• Journal of the Korean Institute of Intelligent Systems
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• v.14 no.6
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• pp.737-744
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• 2004

Retrieving relevant information well corresponding to the user`s request from web is a crucial task of search engines. However, most of conventional search engines based on pattern matching schemes to queries have a limitation that is not easy to provide results corresponding to the user`s request due to the uncertainty of queries. To overcome the limitation in this paper, we propose a framework for knowledge-based semantic meta-search engines with the following five processes: (i) Query formation, (ii) Query expansion, (iii) Searching, (iv) Ranking recreation, and (v) Knowledge base. From simulation results on english-based web documents, we can see that the Proposed knowledge-based semantic meta-search engine provides more correct and better searching results than those obtained by using the Google.

• Proceedings of the Korea Information Processing Society Conference
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• 2008.11a
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• pp.747-750
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• 2008

본 연구는 온톨로지, 자연어 처리, 메타데이터 등의 시맨틱 웹 기반 기술들을 이용하여 시맨틱 웹 응용을 위한 전체적인 기술 적용과 그의 활용에 목적을 두고 있다. 이를 위해 OWL을 기반으로 조직이나 기관의 지식 주제별 도메인 온톨로지와, 기존 워드넷(WordNet)이나 더브린 코어 메타데이터(Dublin Core Meta Data)와 조직에 정의된 데이터베이스의 스키마를 MDR로 구축하여 상호 연결하여 온톨로지가 갖는 지능적 추론과 규칙 서비스와 표준화된 메타데이터의 결합 방법을 제공한다. 이는 기존에 온톨로지와 메타데이터의 재활용과 연결(Alignment)에 있어 연구적으로 높은 가치가 있다. 그리고 조직의 사용자가 문서를 작성할 때 문서의 내용에 대해 자연어 처리 기술과 온톨로지의 기술을 이용해 적합한 용어나 메타데이터를 자동으로 제공하여 작성된 문서의 공유와 재사용성을 높이고, 작성된 문서를 XML 형식으로 구성되는 XML 기반 지능 문서 데이터베이스(XMB Based Intelligent Document Database)에 저장하여 유사한 문서를 작성하거나 사용할 필요가 있는 사용자에게 문서 등록과 검색 에이전트(Document Registry and Retrieval Agent)를 통해 이러한 제공하여 문서 지식의 사유화를 최소화 하고, 유사 문서의 재작성과 또는 특정 문서의 작성에 필요한 시간이나 경비를 줄이게 된다. 또한 웹상이나 PDA 같은 개인 휴대장치를 통해서도 서 등록과 검색 에이전트를 통해 문서를 검색하고 사용할 수 있게 한다면 언제 어디서나 해당 서비스를 활용하는 유비쿼터스와 시맨틱 웹의 실질적 응용을 거둘 수도 있으리라 사료된다.

• The Journal of Korean Association of Computer Education
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• v.5 no.2
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• pp.29-37
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• 2002

The purpose of this study is to examine the effects of the level of background knowledge and the metacognition supporting tool (MST) on the learning activities and outcomes in a web problem based learning environment from the theoretical perspectives of PBL (problem-based-learning) in the Web and metacognition. Results suggest that the level of learners' background knowledge could play a slight role in problem oriented learning activities. This was because learning tasks were characterized by ill-structured problems in Web-based problem learning and this sort of learning might have been a somewhat newer experience for the selected students. Providing MST for learners' PBL activities, however, was highly beneficial for learners who practice PBL in Web based learning environments. In addition, for PBL outcomes, variables like problem solution reporting documents. the use of MST had a more positive effect on the lower level learners' background knowledge than the higher level learners'.

• Journal of Educational Research in Mathematics
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• v.17 no.3
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• pp.201-220
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• 2007

This research is designed to analyze the metacognitive thinking that mathematically gifted elementary students use to solve problems, study the effects of the metacognitive function on the problem-solving process, and finally, present how to activate their metacognitive thinking. Research conclusions can be summarized as follows: First, the students went through three main pathways such as ARE, RE, and AERE, in the metacognitive thinking process. Second, different metacognitive pathways were applied, depending on the degree of problem difficulty. Third, even though students who solved the problems through the same pathway applied the same metacognitive thinking, they produced different results, depending on their capability in metacognition. Fourth, students who were well aware of metacognitive knowledge and competent in metacognitive regulation and evaluation, more effectively controlled problem-solving processes. And we gave 3 suggestions to activate their metacognitive thinking.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.239-252
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• 2017

The purpose of this study is to examine metamodeling knowledge and its components, which means knowledge about model and modeling required for students and teachers for successful application of modeling in the field of science education based on research literature. For this, we analyzed and categorized major previous studies on modeling and modeling through research literature methods. Metamodeling knowledge aims to recognize models and modeling and is the most crucial element to create a scientific model in scientific modeling practice. The point of view of metamodeling knowledge proposed in this study is categorize nature of model, multiplicity of model, purpose of model, modeling process, and evaluation and revision of model. Students should be able to achieve more in-depth understanding through the awareness of the nature of the model. The development of metamodeling knowledge can facilitate students' science learning.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.102-110
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• 2019

The purpose of this study was to explore the progression levels of science metamodeling knowledge through using questionnaires for 97 students of the gifted in G science academy. As a result of the Rasch model analysis, it was confirmed that the progression levels of the scientific metamodeling knowledge is suitable for the person reliability of 0.71 and the item reliability of 0.96. The progression levels of students' science metamodeling knowledge were classified into 4 stages. First and second levels were considered model to be objective and the third and fourth stages were perceived as subjective. The first level is to view the model as a visual representation of a phenomenon as it is, and the second level is to think that the model corresponds to objective knowledge or theory and is a tool for explanation. The Third level looks at the model as a scientist's exploration tool and fourth level is to think that the model is provisional one and multiple models can coexist in one phenomenon. The progression levels of science metamodeling knowledge of science high school students derived from this study is expected to be used as a reference when constructing a curriculum for science modeling and modeling for gifted students.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.337-348
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• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.

• Journal of the Korean Society for information Management
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• v.23 no.4 s.62
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• pp.165-177
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• 2006

National Knowledge and Information Resources of KADO(Korea Agency for Digital Opportunity and Promotion) were distributed to the several data centers. The metadata for the resources was the conceptual level recommended standard. It was not for the integration, but the retrieval. So it is not easy to integrate to the central metadata DB or connect metadata among the data centers. In this paper, we analysed the metadata of the several data centers and provided the integrated standard model for the central metadata DB.

• Journal of Digital Convergence
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• v.10 no.11
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• pp.427-432
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• 2012

The article herein suggested a compound repository and a descriptive method to develop a compound knowledge process. A data target saved in a compound knowledge repository suggested in this article includes all compound knowledge meta data and digital resources, which can be divided into the three following factors according to the purpose: user roles, functional elements, and service ranges. The three factors are basic components to describe abstract models of repository. In this article, meta data of compound knowledge are defined by being classified into the two factors. A component stands for the property about a main agent, activity unit or resource that use and create knowledge, and a context presents the context in which knowledge object are included. An agent of the compound knowledge process performs classification, registration, and pattern information management of composite knowledge, and serves as data flow and processing between compound knowledge repository and user. The agent of the compound knowledge process consists of the following functions: warning to inform data search and extraction, data collection and output for data exchange in an distributed environment, storage and registration for data, request and transmission to call for physical material wanted after search of meta data. In this article, the construction of a compound knowledge repository for recommendation system to be developed can serve a role to enhance learning productivity through real-time visualization of timely knowledge by presenting well-put various contents to users in the field of industry to occur work and learning at the same time.

• Journal of the Korean association of regional geographers
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• v.11 no.2
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• pp.263-277
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• 2005

Since the 1980's, metacognition has been one of the core subjects in the studies on teaching-learning. There have been significant considerations about the metacognition in the reaching-learning become increasingly important in relation with learner's thinking. Though, metacognition has now become important concept used in learning process, there have not been sufficient researches in geographic education. The purpose of this parer is to define metacognition concept in geograpbic education. First, the concept of metacognition in geograpbic education, alike in the other education, can be classified as metacognitive knowledge and metacognitive function. Metacognitive knowledge can be categorized as knowledge about self, task, and strategy. Metacognitive function can be categorized as function about monitoring, evaluating and controling. Next, based on geographical metacognition concept, this paper is researched the characteristics of geographical metacognition in the students' reading maps inquiry activity.