• The Science & Technology
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• v.28 no.4 s.311
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• pp.90-92
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• 1995

북한의 현실에 대하여 연구하고 이해할 수 있어야 통일후에도 서로를 더 잘 알고 모두가 융화하는데 그 고통이 훨씬 덜하리라 여겨진다. 이러한 맥락에서 북한의 농업과 농업과학에 대한 조사 연구는 매우 중요하다. 북한의 농업과학전문 학술지들을 중심으로 용어들을 분석해본다

• The Science & Technology
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• v.26 no.5 s.288
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• pp.85-87
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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.

• The Science & Technology
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• v.28 no.2 s.309
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• pp.88-92
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• 1995

북한의 현실에 대하여 연구하고 이해할 수 있어야 통일후에도 서로를 더 잘 알고 모두가 융화하는데 그 고통이 훨씬 덜하리라 여겨진다. 이러한 맥락에서 북한의 농업과 농업과학에 대한 조사연구는 매우 중요하다. 북한의 농업과학전문 학술지들을 중심으로 용어들을 비교 분석해 본다.

• The Science & Technology
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• v.28 no.3 s.310
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• pp.86-89
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• 1995

북한의 현실에 대하여 연구하고 이해할 수 있어야 통일후에도 서로를 더 잘 알고 모두가 융화하는데 그 고통이 훨씬 덜 하리라 여겨진다. 이러한 맥락에서 북한의 농업과 농업과학에 대한 조사연구는 매우 중요하다. 북한의 농업과학전문 학술지들을 중심으로 용어들을 비교 분석해본다.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1175-1185
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• 2011

Language skills in science education seem to have a great impact on student achievement. Most of the language skills affecting students' science learning can be accounted for an understanding of scientific terms. The ultimate goal of this study is selecting and grading the scientific terms for science education. As a basic research, we investigated scientific terms contained in science textbooks, because they are the most basic and selected terminologies. As a result of investigation of scientific terms in physics units of middle school science textbooks, we made a list of 556 scientific terms by grade level. This includes 249 words for grade 7, 170 words for grade 8, and 137 words for grade 9.

• Journal of Science Education
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• v.44 no.3
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• pp.289-299
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• 2020

In this study, the definition, the level of difficulty, and the certainty of the understanding of 113 astronomy terminologies from 2009 revised middle school geoscience textbooks were examined. And through further interviews, the types of students' misconceptions about astronomy terminologies and their representative terms - examples of misconceptions were analyzed. The definitions of the terms presented by the students were largely classified as correct, low-level, and incorrect understanding. And low-level understanding was subdivided into high-level definition descriptions, undifferentiated concepts, and incorrect answers were subdivided into interference by scientific misconception and lack of prior knowledge. Given that the misconceptions due to terminologies can be distinguished from the prior misconception, the misconceptions due to terminologies can be effectively prevented by changing the term itself. In addition, students were aware of the advantages and disadvantages of metaphorical terms, and the recognition of their level of understanding is expected to be a good starting point considering that recognizing their own misconceptions is the first step in correcting them. Terminologies in science education is always an important subject of discussions, striving to select the right term according to the times, and scientific terms may change. It is expected that the results of this study will be the basis for discussions on the modification of terms.

• Journal of Science Education
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• v.43 no.1
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• pp.79-93
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• 2019

There have been great concerns on induction, deduction, abduction, and hypothetical deductive method as scientific method and logic behind the method. However, as seen from the similar logic structure of abduction and hypothetical deductive method logic, distinction of those four terms could be unclear. This study investigates statements of science instruction textbooks concerning those terms to analyze their meaning as scientific method or in the context of inquiry. For this purpose, related statements are extracted from seven textbooks to investigate the definitions and examples of those terms and relation among these terms by focusing on coherence of usage of the terms and the possibility of clear distinction among the terms. We find that those terms do not have coherent meanings in the textbooks and many statements make it hard to distinguish the meanings of the terms. Finally the origin of the confusion and educational implication is discussed.

• The Journal of the Korea Contents Association
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• v.12 no.8
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• pp.420-428
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• 2012

To improve the efficiency of business, it is important to standardize the meaning of terminology. And then, terminology dictionaries have been actively being built and used in various fields. In defense area, the publication of defense terminology dictionary is useful for information exchange of each army and distribution of standardized terminology. Defense agency for technology and quality(DTaQ) publishes terminology dictionary of defense science and technology on a three-year cycle. DTaQ tries to standardize the construction process of terminology dictionary and improve service efficiency by using terminology dictionary in defense area. This proposed method is based on the result of previous study about standardization of terminology dictionary. We suggest the practical steps including terminology dictionary constructing process, composition and role of organization, definition of headword, selection of target documents to be extracted terminology candidate, terminology extraction, generation of terminology candidate group, workbench registration, construction and validation of terminology dictionary. Thesaurus and workbench are developed to use and support terminology dictionary effectively.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.718-734
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• 2013

The purpose of the study is to investigate high school students' perception and understanding of old metaphorical science terminologies and new metaphorical science terminologies (highly metaphorical science terminologies). For the study, three old metaphorical terminologies and three new metaphorical terminologies have been chosen from the old and new Korean science curricula respectively, and 176 high school students who learned physics based on 7th science curriculum developed in 1997 and 175 highschool students who learned physics based on the science curriculum revised in 2009 were sampled from two high schools in a big city in Korea. The research results are as follows: First, for the old metaphorical terminologies, there are more students who give explanations using scientific terms than those who use the meaning of the metaphors that terminologies had. Second, for the new metaphorical terminologies, there are much less students who give explanations using scientific terms than those who explained using the meaning of the metaphors that the terminologies had. Therefore, it should be emphasized that, for the new metaphorical terminologies, the metaphorical meaning of the terminologies do not mean the concepts themselves in teaching science.

• The Science & Technology
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• v.34 no.4 s.383
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• pp.34-35
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• 2001