• Journal of Scientific & Technological Knowledge Infrastructure
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• s.5
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• pp.86-95
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• 2001

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.20
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• pp.60-61
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• 2005

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.18
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• pp.72-73
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• 2005

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.3
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• pp.124-131
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• 2000

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.575-585
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• 2018

In this study, the texts of science textbooks of the past 20 years were collected in order to systematically carry out researches on scientific languages and scientific terms that have not been noticed in science education. We have collected all the science textbooks from elementary school to high school in the 6th curriculum, the 7th curriculum, and the 2009 revised curriculum, and constructed a corpus comprising of 132 textbooks in total. Sequentially, a raw corpus, a morphological annotated corpus, and a semantic annotated corpus of science terms, were constructed. The final constructed science textbook corpus was named K-STeC (Korean Science Textbook Corpus). K-STeC is a semantic annotated corpus with semantic classification and classification of scientific terms, together with meta information of bibliographic information such as curriculum, subject, grade, and publisher, location information such as chapter, section, lesson, page, and sentence, and structure information such as main, inquiry activities, reference materials, and titles. Throughout the three-year study period, a new research method was created by integrating the know-how of the three fields of linguistic informatics, computer science and science education, and a large number of experts were put in to produce labor-intensive results. This paper introduces new research methodologies and outcomes by looking at the whole research process and methods, and discusses the possibility of future development of scientific language research and how to use the results.

• Proceedings of the Korea Contents Association Conference
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• 2010.05a
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• pp.425-427
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• 2010

Large-scaled information extraction consists of named-entity recognition, terminology extraction and relation extraction. Since all the elementary technologies have been studied independently so far, test collections for related machine learning models also have been constructed independently. As a result, it is difficult to handle scientific documents to extract both named-entities and technical terms at once. In this study, we integrate named-entities and terminologies with PLOT(Person, Location, Organization, Terminology) in a biomedical domain and construct a test collection of PLOT and relations between PLOTs.

• Journal of Information Management
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• v.36 no.3
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• pp.97-126
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• 2005

Until now, the meaning of terms in most of thesauri has been indirectly presented through relationships and scope notes. However, as thesaurus has been expanded quantitatively, it has become difficult to understand meaning of terms clearly using those relationships and scope notes. Though some thesauri take the form of 'thesaurus dictionary' in order to present the meaning of descriptors, the contents and forms of provided definitions are not satisfying. As standardized definitions of terms integrate into thesaurus on the basis of necessity of definitions providing meaning of terms, this study has shown a possibility for further development of thesaurus.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.546-557
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• 2005

The purpose of this study was to analyze the characteristics of the geology-related contents in the 1st~7th elementary science curriculum. Our analysis was based on the analytical frameworks of geology-related contents (the structure of the contents, the amount of teaming, the contents of the experimental activities, the transitions of the terminology, and the change in the number of illustrations). The results are as follows: 1. Consistently covered contents were limited to weathering of the rock and soil, igneous rock, sedimentary rock, metamorphic rock, and the change of the earth's, fold and fault, earthquake and volcano, geologic stratum and fossil. 2. The geological contents account for (average), 11.5% (maximum), and 5.1% (minimum) of the elementary science curriculum. Most contents covered in the curriculum were rock and soil, and the change of the earth's surface. 3. Continuously covered experimental contents were the weathering and soil, igneous rock, change of the earth's surface, geologic stratum and fossil. 4. The terminology on the rock was the most frequently changed. Whenever the curriculum changed, the addition, deletion, or renaming of terminology led to confusions. 5. In terms of the transition of illustrations, the pictures replaced the figures or diagrams as the representative illustration methods as the science or the textbook compilation skill develope. The cartoons or tables were also used increasingly in order to help the children to understand and pay attention to study.

• The Science & Technology
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• v.29 no.7 s.326
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• pp.14-15
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• 1996

과학과 기술의 개념은 분명히 다르지만 현대에 이르러서는 과학적인 발견이 바로 기술로 연결되고 있어 용어의 한계가 무너져가고 있다. 그래서 '과학과 기술'보다는 '과학기술'이라는 하나의 단어가 우리 사회에 오히려 포괄적인 의미로 수용되고 있다. 과학과 기술을 구별하지 말고 '과학기술'로 통일해 쓰는 것이 바람직하다.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.459-468
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• 2014

Educational Discourses on the nature of science(NOS) identify understanding of the role of scientific knowledge, especially the distinction between law and theory, as a crucial goal of instruction. However, the scientist community uses the terms such as law, theory, and principle without explicit definition so that the terms have no coherent meanings in their conventional language expression. The inconsistency between the norm and the reality could impose confusion on the teaching and learning. From the awareness of the problem, this study critically reviews the science education research papers and literatures on the philosophy of science which focus on the meaning of law, theory, or principle and the structure of scientific knowledge. From the examination of the science education researches, it is revealed that the disparity between the normative meanings of the law and theory by NOS researchers and actual usage of the terms is quite serious. From the review of the literatures of the philosophy of science, the necessity of the distintion of three categories: law, theory, and principle beyond the dichotomy between law and theory is brought up. By synthesizing the related literatures, we provide an outline of the characteristics of knowledges belonging to law, theory, and principle. Considering the conflict between the normative definition and the conventional language, it could be unnecessary to emphasize clear distinction on the terms as an instructional goal. Instead, the goal of instruction should focus on that there are three types of scientific knowledges of different functions and characteristics.