• Journal of Korean Elementary Science Education
• /
• v.29 no.4
• /
• pp.526-537
• /
• 2010

The purpose of this study was to compare the effects of two different types of texts, which were narrative and expository, on the understanding of content. Elementary students' perceptions of the two types of the texts were also investigated. In the comparison of the effects on the understanding of the text contents, test scores of mind-mapping, closed-answer question, and essay test were used. The analyses of mind-mapping tests showed narrative text was more effective to figure out main concepts of the text throughout the mind-mapping test. But expository text was more effective in the hierarchical organization of the concepts. In the closed-answer questions and essay test, narrative text was more effective than expository text. However when the contents of text were difficult and complex, there was no meaningful difference between the two types of texts. The analyses of students' perceptions of the texts showed that narrative texts were preferred. Students perceived that the narrative text was more interesting and familiar. However, the perceptions of helpful text for their science learning were not different by the types of texts.

• Journal of Korean Elementary Science Education
• /
• v.30 no.2
• /
• pp.232-241
• /
• 2011

The purpose of this study was to compare socio-linguistic characteristics and instructional influences of two different types of texts, which were narrative and expository. Socio-linguistic characteristics of two different types of texts were analyzed in their content specialization, linguistic formality, and social-pedagogic relationships. Expository texts showed strong scientific classification, and medium level of linguistic formality, and low level of social-pedagogic relationships. Narrative texts showed different characteristics. The instructional effects were investigated with 91 fifth grade elementary students in three classes. Each class was randomly assigned into three groups: expository text group, narrative text group, control group. The results showed that the science achievement scores of the narrative text group was higher than those of other groups. The affective domain test scores of the expository text group were higher than other groups. The perception of students on informational science text were generally positive both types of texts.

• Journal of The Korean Association For Science Education
• /
• v.35 no.4
• /
• pp.735-750
• /
• 2015

The purpose of this study is to draw an educational implication by analyzing the context of narrative texts, students' narrative thinking, and their academic achievement. We investigated text types in students' geological field trip reports, the reason why students favors narrative texts, the relationship between narrative texts and their scientific knowledge recall, and the relationship between narrative thought and academic achievement. All students used expository texts, 82% of them expressed argumentative texts, and 36% of them used narrative texts. It is likely that students use more narrative texts because students were in the context of outdoor activity and so, their emotional feelings were more activated than when they are doing lab activities. The academic characteristics of earth science seemed to contribute more narrative texts in students' reports. The post-test revealed that students with narrative texts recalled better than the others. On the other hand, there were no statistically meaningful differences in academic achievement between the two groups. However, we have noted that female students whose reports contain narrative texts achieved significantly higher scores than female students whose reports are without narrative texts. From in-depth interviews, we found that students who properly used both paradigmatic and narrative mode of thought were in a more advantageous position than those who used narrative thought only. It was also found that some narratively thinking students tended to feel uncomfortable with the way of learning or evaluating questions about science. In the future, a complementary approach of narrative and paradigmatic mode of thoughts would be encouraged by understanding students' tendency of thinking.

• The Korean Journal of Community Living Science
• /
• v.18 no.4
• /
• pp.699-706
• /
• 2007

The importance of the standards and its related texts established by Codex Alimentarius Commission (CAC) had been increased by the Agreement of Application of Sanitary and Phytosanitary Measures (SPS Agreement) in World Trade Organization (WTO). To meet the needs of WTO SPS Agreement, biennial CAC meeting had been changed to every year. This study was conducted to analyze the effects on interval between CAC meetings. The years of adoption, revision and amendment of CAC texts were collected from the official standard list and individual texts from CAC homepage. The period since establishment of CAC was divided into four groups by starting negotiation of Uruguay Round, WTO foundation and reducing the interval between CAC meetings. The collected data were analyzed by SPSS program. The numbers of CAC standards, guidelines, recommendations, maximum residue levels, and miscellaneous texts were 202, 56, 46, 3 and 5, respectively. Since 8 documents didn't contain the adoption year, these texts were eliminated to analyze adoption year. For adoption, annually 11.26 texts were established since establishment of CAC and there were no significant difference among the 4 groups. However the average numbers of revisions and amendments of adopted texts for overall periods and for each period were 7.56, 0.93, 6.50, 17.20 and 19.75, respectively. The average numbers of overall decisions, defined as summation of adoption, revision and amendment of texts, for overall periods and for each period were 12.37, 6.27, 9.00, 17.40 and 29.25, respectively. There were significant differences by the WTO foundation and the interval between CAC meetings. The reduced interval of CAC meetings influenced to increase number of revisions and amendments of adopted texts, but not yet adoption of new text.

• Journal of Korean Elementary Science Education
• /
• v.33 no.3
• /
• pp.549-557
• /
• 2014

In this study, the readability of the texts in the third and the sixth grade science textbooks developed under the 2007 revised science curriculum were analyzed in terms of word and sentence units. In the word unit analyses, the levels of the words in the texts were classified into four categories, 1st to 4th levels. In the sentence unit analyses, the sentences in the texts were classified either a simple sentence or compound/complex sentences, and the average length of the sentences was also calculated. The results indicated that more than 90 percents of the words in the 2007 revised science textbooks were classified as the 1st to the 3rd levels. However, both the kinds and the frequencies of the words in the 2007 revised science textbooks were increased in comparison of those in the 7th science textbooks. In particular, it was found that the increasement in the 3rd grade science textbook was noticeable. The ratio of the compound/complex sentences in the 2007 revised science textbooks were increased in comparison of those in the 7th science textbooks. The average length of the sentences in the 2007 revised science textbooks was also increased.

• Journal of The Korean Association For Science Education
• /
• v.27 no.3
• /
• pp.242-252
• /
• 2007

This study analyzed the science texts covering 'air pressure' and 'wind' in common with every curriculum from the syllabus period to the $7^{th}$ curriculum in terms of Systemic Functional Linguistics. Important findings revealed in this study were as follows: In the aspect of ideational metafunction, the texts including much scientific information were reduced by curriculum revision. Most forms of information were 'definition' and 'fact' rather than 'principle'. In the aspect of interpersonal metafunction, the gap between students and texts were getting closer and the social position of students were concerned gradually by curriculum revisions. In the aspect of textual metafunction, the ratios of technical terminology and notation were reduced, however the amount of texts in science textbooks were reduced as well. While the subject was presented in the early texts, it was omitted as time went on. The consistency of subject and theme were reduced in the $7^{th}$ curriculum remarkably.

• International Journal of Computer Science & Network Security
• /
• v.22 no.8
• /
• pp.87-96
• /
• 2022

This paper employs a computer-aided text analysis (CATA) and a Critical Discourse Analysis (CDA) to explore the strategies of recruitment and intellectual polarization in ISIS (Islamic State in Iraq and Syria) media. The paper's main objective is to shed light on the efficacy of employing computer software in the linguistic analysis of texts, and the extent to which CATA software contribute to deciphering hidden meanings of texts as well as to arrive at concise and authentic results from these texts. More specifically, this paper attempts to demonstrate the contribution of CATA software represented in the two variables of Frequency Distribution Analysis (FDA) and Content Analysis (CA) in decoding the strategies of recruitment and intellectual polarization in one of ISIS 's digital publication: Rumiyah (a digital magazine published by ISIS). The analytical focus is on three strategies of recruitment and intellectual polarization: (i) lexicalization, (ii) intertextual religionisation, and (iii) justification. Two main findings are revealed in this study. First, the application of CATA software into the linguistic investigation of texts contributes effectively to the understanding of the thematic and ideological messages pertaining to the analyzed text. Second, the computational analysis guarantees concise, credible, authentic and ample results than is the case if the analysis is conducted without the work of computer software. The paper, therefore, recommends the integration of CATA software into the linguistic analysis of the various types of texts.

• Journal of the Korean earth science society
• /
• v.31 no.1
• /
• pp.36-50
• /
• 2010

The purpose of this study is to investigate the aspect of variation of the texts in elementary and secondary school science textbooks at each grade level in terms of linguistic features. Data included some of the written texts related to 'Volcano and Earthquake' in Korean elementary and secondary school science textbooks in the seventh National Curriculum. The written texts were comparatively analyzed in terms of textual meaning, interpersonal meaning, and ideational meaning. Results revealed that there were different structures and linguistic features of the texts in school science textbooks depending on the grade level. Therefore, we argue that the differences in this study may make students feel difficult and strange when they read and understand science textbooks. We suggest that science teachers need to play the role of a mediator between students' understanding and the structural features of the scientific language in science learning.

• Journal of Korean Elementary Science Education
• /
• v.35 no.4
• /
• pp.454-468
• /
• 2016

In this study, the gender-role stereotyping of the texts and the illustrations in the elementary science textbooks developed under the 2009 Revised National Curriculum was analyzed, and the results were compared with those of the 2007 Revised National Curriculum. In the texts, there were significant differences between boys and girls in the frequencies of texts, two types of learning activities such as scientific inquiry and emotional expression, and housekeeping activity. Women outnumbered men in housekeeping activity, but they were much less than men to perform outdoor and professional activities. In the illustrations, there were not significant differences by gender in pupils, and these results are desirable in terms of achieving balance between boys and girls. However, the textbooks were found to favor the illustrations of men especially in outdoor and professional activities. Women also performed more in housekeeping activity. Compared with the adult results of previous curriculum, these results were not improved at all.

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.6 no.2
• /
• pp.722-733
• /
• 2012

Recently various studies on various applications using images taken by mobile phone cameras have been actively conducted. This study proposes a correction method for misrecognition of Korean Texts in signboard images using improved Levenshtein metric. The proposed method calculates distances of five recognized candidates and detects the best match texts from signboard text database. For verifying the efficiency of the proposed method, a database dictionary is built using 1.3 million words of nationwide signboard through removing duplicated words. We compared the proposed method to Levenshtein Metric which is one of representative text string comparison algorithms. As a result, the proposed method based on improved Levenshtein metric represents an improvement in recognition rates 31.5% on average compared to that of conventional methods.