• Journal of the Korean Society for information Management
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• v.36 no.2
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• pp.175-199
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• 2019

Uncertainty means incomplete stages of knowledge of propositions due to the lack of consensus of information and existing knowledge. As the amount of academic literature increases exponentially over time, new knowledge is discovered as research develops. Although the flow of time may be an important factor to identify patterns of uncertainty in scientific knowledge, existing studies have only identified the nature of uncertainty based on the frequency in a particular discipline, and they did not take into consideration of the flow of time. Therefore, in this study, we identify and analyze the uncertainty words that indicate uncertainty in the scientific literature and investigate the stream of knowledge. We examine the pattern of biomedical knowledge such as representative entity pairs, predicate types, and entities over time. We also perform the significance testing using linear regression analysis. Seven pairs out of 17 entity pairs show the significant decrease pattern statistically and all 10 representative predicates decrease significantly over time. We analyze the relative importance of representative entities by year and identify entities that display a significant rising and falling pattern.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.419-429
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• 2006

This study investigated gender differences in the factors affecting elementary school students' ability to identify scientific problems. Scientific problem finding tasks, involving written instruments including IQ tests, content knowledge, science process skills, divergent thinking skills, intrinsic/extrinsic motivation, personality traits, and home environment were administered to 96 elementary school students(male; 50 & female: 46). The data collected was analyzed by means of a t-test, Pearson's correlation, multiple regression analysis, and canonical correlation analysis. The finding indicated that there were significant gender differences in scientific problem finding performance. Female students were significantly higher in both total score and elaborate score of scientific problem finding than male students. Personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted male students' abilities in scientific problem finding. Science process skills, personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted female students' scientific problem finding and IQ positively predicted female students' elaborate score of scientific problem finding.

• Journal of Information Science Theory and Practice
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• v.4 no.2
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• pp.21-33
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• 2016

A sustainable development in science, innovation, and technology requires a balanced distribution of scientific wealth in sub-country regions. This paper addresses the issue of geographical distribution of scientific wealth and its goal is to offer a framework to describe and measure the share of provinces in national scientific wealth. Our proposed model divides the indicators of scientific wealth into two groups, production and the use of scientific wealth. To evaluate this model, the scientific wealth of Iran was studied using recorded data on IRANDOC databases. Rich, average, and poor provinces were identified and the results showed that 70% of the scientific wealth belongs to 20% of the provinces. The findings can facilitate planning for a sustainable science and technology policy.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.401-414
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• 2021

The purpose of this study is to explore the cognitive achievement characteristics by group of achievement levels in the PISA 2018 science domain compared to the results of the PISA 2015, and to compare and analyze the 'epistemic' knowledge in the revised curriculum 2009 and in the revised curriculum 2007. The average correctness rates in PISA 2015 and PISA 2018 were analyzed by sub category of the evaluation frame in the PISA scientific domain. In the competencies domain, especially, the average correct answer rates of 'evaluating and designing scientific inquiry' were the lowest in medium and lower groups, but the rates rose in all achievement groups compared to PISA 2015, which is encouraging. Although the answer rates were low for both 'living system' knowledge and 'epistemic' knowledge in the knowledge domain, the average answer rates of the upper and middle groups increased in 'epistemic' knowledge compared to PISA 2015. The changes in the curriculum experienced by students participating in PISA were analyzed in relation to the 'evaluating and designing scientific inquiry' competency and 'epistemic' knowledge, which increased in average correct answer rates. In terms of understanding science, the "What is science?" unit that explicitly presents epistemic knowledge, and nature of model in inquiry activities, were explicitly presented in the revised curriculum 2009. In terms of understanding the process of justifying scientific knowledge, the number of inquiry activities increased, scientific explanations based on experimental results strengthened, and the "Science and Human Civilization" unit was introduced to help students to understand STS while simultaneously conducting arguments. These findings confirm the educational performance of groups by achievement level in the PISA 2018 scientific domain and suggest that the direction of education relates to epistemic knowledge in Korea's Science curriculum.

• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.71-83
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• 2012

The purpose of this study was to explore ecological concepts, epistemological reasoning and reasoning processes through constructing 'food web and food pyramid' in ecology. We conducted classes which involved a 'food web and food pyramid' for $6^{th}$ grade students. Each class is constructed of small groups to do modeling and epistemological reasoning through communication. The researcher had videotaped and recorded each class and have made transcription about classes. We analysed patterns of 'food web and food pyramid models' and reasoning processes according to scientific epistemology using transcription data and student outputs. As a result, students represented phenomenon-based reasoning, relation-based reasoning and model-based reasoning in scientific epistemology from their modeling. Students usually did relation-based reasoning and model-based reasoning in food web which explains ecological phenonenon, while they usually did model-based reasoning in food pyramid which expects ecological phenomenon. Student's reasoning can be limited when they have misconception of scientific knowledge and are limited by fragmentary knowledge. This represents that students has to do relation-based reasoning and model-based reasoning is beneficial in their ecological model. It also suggests that students need to define correct-conception related to ecological modeling(food web, food pyramid).

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.17
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• pp.99-101
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• 2005

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.17
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• pp.94-98
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• 2005

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.13
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• pp.14-15
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• 2004

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.16
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• pp.85-86
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• 2004

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.27
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• pp.46-48
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• 2007