• 유통과학연구
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• 제21권9호
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• pp.81-91
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• 2023

Purpose: The article aims to assess the possibilities and contribution of countries to the creation and distribution of knowledge circulating in the scientific and technological space of the EAEU. Research design, data, and methodology: To understand the conditions and possibilities for the distribution of knowledge, the methodology of the quality of economic space used. The space is considered through density, placement, connectedness, and asymmetry. Used bibliometric analysis, balance of payments analysis, and integration indicators. Results: The study showed that low barriers, including language, created visible advantages in the mutual distribution of knowledge. However, the geo-technological space of the EAEU is polarised and has differences in the density and distribution of scientific resources. Asymmetries are shown in the distance between countries in multidirectional trends. Cooperation between countries has a different level of interaction. Conclusions: The internal resources of the geo-technological space of the EAEU are limited, and most of the needs are covered by external sources. Some mechanisms of the scientific policy of countries in scientific careers act as «demotivates» for distributing knowledge within the EAEU. Countries need to improve the quality of services and trade data to better understand technology distribution processes through bilateral channels.

• 한국초등과학교육학회지:초등과학교육
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• 제23권1호
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• pp.61-73
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• 2004

본 연구는 다양한 경향성을 발견할 수 있는 과제를 피험자들에게 제시하고, 피험자들이 경향성 지식을 생성하는 과정에서 표상 된 지식의 종류와 사고 유형을 분석하여 경향성 지식의 생성 과정을 알아보고자 하였다. 본 연구의 결과, 경향성 지식의 생성 과정에서 표상 된 지식은 요소, 요소변화, 관련선지식, 예측경향성, 최종 경향성 지식 등 5가지 유형의 과정적 지식이 생성되었다. 그리고 사용된 사고 유형은 `대상인식', '관련지식회상', '요소 또는 요소변화의 탐색', '예측경향성 발견', '예측경향성 확인', 경향성 조합', '경향성 선택' 등 7가지 유형의 사고가 경향성 지식 생성 과정에 관여함을 볼 수 있었다. 또한 경향성 지식 생성과정은 `요소 \$\longrightarrow$요소변화 \$\longrightarrow$(관련선지식 \$\longrightarrow$)예측경향성 생성ㆍ확인 \$\longrightarrow$최종경향성'의 순으로 과정적 지식들이 단계적으로 표상 되어 생성되었으며, 이러한 과정에서 귀납적 추론뿐만 아니라, 귀추적 추론과 연역적 추론도 함께 관여하는 것을 볼 수 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제23권2호
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• pp.110-115
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• 2004

This study investigated the effects of the project approach in science teaching on scientific knowledge and attitudes, science related attitudes of the 6th grade students. Students engaged in the study were divided into comparison group and experimental group. The project approach was applied to the experimental group with various activities while the traditional teaching method was applied to the comparison group with science text book and teacher's guidebook. The data were statistically analysed by SPSS WIN 8.0. The results are as follows: The students of the project approach in science teaching made significant progress in scientific knowledge and attitudes, science related attitudes (p<.05). The students in the project approach was more effective in improvement of curiosity, critical thinking, positive thinking than the traditional teaching method. And the project approach was good for causing interest and helping student's science learning.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.612-619
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• 2005

Dimensions of learning, based on the vast studies on teaming psychology and teaming processes, have been played an important role as one of the frameworks of curriculum and teaming strategies. Dimensions of Learning consist of 5 Dimensions, each of 'Attitudes and Perceptions', 'Acquire and Integrate Knowledge', 'Extend and Refine Knowledge', 'Use Knowledge Meaningfully', 'Habits of Mind'. And each dimension has $3\~8$ lower categories in itself, The elementary 5th grade science lesson emphasizing upon Dimensions of Learning was developed in this study. The lessons dealt with almost every lower categories of Dimensions of learning. We analysed students' scientific attitude and scientific achievement quantitatively after the lesson emphasized upon Dimensions of Learning in comparison with typical lesson laying stress on teachers' guides. The results are as follows; Students' scientific attitude was significantly changed after the lesson emphasized upon Dimensions of Learning. The willingness, positiveness, straightforwardness, and openness of lower categories of students' scientific attitude were more significantly changed especially. But students' scientific achievement was not significantly changed after the lesson emphasized upon Dimensions of Learning.

• 한국지능정보시스템학회:학술대회논문집
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• 한국지능정보시스템학회 2001년도 The Pacific Aisan Confrence On Intelligent Systems 2001
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• pp.400-409
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• 2001

In conceptual design of engineering devices, a designer decomposes a required function into sub-functions, so-called functional decomposition, using a kind of functional knowledge representing achievement relations among functions. However, such knowledge about functionality of engineering devices is usually left implicit because each designer possesses it. Even if such knowledge is found in documents, it is often scattered around technical domains and lacks consistency. Aiming at capturing such functional knowledge explicitly and sharing it in design teams, we discuss its systematic description based on functional ontologies which provide common concepts for its consistent and generic description. We propose a new concept named “was of achievement” as a key concept for capturing such functional knowledge. Categorization of typical representations of the knowledge and its organization as is-a hierarchies are also discussed. The generic concepts representing functionality of a device in the functional knowledge are provided by the functional concept ontology, which makes the functional knowledge consistent and applicable to other domains. We also discuss development of a design supporting system using the systematized knowledge, called a functional was server. It helps human designers redesign an existing engineering device by providing a wide range of alternative ways of achievement of the required function in a manner suitable for the viewpoint of each designer and then facilitates innovative design.

• 한국과학교육학회지
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• 제22권2호
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• pp.314-335
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• 2002

The purpose of this study was to investigate the effects of students' prior knowledge on scientific reasoning process performing a task of controlling variables with computer simulation and to identify a number of problems that students encounter in scientific discovery. Subjects for this study included 60 Korean students: 27 fifth-grade students from an elementary school; 33 seventh-grade students from a middle school. The sinking objects task involving multivariable causal inference was used. The task was presented as computer simulation. The fifth and seventh-grade students participated individually. A subject was interviewed individually while the investigating a scientific reasoning task. Interviews were videotaped for subsequent analysis. The results of this study indicated that students' prior knowledge had a strong effect on students' experimental intent; the majority of participants focused largely on demonstrating their prior knowledge or their current hypothesis. In addition, studnets' theories that were part of one's prior knowledge had significant impact on formulating hypotheses, testing hypothesis, evaluating evidence, and revising hypothesis. This study suggested that students' performance was characterized by tendencies to generate uninformative experiments, to make conclusion based on inconclusive or insufficient evidence, to ignore, reject, or reinterpret data inconsistent with their prior knowledge, to focus on causal factors and ignore noncausal factors, to have difficulty disconfirming prior knowledge, to have confirmation bias and inference bias (anchoring bias).

• 동의생리병리학회지
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• 제33권6호
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• pp.303-310
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• 2019

In order to search for the causes of having difficulty with the scientification task of the Korean medicine, the definition and conception of science were reviewed first and then formalization of reasoning scheme and a practical method of scientification were proposed. Science in its definition is meant by foundation of method and system for production of scientific knowledge not by knowledge of science itself. The formation of science is composed of complex processes including not only scientific knowledge but also politicosocial output containing activity of scientist society, spreading of social value and intercommunication. The production of scientific knowledge of Korean medicine is begun from logicality of the differential diagnosis and treatment theory through abductive verification of analogical inference by yinyang and 5 phase theory. For the commensurability between the various heterogenic theories within Korean medicine, the scientific activity of collecting, compiling, analyzing, distributing, and discussing the significant knowledge gained through abductive verification in the experiment and clinical process should be formed broadly. Based on these knowledge database, organization of scientist society with Korean medicine, life science, medical engineering, social expansion and generalization of pattern conception, and then social propagation and contribution for national health should be driven forward.

• 한국문헌정보학회지
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• 제49권1호
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• pp.341-360
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• 2015

본 논문에서는 과학 저널리즘의 대표적인 성공 사례로 평가되고 있는 KISTI의 과학향기 칼럼에 대한 반자동 지식화 방안과 이를 기반으로 과학기술 인포그래픽 기반의 서비스 체제를 제안한다. 전문가나 특정 분야 과학자를 대상으로 하는 전문 정보와는 달리 과학향기 콘텐트는 일반 대중을 대상으로 알기 쉬운 과학 상식을 제공하고 있다. 이러한 특성을 바탕으로 과학향기 데이터베이스를 지식화하기 위한 방법론 즉, 지식 유형, 지식 추출 방법 및 절차 등을 세부적으로 살펴본다. 또한 과학향기 지식베이스를 기반으로 과학기술 인포그래픽 서비스 체제를 새롭게 정의하고 이에 대한 세부적인 구성도, 방법론 및 특징 등을 기술한다. 이를 통해서 미래의 과학 저널리즘 서비스가 나아가야 할 발전적 방향을 제안한다.

• 정보관리학회지
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• 제36권1호
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• pp.191-213
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• 2019

과학적 지식을 얻는 과정은 연구자의 연구를 통해 이루어진다. 연구자들은 과학의 불확실성을 다루고 과학적 지식의 확실성을 구축해나간다. 즉, 과학적 지식을 얻기 위해서 불확실성은 반드시 거쳐가야 하는 필수적인 단계로 인식되고 있다. 현존하는 불확실성의 특성을 파악하는 연구는 언어학적 접근의 hedging 연구를 통해 소개되었으며 컴퓨터 언어학에서 수작업 기반으로 불확실성 단어 코퍼스를 구축해왔다. 기존의 연구들은 불확실성 단어의 단순 출현 빈도를 기반으로 특정 학문 영역의 불확실성의 특성을 파악해오는데 그쳤다. 따라서 본 연구에서는 문장 내 생의학적 주장이 중요한 역할을 하는 생의학 문헌을 대상으로 불확실성 단어 기반 과학적 지식의 패턴을 시간의 흐름에 따라 살펴보고자 한다. 이를 위해 생의학 온톨로지인 UMLS에서 제공하는 의미적 술어를 기반으로 생의학 명제를 분석하였으며, 학문 분야의 패턴을 파악하는데 용이한 DMR 토픽 모델링을 적용하여 생의학 개체의 불확실성 기반 토픽의 동향을 종합적으로 파악하였다. 시간이 흐름에 따라 과학적 지식의 표현은 불확실성이 감소하는 패턴으로 연구의 발전이 이루어지고 있음을 확인하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권2호
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• pp.206-216
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• 2006

The purpose of this study was to investigate science related attitudes, scientific knowledge, and scientific inquiry skills of middle school students when HASA(3H-hand, head, heart-at Science Activity) programs were applied to them. The HASA program is a program developed as an alternative to the current educational system. There are some basic principles for developing this program; it should be fun or of interest to students; it should be a manual activity that students can do with their own hands; it should be found in everyday life; and it's final goal is to improve scientific attitudes. The learning program consists of a series of 10 activities (10 periods). One hundred and sixty-two middle school students (7th graders) participated in the study and were divided into three groups. The HASA group (N=58) was exposed to the HASA program and the Lecture group (N=59) was exposed to the expository method of learning scientific knowledge, and the Lab group (N=45) was exposed to the experiment through textbooks. The results were as follows: 1) the HASA group was marginally higher than others but with no significant difference in science related attitudes; 2) the Lecture group had a significantly greater level of achievement in science knowledge; 3) There was no difference in the improvement of scientific inquiry skills.