepts. Based on this study, alternative definitions may result in at least four variants of alternative conceptions. Note that these four definitional problems or challenges in definitions cannot be easily resolved. Educators should be cognizant of the four variants of alternative conceptions which can arise from alternative definitions. The concepts of alternative definitions can be useful and possibly generalized to science education and beyond.

• Journal of the Korea Institute of Military Science and Technology
• /
• v.3 no.1
• /
• pp.127-137
• /
• 2000

The term system architecting(SA) is widely used in systems engineering area, however the explicit meaning of the term varies considerably from person to person depending on his expertise and viewpoints. In this paper, we surveyed the range of variations in definitions and present the summary. Additionally, the definition of robust system architecting is suggested along with the associated system architecture guides that can be followed during an architecture development. This guide exposes various viewpoints of architecture such as art side, requirement specification, system view, principles, tools and environment.