• Korean Journal of Cognitive Science
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• v.21 no.1
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• pp.95-126
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• 2010

This study proposes a bottom-up and inductive manual mapping methodology for integrating two heterogenous fine-grained ontologies which were built by a top-down and deductive methodology, namely the Sejong semantic classes (SJSC) and the upper nodes in KorLexNoun 1.5 (KLN), for HLP applications. It also discusses various problematics in the mapping processes of two language resources caused by their heterogeneity and proposes the solutions. The mapping methodology of heterogeneous fine-grained ontologies uses terminal nodes of SJSC and Least Upper Bounds (LUB) of KLN as basic mapping units. Mapping procedures are as follows: first, the mapping candidate groups are decided by the lexfollocorrelation between the synsets of KLN and the noun senses of Sejong Noun Dfotionaeci(SJND) which are classified according to SJSC. Secondly, the meanings of the candidate groups are precisely disambiguated by linguistic information provided by the two ontologies, i.e. the hierarchicllostructures, the definitions, and the exae les. Thirdly, the level of LUB is determined by applying the appropriate predicates and definitions of SJSC to the upper-lower and sister nodes of the candidate LUB. Fourthly, the mapping possibility ic inthe terminal node of SJSC is judged by che aring hierarchicllorelations of the two ontologies. Finally, the ituorrect synsets of KLN and terminologiollocandidate groups are excluded in the mapping. This study positively uses various language information described in each ontology for establishing the mapping criteria, and it is indeed the advantage of the fine-grained manual mapping. The result using the proposed methodology shows that 6,487 LUBs are mapped with 474 terminal and non-terminal nodes of SJSC, excluding the multiple mapped nodes, and that 88,255 nodes of KLN are mapped including all lower-level nodes of the mapped LUBs. The total mapping coverage is 97.91% of KLN synsets. This result can be applied in many elaborate syntactic and semantic analyses for Korean language processing.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.903-927
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• 2012

The study aimed to analyze middle school students construction of physics inquiry problems for open inquiry from the viewpoint of variable isolation and clarification, and investigate students' difficulties during the processes of variable isolation and clarification to get implications for teaching and learning strategies for small group open inquiry activities which have been included in the 2007 national curriculum. The participants were 4 students who had attended an outreach program for the science gifted run by a university institution located in Seoul area. They performed an open inquiry on egg drop for 13 lessons for 30 hours. Level descriptions for variable isolation and clarification have been developed and applied to analyze students' inquiry problems and variables included by the problems. Students iterated inquiry processed 5 times and the inquiry problem showed progress gradually. Dependent variables have been isolated ahead and the levels of variable isolation and clarification showed higher than the independent variables. Many kinds of independent variables isolated extensively and the independent variables and control variables have been mingled. One of the reasons why students had some difficulties in isolation of independent variables could be the absence of theoretical models. The realities of school lab could restrict the variable isolation and clarification as well as topic selections. Some sensory or extensive variables such as broken eggs and drop height seem to be salient to be focused on as core variables. Lack of background knowledges could be one of the reasons for students' difficulties in variable clarification, such as theoretical definitions and operational definitions. As a result of lacking background knowledges, students could not construct theoretical models even though they could isolate and clarify variables as scientific lexical definitions. Some perceptions of inquiry as trial and error or reckless establishment of causal relations between variables could be accounted as one reason.