• The Journal of the Convergence on Culture Technology
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• v.4 no.1
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• pp.275-278
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• 2018

This study examines how poem and poetic ego of Cho Ji-Hoon form synapses. It is to clarify the synaptic structure of the healing, the contact point between the literary mechanism and the mechanism of the ego. Therefore, it aims to encode the active therapy by substituting the structure into the literary therapy program. Cho Ji-Hoon's poem "Bellflower Flower" is a mesh of poem, and a mesh of semantic arguments is set up for the 'Bellflower Flower' of functor. At this time, the longing that attracts depression to the net of the semantic argument is caught. This exists as a function of healing. If we embody a literary therapy program that utilizes the synaptic structure of this healing, it will be able to experience the function of literary therapy improved than before.

• KIISE Transactions on Computing Practices
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• v.21 no.7
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• pp.500-505
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• 2015

The Sejong Electronic(machine readable) Dictionary, which was developed by the 21 century Sejong Plan, contains a systematic of immanence information of Korean words. It helps in solving the problem of electronical presentation of a general text dictionary commonly used. Word sense disambiguation problems can also be solved using the specific information available in the Sejong Electronic Dictionary. However, the Sejong Electronic Dictionary has a limitation of suggesting structure of sentences and selection-restricted nouns. In this paper, we discuss limitations of word sense disambiguation by using subcategorization information as suggested by the Sejong Electronic Dictionary and generalize selection-restricted noun of argument using Korean Lexico-semantic network.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.56-71
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• 2023

The purpose of this study is to explore the role and effectiveness of argumentation structure and the developmental characteristics of science PCK with Earth science preservice teachers who used argumentation structure as a pedagogical reasoning tool. Since teachers demonstrate PCK in a series of pedagogical reasoning processes using argumentation structures, we explored the characteristics of future-oriented family resemblance-PCK shown by preservice science teachers using argumentation structures. At the end of the semester, we conducted in-depth interviews with 15 earth science preservice teachers who had experienced lesson design and teaching practice using the argumentation structure. Qualitative analysis including a semantic network analysis was conducted based on the in-depth interview to analyze the characteristics of preservice teachers' family resemblance-PCK. Results include that preservice teachers organized their classes systematically by applying the argumentation structure, and structured classes by differentiating argumentation elements from facts to conclusions. Regarding the characteristics of each component of the argumentation structure, preservice teachers had difficulty finding warrant, rebuttal, and qualifier. The area of PCK most affected by the argumentation structure is the science teaching practice, and preservice teachers emphasized the selection of a instructional model suitable for lesson content, the use of various teaching methods and inquiry activities to persuade lesson content, and developing of data literacy and digital competency. Discussed in the conclusion are the potential and usability of argument structure as a pedagogical reasoning tool, the possibility of developing science inquiry and reasoning competency of secondary school students who experience science classes using argumentation structure, and the need for developing a teacher education protocol using argumentation structure as a pedagogical reasoning tool.