• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.2
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• pp.27-44
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• 2012

This paper provides suggestions for analyzing Cultural Objects Name Authority(CONA) developed by the Getty Trust and applying CONA to Functional Requirements for Subject Authority Data(FRSAD). CONA is linked with the other Getty controlled vocabularies such as AAT, ULAN, and TGN, and can be linked with the library controlled vocabularies, such as LCSH. However, CONA has differences with library models since CONA is based on the art museum or art gallery. Therefore, we need to consider it when we link CONA to library standard models. The results discussed in this study have implications for analyzing CONA which provides access for cultural objects and applying it to the FRSAD, the subject authority model in library fields.

• Journal of Information Science Theory and Practice
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• v.11 no.4
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• pp.40-50
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• 2023

Research in interdisciplinary fields like biomechanics is published in a variety of journals whose visibility depends on bibliometric indexing that is often driven by citation analysis of bibliometric databases. This study documented variation in publication metrics and research subject categories assigned to 14 biomechanics journals. Authors, citation, and citation rate (CR) were collected for the top 15 cited articles in the journals retrieved from the Google Scholar service. Research subject categories were also extracted for journals from three databases (Dimensions, Journal Citation Reports, and Scopus). Despite the focus on biomechanics for the journals studied, these biomechanics journals have widely varying CR and subject categories assigned to them. There were significant (p=0.001) and meaningful (77-108%) differences in median CR between average, low, and high CR groups of these biomechanics journals. Since CR are primary data used to calculate most journal metrics and there is no one biomechanics subject category, field normalization for journal citation metrics in biomechanics is difficult. Care must be taken to accurately interpret most citation metrics of biomechanics journals as biased proxies of general usage of research, given a specific database, time frame, and area of biomechanics research.

• Journal of Science Education
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• v.43 no.1
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• pp.94-118
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• 2019

The purpose of this study is to explore the multi-faceted understanding and issues of science subject matter competencies from the trends of competency-based curriculum discourse, and to examine the relationship between general core competencies and science subject matter competencies. First, we examined the theoretical background of competency-based curriculum focusing on behaviorism, humanism, and its comprehensive synthesis. After that, we reviewed OECD's competency-related projects (DeSeCo; OECD Education 2030), US Next-Generation Science Standards (NGSS) and Korea's 2015 Revised National Curriculum from the viewpoint of competency-based curriculum. After that, we summarized and systematically analyzed a list of competencies, 105 general core competencies and 45 science subject matter competencies proposed by 15 important documents from home and abroad. The results of this study are as follows: First, the issues of the proper number, appropriate dimension, and how individual competencies should be unique and independent were pointed, in terms of defining and categorizing competencies. Second, it was suggested that the competency items are presented in various dimensions such as personal-micro dimension, community meso-dimension, and social-macro dimension. Meso-dimension was placed on both general core competencies and subject matter competencies. Third, in the relationship between general core competencies and subject matter competencies, the former emphasizes macro-dimension, and the latter emphasizes micro-dimension, revealing an existing gap, and where the two can meet each other is the meso-dimension. These discussions are thought to provide insight into the understanding of competencies in the national curriculum, including the 2015 Revised National Curriculum.

• Journal of Korean Library and Information Science Society
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• v.39 no.3
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• pp.345-368
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• 2008

This study investigated the general problems concerning the subject Computer Science in the KDC(Korean Decimal Classification) 4th edition based on the comparative analysis with DDC, NDC, Disciplinary Classification System of Korean Research Foundation and National Standard Science and Technology Classification and Science and Technology Classification of Korea Science and Engineering Foundation, and suggested some ideas for the improvements of them. The subject of Computer science in the KDC 4th edition will be helpful to be improved to integrate in classes 004-005 now separated into two main classes of 000(004-005) and 500(566) in KDC4, to systematize subdivisions, to add new subjects, to delete and relocate some inappropriate subjects and to add notes.

• Journal of the Korean earth science society
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• v.38 no.5
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.87-103
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• 2024

The content system table of the subject-matter curriculum is considered important in the Korean national curriculum, textbook writing, and teaching and learning in the classroom. However, studies that comprehensively organize the issues concerning the format of the subject-matter curriculum content system have been scarce. This study scrutinized the evolution of the content system from its inception in The 6th Curriculum to the most recent 2022 Revised National Curriculum, focusing on science curricular. The following issues and suggestions were derived for the format of the subject content system. First, caution should be exercised in using terms such as "domain," "field," and "category," and it should be clarified whether these terms are intended simply for logical differentiation or to serve as a content organizer with a specific emphasis. Second, the nature of components such as "core ideas," which can serve as innovative content organizers, should be strictly defined. Third, while the introduction of three-dimensional content elements such as "knowledge and understanding," "process and skill," and "value and attitude" is viewed positively, it is suggested that a further delineation be made, elaborating how each can be utilized to form core competencies. Fourth, the construction of the subject-specific content system in national curriculum needs caution because whether it will resolve or exacerbate the 'disparity between general curriculum and subject-matter curriculums' is uncertain. Finally, as an apparent pendulum motion of the subject-matter content system is observed in national curriculum documents, efforts should be made to ensure that it does not result in meaningless repetition, but instead achieves meaningful dialectical progress.

• Korean Journal of Soil Science and Fertilizer
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• v.46 no.5
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• pp.303-307
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• 2013

Research reports on soil during the years from 1906 to 2012 have been analyzed to understand the role and pattern of soil research in agriculture. The number of research reports in relation with the key word of soils were 2,211 cases and classified in accordance with the criteria of research area, research subject, and research place of report papers. During the 40 years from 1906 to 1946, research work on soil chemistry was reached 62%, highest in the research area. In the case of research subject, research reports on soil fertility and soil nutrients was highest as 42.2%, and the next subject on soil salt and desalinization was about 19.5%. Research places were in the order of paddy as 34.1%, upland as 23.7%, and reclaimed soil as 22.5%. From 1953 to 2012 during 60 years, in the research area report papers were mainly concentrated on chemistry area as 32% and the next was physics as 26%, and environment as 12%. In the case of research subject during the same period, nutrient management report was reached 21.1%, and soil improvement on chemical and physical properties for optimum crop growth was 11.9%. Soil survey and data base establishment report was 8.6%. Research place were in the order of upland as 34.9%, paddy as 25.7%, and vinyl house as 12.5%, which showed reversed pattern compared to that of before 40 years.

• Journal of Contemporary Eastern Asia
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• v.18 no.1
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• pp.7-29
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• 2019

This study describes an approach for comparative bibliometric analysis of scientific publications related to (i) individual or several departments comprising a university, and (ii) broader integrated subject areas using multiple disciplinary schemes. It uses a custom dataset of scientific publications (ca. 15,000 articles and reviews, published during 2009-2013, and recorded in the Web of Science Core Collections) with author affiliations to the research departments, dedicated to science, technology, engineering, mathematics, and medicine (STEMM), of a comprehensive university. The dataset was subjected, at first, to the department level and discipline level analyses using the newly available KAKEN-L3 classification (based on MEXT/JSPS Grants-in-Aid system), hierarchical clustering, correspondence analysis to decipher the major departmental and disciplinary clusters, and visualization of the department-discipline relationships using two-dimensional stacked bar diagrams. The next step involved the creation of subsets covering integrated subject areas and a comparative analysis of departmental contributions to a specific area (medical, health and life science) using several disciplinary schemes: Essential Science Indicators (ESI) 22 research fields, SCOPUS 27 subject areas, OECD Frascati 38 subordinate research fields, and KAKEN-L3 66 subject categories. To illustrate the effective use of the science mapping techniques, the same subset for medical, health and life science area was subjected to network analyses for co-occurrences of keywords, bibliographic coupling of the publication sources, and co-citation of sources in the reference lists. The science mapping approach demonstrates the ways to extract information on the prolific research themes, the most frequently used journals for publishing research findings, and the knowledge base underlying the research activities covered by the publications concerned.

• Journal of Korean Library and Information Science Society
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• v.42 no.1
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• pp.247-267
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• 2011

This study selected Korea and China-related subject headings among all names contained in Japan 2008 Version of NDLSH, and compared and analyzed the number of headings and the features according to each theme. As the result of analysis, the total number of Korea-related subject headings is 222 including its headings and referent words. At comparing with China-related subject headings, the number of Korea-related subject headings was very small size, and shows many limits in terms of the variety or the specificity of themes. Especially, the facts that 'Joseon', which is not existed any longer, is used as Korea's nation name, or that Balhae's history is assigned into Chinese history are required to be corrected quickly. Meanwhile, in the China-related subject headings field, multi-racial nation's features are reflected. and are contained many theme names like ancient racial names, each minority's residental area name and its native language which are rarely appeared in Korean theme names field.

• Journal of Korean Library and Information Science Society
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• v.41 no.2
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• pp.147-169
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• 2010

The purpose of this study is to analyze the historical process and characteristics of subject headings related to Korea, China, Japan in the LCSH, from the first edition to 31th ed. The analytic results show that the headings in the 31th edition include in Korea 713, China 1,742, Japan 2,647, compared to Korea headings 4, China headings 49, Japan headings 24 in the first edition. Some subject headings considered important and essential are left out. We can also recognize the some headings are relatively too subdivided. The omitted and insufficient Korean, Chinese, Japanese subject headings are considered to be tied up with library policies of LC. Therefore our active support such as donation are being called for collecting more detailed analysis of Korea, China, Japan-related publications in LC.