• Journal of Korea Technology Innovation Society
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• v.16 no.1
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• pp.63-100
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• 2013

Research data means data in the form of facts, observations, images, computer program results, recordings, measurements or experiences on which an argument, theory, test or hypothesis, or another research output is based. Data may be numerical, descriptive, visual or tactile. Scientific research is changing because of the paradigm shift. It is all being affected by the data deluge, and a data-intensive science paradigm is emerging. Hence, paradigm shift in scientific research led to increase of value and importance of scientific data. Essential to the creative research and development for scientific data can be reused efficiently is the sharing and utilization of establishing management system. Establishing of management system for sharing and utilization of scientific data should be done at the national level, but compared with Europe, Australia, the United States, China, the management system of Korea doesn't have not linkage or efficiency or internal stability. Australia, the United States, China continues to expand a Mid- and Long-Term policy making, legislation, its investment in infrastructure, so as to promote the utilization of data, such as collection, management and maintenance of scientific data through the relevant agencies at the national level. This study consider legislation cases and management policies of the above countries to the end to that establish management system for the efficient and fair sharing and utilization of scientific data and the legal system, and that provide scientific data legislation and policies related to the future of our country.

• Journal of Science Education
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• v.43 no.2
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• pp.227-238
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• 2019

In this study, we investigated the perception of elementary school students on inquiry activities and collaborative problem-solving ability in data-based scientific inquiry. For this purpose, 20 data-based scientific inquiry classes were conducted in 26 elementary school students in Gyeongnam City. After selecting the inquiry problem, students conducted an inquiry process to collect data using digital inquiry instruments. The following results were obtained through questionnaires and interviews after the classes: First, students perceived the step on 'inquiry design and execution' as the most useful in the data-based scientific inquiry. Second, students perceived that their scientific ability and cooperation improved through data-based scientific inquiry, with the selection of inquiry problems being the most difficult. Third, students perceived positively the improvement of cooperative problem-solving ability. From the above results, it was found that data-based scientific inquiry is necessary to improve the elementary school students' scientific inquiry ability and cooperative problem-solving ability. Based on this research, we hope that the development and research of various inquiry activities will provide opportunities for inquiry that can cultivate various abilities needed for students living in the future.

• Journal of Information Management
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• v.42 no.3
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• pp.55-69
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• 2011

In the modern scientific R&D, the efficient acquisition, curation, analysis and visualization are core elements of the science development. The value of scientific data is very important in data intensive research. An output of scientific data is drastically increasing. However we have only each individual system of scientific data in now. Therefore We feel a lack of efficiency of scientific data. In this paper, We analyze an economic ripple effects in terms of production inducement effect, added value inducement effect, labor inducement effect and forward backward linkage effect of national scientific data center construction using an input-out analysis of the bank of Korea(2009). We also examine an economic propriety of national scientific data center construction.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.21 no.4
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• pp.81-93
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• 2010

This study is to suggest a model for preservation and circulation of scientific data as Records. Analysis for national trends in U.S., British, Australia, Europe about scientific data was performed. Foreign advanced programs on management of scientific data were surveyed and analyzed. The analyzed programs were DataCite, WDS, PANGAEA, Dataverse, BSRN, DLESE, GCMD and SEDIS. Common implications were deducted from each program. With the results of analyzing the programs, this study proposed a model for preservation and circulation of scientific data.

• Journal of the Korea Convergence Society
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• v.9 no.8
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• pp.9-15
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• 2018

Production and collection of scientific data in all areas is costly and time consuming. The level of sharing and recycling of scientific data is also very low. In order to support interdisciplinary research, massive scientific data should be systematically preserved and shared. In addition, it is essential to build an infrastructure to preserve and utilize the costly experiment and observation data. In this study, we propose a service that can collect, store, manage, share, and utilize national science data. It also suggests interfaces for various scientific data interactions with national R & D related organizations, international scientific and technological organizations and institutions. This will increase the availability of existing scientific databases that are currently being developed.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.24 no.7
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• pp.904-913
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• 2020

As the data volumes and complexity rapidly increase, data-intensive science handling large-scale scientific data needs to investigate new techniques for intelligent storage and data distribution over networks. Recently, Named Data Networking (NDN) and data-intensive science communities have inspired innovative changes in distribution and management for large-scale experimental data. In this article, analysis on NDN testbeds for large-scale scientific data such as climate science data and High Energy Physics (HEP) data is presented. This article is the first attempt to analyze existing NDN testbeds for large-scale scientific data. NDN testbeds for large-scale scientific data are described and discussed in terms of status, NDN-based application, and features, which are NDN testbed instance for climate science, NDN testbed instance for both climate science and HEP, and the NDN testbed in SANDIE project. Finally various issues to prevent pitfalls in NDN testbed establishment for large-scale scientific data are analyzed and discussed, which are drawn from the descriptions of NDN testbeds and features on them.

• Journal of Information Management
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• v.42 no.2
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• pp.85-102
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• 2011

Conventionally, scientific data visualization is thought of as one of activities performed by scientists during the scientific data analysis. However, recently, there exits a set of research papers which count scientific data visualization as a independent research area. They show the research subjects for studying the scientific data visualization technology and methods. In case, a scientist or group of scientists can not solve their own visualization problem due to the unskillfulness and inexperience on using visualization tool. Therefore, it needs to help them by the systematic way for solving the problem. In this study, we analyze and propose the national level scientific visualization support system for scientists. In particular, we first analyze the existing papers and find out the critical success factors. Then, by integrating the findings of the analysis, we propose the research areas which need to be focused, and the strategic direction and specific research topics for scientific data visualization support system in national level.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.194-204
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• 2004

The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.

• Proceedings of the Korean Society of Marine Engineers Conference
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• 2006.06a
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• pp.195-196
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• 2006

Recently, there are increasing need to make a synthetic assessment about oceanic data which is collected over the various scientific field, in addition to just gathering oceanic data. In this study, we made a basic map using satellite image, aerial photo, multi-beam data, geological stratum data etc. And as well we are producing comprehensive SVT(Scientific Visualization Toolkit) which can visualize various kinds of oceanic data. These oceanic data include both survey data such as tidal height, tide, current, wave, water temperature, salinity, oceanic weather data and numeric modelling results such as ocean hydrodynamic model, wave model, erosion/sediment model, thermal discharged coastal water model, ocean water quality model. In this process, we introduce GIS(Geographic Information System) concepts to reflect time and spatial characteristics of oceanic data.

• Journal of Science Education
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• v.44 no.2
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• pp.205-213
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• 2020

The purpose of this study is to investigate the effects of elementary school students' knowledge and information processing competence and collaborative problem-solving ability in scientific inquiry class using data measured with digital inquiry tools. To this end, three classes of 5th grade elementary schools in S-city, Gyeongnam were selected as experimental groups and three classes as control groups. The control group conducted traditional lecture-style classes, and the experimental group conducted scientific inquiry classes using scientific data. The following results were obtained through questionnaires after class. First, science inquiry classes using scientific data helped elementary school students improve their knowledge and information processing competence. Second, scientific inquiry classes using scientific data improved elementary school students' cooperative problem-solving ability. From the above results, it was found that scientific inquiry classes using scientific data are needed to improve the knowledge information processing competence and cooperative problem solving ability of elementary school students. Based on this research, it is necessary to study a specific teaching and learning environment that can activate scientific inquiry class using data measured with digital inquiry tools in the future.