• Journal of Information Science Theory and Practice
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• v.10 no.3
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• pp.68-82
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• 2022

This study aims to determine the awareness and perceptions of Korean researchers regarding mandatory open access (OA) and OA publishing of publicly-funded research papers. In July 2019, Korean researchers who had published in Science Citation Index Expanded journals as first authors and corresponding authors participated in an online survey distributed via e-mail. A total of 1,172 valid responses were collected and analyzed using SPSS 18. The results indicated that the level of awareness of OA differed significantly based on occupation and research experience (p<0.001). Although 52.56% of the respondents had experienced OA publishing, only 22.35% had self-archiving experience. Regardless of the amount of publishing cost support, researchers showed a high level of willingness to publish OA articles. Yet, since the importance of impact factor was evaluated to be very high, at present OA publication might have a limited role as a publication platform.

• Journal of Korean Library and Information Science Society
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• v.38 no.1
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• pp.257-276
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• 2007

The major concern of scholarly communication system that consists of libraries, researchers, and publishers is scholarly journals. But there is a huge chasm between the groups that have their own respects and strategies, compensations, and rights about scholarly journals. This difference makes open access movement which has two strategies: Open Access Journal(OAJ) and Open Access Archives (OAA). This paper describes the current status and analyses serious limitations of OAJ and OAA, especially, including the present address in the field of library and information science.

• International Journal of Computer Science & Network Security
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• v.21 no.9
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• pp.169-172
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• 2021

The article discusses the results of a quantitative analysis of open educational resources in the field of information technology. Study is based on a study of the content of ten platforms that provide access to open resources (OPs). To achieve this goal, we used the following methods: theoretical analysis and generalization of Internet sources to determine the popularity of educational platforms and resources on them; quantitative data analysis to determine the relative proportion of IT courses in various parameters: the relative weight of courses in the IT field in general and on each platform in particular, the language of instruction, the quantitative content by thematic areas. The following platforms providing access to open educational resources were subjected to quantitative analysis: Coursera, Edx, Udemy, MIT OpenCourseWare, OpenLearn, Intuit, Prometheus, UoPeople, Open Learning Initiative, Maidan Open University.

• Journal of Korean Library and Information Science Society
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• v.41 no.2
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• pp.229-250
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• 2010

Open access policies are very important for the successful open access projects in any institutions. This study aims to propose elements to consider for establishing open access policies of universities. The 3 university institutional repositories' open access policies in Korea and foreign universities' policies registered in the ROARMAP are analyzed. The major categories proposed in the study are materials, time of deposition, depositors, copyright, level of requirement, exemption, usage, options for open access, and support.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.45-55
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• 2015

The purpose of this study was to compare the science philosophical views and instruction strategies for open-inquiry between teachers of science-gifted and teachers of general students. The subjects were 45 teachers of science-gifted and 45 teachers of general students. The major results of this study were as follows: First, there was no differences on the science philosophical views between teachers of science-gifted and teachers of general students by chi-square tests (p<.05). Second, there were no differences on how task assignments, how to guide exploration data, and how to write reports between teachers of science-gifted and teachers of general students (p<.05). But there was meaningful differences on how to proceed with exploration activities between teachers of science-gifted and teachers of general students (p<.05). It is implied that this the results of this investigation will help the focus of future efforts to promote more adequate the science philosophical views and instruction strategies for open-inquiry in teachers of science-gifted.

• Journal of the Korea Convergence Society
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• v.8 no.9
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• pp.31-39
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• 2017

The open source software is widely used nowadays so that means developing software without using open source software can hardly imagine. However, the developer's recognition about the license statements that defines the requirements in accordance with the use of open source is relatively low and a few study is associated with this topic. Therefore, this study examines the use of open source in software development in the context of EDISON project in the national research and development project. Furthermore, the study attempts to suggest the advanced model from simply avoiding license conflicts to constructing the open source project ecosystem including the choose of representative open source, the development of open source communities and contributor agreements.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.207-218
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• 2010

The revised curriculum in 2007 adds an open inquiry approach to increase students' creativity and interest in science. Because it is the first time for elementary students to perform the open inquiry due to the national curriculum, it is essential that teachers give students' successful experiences in order to build a positive impression about inquiry activity. The purpose of this research is to develop and apply the open inquiry program. The research findings are as follows: First, we analyzed the students' traits of open inquiry ability during the program. The third and fourth grade students showed weakness in operating and inquiring abilities. They also feared failure and were unable to concentrate in classes which were based on explanation or discussion. When students had unexpected results, however, their inquiring abilities and creativeness increased considerably. Additionally there were some students who were stressed during the science-inquiry activity, due to no interest in science and an inability to think scientifically. Second, we developed an open inquiry program for elementary students. The program was modified, reflected upon the students' traits during open inquiry in class. Through repeated feedback like this, we completed the program. Third, for those who studied in the lessons there was a meaningful change in students' science inquiry abilities and abilities to perform 'formulating a hypothesis' and 'the control of variables'. These students' level of self-inquiry performance improved steadily. Moreover, they obtained a strong attachment to their inquiry and understood the method of quantitative experiments.

• Journal of Information Science Theory and Practice
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• v.10 no.spc
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• pp.46-55
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• 2022

Eight years have passed since the Sponsoring Consortium for Open Access Publishing in Particle Physics (SCOAP3) was launched. SCOAP3 is one of the most successful global partnerships and funds for Open Access and has been benchmarked by other Open Access initiatives. The Korea Institute of Science and Technology Information (KISTI) joined as the first Asian partner in 2011, and has supported its shared vision and contributed its financial commitment since the beginning of SCOAP3. SCOAP3-Korea is the first bottom-up collaboration for local libraries to re-direct funds previously used for subscriptions to Open Access publishing. This paper explores the roles and responsibilities of KISTI in the Open Access quest. It describes the commitment to SCOAP3 in South Korea, including how the collaboration model for SCOAP3-Korea differs from the global model. This paper also discusses the impact of SCOAP3-Korea by analyzing publications affiliated by Korean authors in SCOAP3 journals for the last six years (2014-2019). We have integrated the national R&D project and research outcome data from NTIS (National Science and Technology Information Service) to investigate the research articles benefited by SCOAP3 and research publications in non-SCOAP3 journals. The positive impact of SCOAP3 in increasing research publication in the discipline was revealed compared to non-SCOAP3 journals. In addition, the financial benefit of SCOAP3-Korea has been proven. With regard to the investment for readers, $137,094 USD was saved during the SCOAP3 Phase 1 and 2, while $748,923 USD was saved with regard to publication fees. We discussed the lessons from SCOAP3-Korea for commitment to a larger-scale Open Access transition.

• Proceedings of the KAIS Fall Conference
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• 2010.05a
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• pp.199-202
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• 2010

본 논문에서 제안하는 시스템은 OpenID에서 RP에서 IDP로 리다이렉트 시 피싱방지에 대한 문제점 해결하고자 IDP 인증 메카니즘을 제안하였다. 악의적인 RP가 사용자의 ID와 Password를 취득 할 수 있어 문제점이 되고 있어 RP 인증과 피싱 방지를 통하여 사용자의 OpenID가 노출되지 않고 IDP로 리다이렉트 될 때의 문제점을 보안하였다. OpenID를 서비스하는 IDP를 인증하여 피싱에 안전한 메카니즘을 제안한다.

• Journal of Science Education
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• v.34 no.2
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• pp.405-420
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• 2010

The purpose of this study was to contrive the specific teaching plans based on the frame of 2007 revised science curriculum for applying open-inquiry lesson in real education situation and to research the effects of open-inquiry lesson on the student's science-related attitude, science process skill, and to investigate instructing teachers' cognition about open-inquiry. For this study, two fifth grade classes were chosen, one class was the experimental group, who were taught by open-inquiry based lesson, and another was the comparative group, who were taught by traditional method based lesson. The findings of this study were as follows: After open-inquiry lesson, the experimental group students came to enjoy open-inquiry learning and had the positive thought about it. After open-inquiry lesson, the experimental group marked higher mean score than the comparative group in science-related attitude's field but didn't showed the meaningful difference. On the other hand, in science process skill's field, the experimental group showed the significant higher improvement than the comparative one, especially in the subordinate area of basic science process skill. Finally, teachers who instructed students open-inquiry lesson thought open-inquiry lesson is the self-directed problem solving learning which raise the student's science process skill and interest. And the teachers thought the obstacles to instruct open-inquiry lesson are the lack of the student's cognition about open-inquiry and the insufficient circumstance for open-inquiry lesson. Therefore the teachers argued that the prerequisite for settling open-inquiry lesson successfully is to develope open-inquiry lesson curricula and teaching materials.