• Proceedings of the Korean Society for Information Management Conference
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• 2018.08a
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• pp.51-54
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• 2018

본 연구는 문헌정보학 학술지 논문의 결론 장(chapter)의 특색을 분석하기 위하여 결론의 분석도구를 개발하고, 결론의 구조와 경향성을 파악하는데 있다. 연구 결과, 문정학 학술지 논문의 결론 장은 평균 4.2개의 구성요소로 구성되었다. 결론 제목은 '결론'이 절반 이상이며, 그 다음은 '결론 및 제언' 이었다. 각 구성요소별 출현빈도는 '연구결과 요약'이 단연 우세하며, '연구전체 요약', '후속연구 제언', '연구 의의' 순이었다. 서술 분량은 '연구결과 요약'이 가장 우세하며, 결론의 절반 이상을 차지하였다. 결론을 시작하는 첫 번째 요소로 가장 우세한 요소는 '연구결과 요약'이며, 결론을 마무리하는 최종 요소로 가장 우세한 것은 '후속연구 제언'이었다. 문헌정보학 학술지 논문 결론 구조의 핵심 구성요소이자 핵심기능은 '요약하기'의 구성요소인 '연구결과 요약'과 '연구전체 과정 요약'이다. 이는 결론을 기술하는데 필수 요소로 밝혀졌다. '적용하기','확대하기'에 포함된 여타의 요인은 선별적 요인으로 적용하고 있었다.

• Journal of the Korean earth science society
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• v.30 no.6
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• pp.759-772
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• 2009

The purpose of this study was to understand characteristics of eighth graders' conclusions presented in their self-directed scientific inquiry reports. We developed a framework, Analysis of Conclusions of Self-Directed Scientific Inquiry, to analyze students' conclusions. We then compared the conclusions with the inquiry questions students generated to find out whether the questions affected students' conclusions. In addition, we analyzed students' responses from the survey about their perceptions of drawing conclusions. According to the results, the conclusions were characterized into two categories, i.e., scientific basic assumption and scientific explanation. Almost half of the students' conclusions fall under the scientific basic assumptions. Most of the scientific explanations were deductive explanations and inductive explanations. Then, the kinds of conclusions were affected by the inquiry questions because the scientific explanations were made more than the scientific basic assumptions in answering the inquiry questions. Some students couldn't recognize differences between conclusions and experiment results.

• Journal of Korean Library and Information Science Society
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• v.49 no.3
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• pp.111-132
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• 2018

The purpose of this study was to identify the structure and pattern of conclusions chapters in research articles selected in four representative journals published in Korean LIS. To analyse the structure and pattern five categories and eleven elements drawn from RA conclusions were used such as 'Drawing Attention', 'Summarizing', 'Discussing', 'Applying' and 'Extending'. The Findings are as follows. 'Conclusions' was the most used title of the chapter, and then 'conclusions and suggestions'. The conclusions sections were consisted averagely 4.2 elements. 'Summary of findings' was the most frequently elements, followed by 'summary of research process', 'suggestion of further research' and 'implication'. Also, 'summary of findings' was the most used in lengths. 'Summarizing' was the highest frequency in five categories, followed by 'Extending', and 'Applying'. The dominant first element begun conclusions sections was 'summary of findings' and the final element closed conclusion was 'suggestion of further research'. 'Summary of research process - summary of findings' order was found in the most frequent pattern of conclusions. 'Summary of findings' and 'summary of research processes' in 'Summarizing' were found as essential functions, while other elements, such as significance, 'application', 'limitations' in 'Applying' and 'Extending' were found as optional functions in the conclusions of Korean LIS research articles.

• Proceedings of the Korean Information Science Society Conference
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• 1998.10c
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• pp.9-11
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• 1998

Ripple Down Rules(RDR)이론은 지식베이스시스템을 지식공학구축기술 또는 지식공학자의 도움 없이 특수분야전문가에 의해 효율적으로 유지보수, 구축되어진다. 특히 시스템의 운용 중 지식베이스의 수정을 효율적으로 처리할 수 있다. 본 논문은 단일결론을 생성하는 RDR이론의 확장인 복수(複數)결론(multiple classification)을 유도하는 MCRDR이론에 대하여 설명한다. MCRDR은 복잡한 복수결론을 허락하면서 RDR이론의 최대 장점인 지식베이스의 간편한 유지보수 기증을 유지한다. MCRDR의 KA과정, 기초케이스 문제해결방법, 그리고 복수결론 추론문제에 대하여 논할 것이다. MCRDR시스템의 우수성을 모의전문가를 이용한 시스템 수축과 실험으로 증명해 보일 것이다. 이 실험을 통하여 복수결론을 지원하는 MCRDR이론이 단일결론을 지원하는 RDR이론을 통하여 효율적으로 증명하고, 또한 기존의 기계학습방법과의 차이점도 보여줄 것이다.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.106-117
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• 2022

This study analyzes the characteristics of the "Conclusions" section of a thesis in elementary science education and presents a conclusion model that can be used in elementary science education. In the "Elementary Science Education" journal published by the Elementary Science Education Association, the conclusion section was analyzed on the four-year academic papers published. First, the title of the concluding chapter and the number of conclusions frequently used in elementary science education were identified. Results showed that most commonly used title for the conclusion section was "Conclusion and Suggestion," and the length of the section was 85.4 lines or 2.1 pages.. Then, as a result of analyzing the conclusions of elementary science journals in sentence units, we found stages as a kind of semantic unit frequently used in elementary science education papers. Further, we obtained that these stages are often used in connection with specific stages. Finally, a conclusion template for papers commonly used in elementary science education was presented. The results of this study can be used as basic data when drafting elementary science education papers. Furthermore, specific thesis regarding education plans and educational materials might be prepared for elementary science education graduate students based on the present results.

• YAKHAK HOEJI
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• v.26 no.3
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• pp.167-168
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• 1982

천연물 약품의 품질 관리에 대한 심포지움의 결론의 글로 서울대학교 약학대학의 백남호 교수가 쓴 글이다.

• Proceedings of the Korean Information Science Society Conference
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• 2002.10d
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• pp.382-384
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• 2002

본 논문에서는 논리학에서 전통적으로 다루어 온 패턴인 삼단논증의 결론을 DNA 컴퓨팅을 이용해 증명해 내는 방법을 제시한다. 연역 장치로 진리나무 방법의 하나(resolution refutation)를 사용하기 위해서, 삼단논증의 전제들과 결론의 부정을 예화시킨 후 CNF 형태로 바꾸어 준다. 그리고 이것을 이중 가닥의 DNA 분자로 디자인한 후, 해소 반응을 통해 모순, 즉 닐(nil)을 발견하게 되면, 증명은 완료된다.

• The Science & Technology
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• v.6 no.5 s.48
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• pp.28-29
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• 1973

(1)소제 1.농어촌의 식수오염 방지와 지하수 이용 (2)소제 1에 대한 토론과 결론 (3)소제2. 한해시의 관계용수원 개발책으로서의 지하수 이용 (4)소제 2에 대한 토론과 결론

• The Science & Technology
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• v.29 no.5 s.324
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• pp.22-24
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• 1996

"나는 생각한다 고로 나는 존재한다"라는 말을 남겨 철학자로도 더 유명한 프랑스 태생의 데카르트. 올해로 탄생 4백주년을 맞는 데카르트는 역사상 처음으로 관성의 법칙에 올바른 결론을 낸 과학자로 빛의 굴절문제에 대해 과학적 설명을 찾아내는데 기여했다.

• Journal for History of Mathematics
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• v.21 no.3
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• pp.143-156
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• 2008

In this study, we divided the teaching and learning of proof into three steps in the demonstrative geometry of the middle school mathematics. And then we surveyed the student's difficulties in the teaching and learning of proof by using of questionnaire. Results of this survey suggest that students cannot only understand the meaning of proof in the teaching and learning of proof but also they cannot deduce simple mathematical reasoning as judgement for the truth of propositions. Moreover, they cannot follow the hypothesis to a conclusion of the proposition It results from the fact that students cannot understand clearly the meaning and the role of hypotheses and conclusions of propositions. So we need to focus more on teaching students about the meaning and role of hypotheses and conclusions of propositions.