• The Journal of the Korea Contents Association
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• v.11 no.8
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• pp.247-259
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• 2011

It is necessary to collect, manage and standardize defense and technology terminologies which are used by defense-related agencies in the field of national defense science and technology. The standardization of terminology dictionary can eliminate confusion about terminology and increase accessibility for the terminology by offline and online services. This study focuses on building national defense science and technology terminologies, publishing dictionary including them, and improving information analysis in defense area. as well as take advantage of offline and online services for easy accessibility for the terminology. Based on the results of this study, the terminology data will be used as follows; 1) Defence science and technology terminology databases and its publication. 2) Information analysis in military fields. 3) Multilingual information analysis translated terms in the thesauri. 4) Verification on the consistency of information processing. 5) Language resources for terminology extraction.

• Journal of Science Education
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• v.33 no.2
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• pp.346-352
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• 2009

The purpose of this research was to analyze the chinese chemistry terminology in chemistry unit of 7th grade science textbooks in 7th curriculum and find relationship between student understanding and difficulty index for chinese preferred students and non-chinese preferred students. The chinese terminology in 7th curriculum was reduced less than that of 6th curriculum but still was over 70%. Students had difficulties in understanding of abstract terminologies and science terms but thought easily the concrete, common terminologies. The tendency of student understanding was similar to that of difficulty index. For chinese chemistry terminology, understanding of chinese preferred students was higher than that of non-chinese preferred students. For easily translated chemistry terminology, there was no significant difference but both were showed the improved understanding. Therefore student understanding should be improved in science if science textbooks would be written by easily translated chemistry terminology.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.209-216
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• 2015

In science classrooms, using science terminology is a very important aspect of communications between science teachers and students, as well as in the science learning of students. This study was conducted to investigate the usage of the science terminology in the lectures of science teachers, and identify the problem in the aspect of both communication and teaching. To do this, we have recorded 13 hours of class teaching 'Motion' part in unit of 'Force and Motion' from three science teachers, and extracted science terminologies from the science teachers' lectures by using an analysis program. We performed qualitative analysis, such as kind of science terminology used, and linkage between curriculum and textbook, and quantitative analysis, such as number of science terminology, and frequency of use. With respect to communication, there appears some problems in its proportion in the teacher's lecture in class. It is deemed that science terminology in teachers' lectures were too many, that the frequency of usage of important conceptual terminology was low, and that teachers use higher level terminologies to explain key concepts. And in respect to science learning, there were problems where terminologies including important concepts were used separately by the teachers and textbooks, terminologies of higher level concept were used, and there might be differences between teachers in majority of teachers.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.1-8
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• 2017

In terms of science learning for students and of scientific literacy for the general public, understanding science terminology is very important. Aside from the science language education delivered in schools, we assumed that supplementary materials are necessary to search and study the meaning of science terminologies for students or the general public. This study aims to investigate whether explanation texts of portal dictionary, Pyojun Korean Dictionary, and science textbooks are easy to read or understand for students and how the students perceive the explanations they present. The results show that science textbooks are easier to read and understand for students than the portal dictionary or Pyojun Korean Dictionary. However, all three materials have very low level of readability compared with students' average level. There definitely are rooms for improvement to increase their readability.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.667-675
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• 2014

It is important to know science terminology when learning science. In terms of linguistic and psychological perspectives, the context of encountering a terminology for the first time is critical. If a student has not learned the terminology properly the first time, it might cause misconceptions or be a barrier in following learning. This study aims to identify how careful science terminology are used in science textbooks, and the relationship of using science terminology between science curriculum and middle school science textbooks in the 2009 National Curriculum. In addition, the educational need, the importance of science learning, proper time for teaching, & difficulty of the terminologies have been surveyed among teachers and students. As results of study show, only 25% of terminologies in science textbooks have appeared in the curriculum, and about 10% have been used in middle school science textbooks prior to science curriculum. The survey results suggested that many of those terminologies could cause problems in teaching and learning situation. The solution for them have been divided into the following: avoiding usage in textbook prior to curriculum, using earlier in textbooks, using earlier in curriculum, and reflecting curriculum precisely in the textbook. In general, the curriculum needs to state performing objectives concretely. And it is needed to examine science terminology advertently when writing textbooks.

• Journal of Science Education
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• v.37 no.3
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• pp.573-582
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• 2013

This study was conducted to inquire the semantic structure with science terminology used in middle school science class, and based on this, we wanted to look for the way to increase effectiveness of science teaching. In this study, we extracted twenty-six science terminologies used in "Force and Motion" unit in middle school science textbook, and administered word association test using the 26 science terminologies to 316 middle school students. As the result, we found that students had a divergent semantic structure to given science terminology, and there were cases to be interpreted as different meaning with teacher's intention. Also, we identified the terminologies which were not familiar to middle school students. It was found that female students were more familiar with science termilology than male students, and there were differences between schools.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.813-826
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• 2010

The purpose of this study is to investigate discrepant Earth Science terms in high school curriculums and to explore the alternative to those terms. In this study, we defined discrepant terms as different terms which had the same meaning in Earth Science textbooks. Discrepant terms were compared with terms in references and precedent studies, and the preference by 284 of teachers and students was investigated. The results of this study are as follows: A number of discrepant terms were found in references as well as high school textbooks. Participants preferred terms that are more understandable, were learned previously, and were correct to loanword orthography. As for the cases of discrepant terms caused by different notation of proper nouns or different references and background knowledge, the alternative could be explored by the rule of loanword orthography or the journal publications. In conclusion, confusion may be reduced by utilizing common terms that are both based on authorized theory and easy to convey the meaning.

• Proceedings of the Korea Contents Association Conference
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• 2012.05a
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• pp.67-68
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• 2012

국방분야에서는 국방용어 사전 발간을 통해 각군의 효율적인 업무 연계 및 표준화된 국방 용어 유통 체계를 정립하는데 노력하고 있다. 국방기술품질원에서도 국방 과학기술 분야의 전문용어 사전 발간을 통해 각군의 과학기술 용어를 표준화함으로써 업무 연계 및 효율성 제고에 노력하고 있다. 본 연구에서는 전문용어 사전 구축 표준화 프로세스를 준용해서 국방 과학기술 전문용어 사전의 후보 용어 선정부터 정제, 시소러스 구축, 검수에 이르는 전주기 과정에 대한 실제 구축 내용을 기술하고 있다. 또한 전문용어 사전의 효율적 구축 및 관리를 위해 개발된 워크벤치의 기능을 중심으로 용어 선정, 정보 입력, 관리 기능을 기술하고 한다.

• Journal of Science Education
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• v.36 no.2
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• pp.329-340
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• 2012

The purpose of this study is to analyze the terms which were described in panels for astronomic article on exhibition at the Gwacheon National Science Museum, and to clarify that the terms were appropriate and easily understandable or not. In research, totally, 965 terms were collected in 52 panels(14 panels in planetarium, 17 panels in national history part, and 21 panels in traditional science part). All terms were categorized to 4types, as 1.Standard/Scientific terms, 2.Non-Standard/Scientific terms, 3.Standard/Non-Scientific terms, 4. Non-Standanrd/Non-Scientific casual words, based on 'Dictionary of Standard Korean' and 'Terminology of Astronomy'. And questionnaires survey was done to 24 in-service teachers at elementary school, middle school, and high school to clarify that the level of the terms are appropriate to students. The results of this study show that accurate scientific terms were 68.5%, and many of students had difficulty in understanding those scientific terms in the panels because of unfamiliarity. Therefore, in order to make students get more interest and better understanding, it is proposed to minimize scientific terms and to substitute them to casual terms which were related with practical life.

• The Science & Technology
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• v.26 no.3 s.286
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• pp.92-95
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• 1993

최근에 남북간의 대화가 진전되어 감에 따라 과학기술분야의 교류도 머지않아 본격화될 것으로 보인다. 남북이 분단된 지 40여년이 지나는 동안 각종 언어의 이질화가 커진 것을 볼 수 있으며, 무엇보다도 학술용어의 올바른 정립은 과학기술교류의 첫번째 단계라고 하겠다. 따라서 본 난에서는 남북한과학기술용어비교표를 분야별로 연재하기로 한다.