• Culinary science and hospitality research
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• v.17 no.4
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• pp.153-168
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• 2011

This study investigated the relationship between consumers' knowledge and risk perception towards purchase intention of organic food. The data were collected from a sample of 311 housewives in Seoul and Ulsan. A structural equation modelling technique was used to test the causal model. The results indicated that subjective knowledge was significantly associated with purchasing organic food. Objective knowledge, in contrast, was only indirectly associated with purchasing organic food, through increased subjective knowledge and risk perception towards purchasing organic food. Risk perception towards organic food had a direct positive and relatively strong relationship with purchasing organic food. Implications of the results and limitations of the study were discussed.

• Journal of Information Management
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• v.16 no.4
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• pp.96-116
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• 1983

여타 다른 학문분야에서 주장되지 않는 정보과학(情報科學)에 대한 정립(定立)은 Kari Popper의 제 3 세계 - 객관적(客觀的) 지식(知識)의 세계(世界) - 고도(高度)의 자율성(自律性)을 인정함으로써 발견 될 수 있다는 것을 우선적으로 논의하게 된다. 따라서 정보과학의 임무란 객관적(客觀的) 지식(知識)의 세계(世界)를 탐구(探究)하는 것으로 정의(定議)를 내릴 수 있으며, 또한 도큐멘테이션과 도서관학의 영역을 확대시키는 것도 되지만, 양자(兩者)는 분명히 구별되어야 한다. Popper 식(式)의 존재론은 정보(情報) 개념(槪念) 및 주관적(主觀的) 객관적(客觀的) 지식(知識)들과의 관계가 확대되어 수용되어져야 한다. 그리하여 Popper의 세가지 세계의 공간영역들은 고찰(考察)의 대상이 된다. 인식과 물리적인 공간은 동일(同一)하지 않으며, 이러한 동일성(同一性)의 결여가 정보현상에 대한 적절한 정량화(定量化)를 저지시키는 문제를 발생케하는 요인이 된다고 주장하고 있다.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.100-116
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• 2003

The purpose of this paper is to investigate the objectivity of scientific knowledge, focusing on Michael Polanyi's epistemology. The objectivity of scientific knowledge could be examined in epistemological and ontological view. The former relates to the rationality, but the latter to the reality. Since the middle of 20th century science philosophers have debated about the objectivity of scientific knowledge. Their opinions are divided three parts by the criteria of objectivity in relation to the rationality. Exactly Objectivism approves the rationality of scientific knowledge, and Falsificationism accepts the panial rationality, but Relativism denies any rationality. In this paper, we will study the objectivity of knowledge in relation to the subjectivity, especially throughout the theory of Kant, Kierkegaard and Wang Yang-ming. Experienced good scientist Polanyi(1946; 1958) have ever suggested the new epistemology as the name of 'personal knowledge'. He argues that scientific knowledge is personal by faith, trust, passions, tacit understanding, method rules embodied in practice. Some implications were discussed for science education from the view of Polanyi. The first holds that science class needs human voice throughout the personal commitment. The second holds that intellectual passions should he recovered. The third holds that the teacher should act like real scientist. Finally, the theory of science education should be established for ourselves.

• Journal of Korean Library and Information Science Society
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• v.40 no.4
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• pp.81-92
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• 2009

I studied in this paper on the comparative study between the constructivism and the structuralism as the educational methods. On the constructivism in educational methods they say that knowledge is constructed subjectively by person individually(cognitive constructivism) or by persons reciprocally in the society(social constructivism). On the structuralism in educational methods they say that knowledge(structure) is in the closed-end text objectively and person pursue and identify this objective knowledge in the closed-end text. But on the post-structuralism(neostructuralism) they say that the text is not closed-ended but open-ended. So constructivism is consistent with post-structuralism. Education include application of knowledge and awareness of knowledge on my opinion. Education on application of knowledge is more important in this knowledge based society. Constructivism connote the application of knowledge in the education. School library media center and media specialist(teather-librarian) are essential elements of this application of knowledge in the education.

• Proceedings of the Korean Society for Information Management Conference
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• 1994.12a
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• pp.133-136
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• 1994

문헌분류는 지식분류에 입각하여야 한다는 분류의 제 1원리를 규명하기 위하여 지식의 발전과정을 인식론적 관점에서 규명하였으며. 이를 바탕으로 지식분류가 문헌분류에 어떤 영향력을 미쳤는가를 규명하였다. 주제개념은 주관적 관념론, 객관적 관념론, 실용주의, 유물론으로 구분하여 분석하였다. 분석된 결과에 따라 지식분류가 어떤 인식의 관점에서 전개되어 왔는지를 인도의 베다분류법을 비롯하여 플라톤과 아리스토텔레스의 지식분류에서부터 현재의 머시럼, 브리테니카 3의 분류법에 이르기까지 분석하였다. 또한 이를 토대로 지식분류와 문헌분류의 상보성을 규명하였다.

• Journal of Radiation Protection and Research
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• v.39 no.2
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• pp.118-126
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• 2014

A survey was conducted on perceptions, knowledge, and attitudes of elementary, middle, and high school students, who will lead public opinion in the future, regarding irradiated food, nuclear power generation, and medical radiation. These topics urgently require general social acceptability among various fields in which radiation is used. Educational methods to enhance social acceptability were partially discovered. First, it is necessary to implement different strategies when designing courses for female and male students. Male students have higher levels of objective knowledge (p<0.039) of irradiated food, necessity (p<0.001) and objective knowledge (p<0.001) of nuclear power generation, approval of building a nuclear power plant in the nation (p<0.001), necessity (p<0.001) and objective knowledge (p<0.001) of medical radiation, and attitudes regarding using medical radiation (p<0.007, p<0.001). Second, the educational effect of explanations to help increase national understanding of the necessity and safety of nuclear power generation will increase if information on the necessity and safety of medical radiation is provided as well. Both male and female students perceived that medical radiation is the most necessary (p<0.001), medical radiation is the safest (p<0.001), and nuclear power generation is the least safe (p<0.013). Moreover, the correlation between medical radiation and nuclear power generation was the highest. Third, there is a need for different lectures between classes, since the patterns of perception vary according to the field of radiation use among elementary, middle, and high school students. Elementary school students had high interest in education on nuclear power generation (p<0.005), perceived that irradiated food is safe (p<0.001), and had the most positive attitude toward consuming irradiated food (p<0.001). Middle school students had high interest in education on nuclear power generation (p<0.018), perceived that nuclear power generation (p<0.001) and medical radiation (p<0.002) are safe, and had the most positive attitude toward using radiation for treatment (p<0.001). High school students had the highest level of objective knowledge on nuclear power generation (p<0.001) and medical radiation (p<0.001), and perceived that medical radiation is the most necessary (p<0.017); however, they perceived that nuclear power generation is the least safe (p<0.001). Attitudes toward irradiated food intake (p<0.001) and approving construction of a nuclear power plant in their neighborhood (p<0.001) were both low. Fourth, it is necessary to provide educational programs to change perceptions and improve attitudes rather than providing education focused on objective knowledge. There was no correlation between objective knowledge and necessity of irradiated food, objective knowledge and safety and interest in education on nuclear power generation, and objective knowledge and interest in education and information acquirement regarding medical radiation. In particular, high school students had the highest level of objective knowledge and yet had the least positive attitudes toward approving construction of nuclear power plants in their neighborhood and intake of irradiated food. Therefore, to increase the social acceptability of using nuclear energy and radiation in Korea, it is desirable to provide strategic educational programs to improve perceptions, knowledge, and attitudes regarding the necessity and safety of their use.

• 한국경영정보학회:학술대회논문집
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• 2008.06a
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• pp.312-325
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• 2008

지식 네트워크 (knowledge network) 구축은 지식의 재사용을 통하여 조식의 효율성을 개선시키고 지식 레버리지를 통하여 혁신을 촉진한다는 점에서 지식관리의 핵심적 요소이다. 본 연구는 (1) 개인이 집단 내 외에서 맺고 있는 지식 네트워크가 팀의 객관적, 주관적 성과에 미치는 영향을 고찰하고, (2) IT 활용이 지식 네트워크의 효과성을 어떻게 조절하는 가에 대해서 실증 함으로써, (3) 지식 네트워크 구축, IT 활용, 그리고 팀 성과 간의 관계에 대하여 학문적, 실무적 시사점을 제시하고자 한다. 먼저 사회 네트워크 이론을 바탕으로 지식 네트워크의 집단 내부 결속과 외부 매개성을 통합하는 이론적 프레임워크를 개발하고 국내 5개 컨설팅 업체의 172명의 컨설턴트와 42개 프로젝트 팀을 대상으로 사회 네트워크 분석 (Social Network Analysis)을 실시하였다. 분석 결과는 지식 네트워크의 내부 결속(네트워크의 밀도)과 팀 성과의 선형적인 관계를 지지하였으며, 외부 매개성은 직접적으로 팀 성과에 영향을 미치지 않았으나 팀 수준의 IT 활용 (공동체적인 컴퓨터 매체의 활용)과 상호작용을 통해서 팀의 성과를 실질적으로 향상시키는 것으로 나타났다.

• 한국경영정보학회:학술대회논문집
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• 2008.06a
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• pp.571-584
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• 2008

지식 네트워크 (knowledge network) 구축은 지식의 재사용을 통하여 조식의 효율성을 개선시키고 지식 레버리지를 통하여 혁신을 촉진한다는 점에서 지식관리의 핵심적 요소이다. 본 연구는 (1) 개인이 집단 내 외에서 맺고 있는 지식 네트워크가 팀의 객관적, 주관적 성과에 미치는 영향을 고찰하고, (2) IT 활용이 지식 네트워크의 효과성을 어떻게 조절하는 가에 대해서 실증함으로써, (3) 지식 네트워크 구축, IT 활용, 그리고 팀 성과 간의 관계에 대하여 학문적, 실무적 시사점을 제시하고자 한다. 먼저 사회 네트워크 이론을 바탕으로 지식 네트워크의 집단 내부 결속과 외부 매개성을 통합하는 이론적 프레임워크를 개발하고 국내 5개 컨설팅 업체의 172명의 컨설턴트와 42개 프로젝트 팀을 대상으로 사회 네트워크 분석 (Social Network Analysis)을 실시하였다. 분석 결과는 지식 네트워크의 내부 결속(네트워크의 밀도)과 팀 성과의 선형적인 관계를 지지하였으며, 외부 매개성은 직접적으로 팀 성과에 영향을 미치지 않았으나 팀 수준의 IT 활용 (공동체적인 컴퓨터 매체의 활용)과 상호작용을 통해서 팀의 성과를 실질적으로 향상시키는 것으로 나타났다.

• Journal of the Korean Society of Clothing and Textiles
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• v.30 no.5 s.153
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• pp.818-828
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• 2006

The purpose of this study was to clarify differences in the product attribute evaluation in relation to the objective knowledge, subjective knowledge and involvement of apparel. The measurement instruments were developed by researcher on the basis of previous studies in the same field. The subjects of this study were female adults who lived in Seoul, Kyunggi or Incheon areas and quota sampling using age and residential areas was employed. The data were obtained from 603 questionnaires. Data were statistically analyzed using SPSS 10 and LISREL 7.0. Major statistical methods were factor analysis, Cronbach's a coefficient, multiple regression analysis, and structural equation model analysis. The results were as follows: 1. Involvement was related to the consumer knowledge and the knowledge influenced evaluation of intrinsic attributes, social attributes, and economic attributes. 2. The dimensions of objective knowledge significantly influenced intrinsic attributes and economic attributes. The dimensions of subjective knowledge significantly influenced intrinsic attributes, social attributes and economic attributes. 3. Apparel involvement significantly influenced intrinsic attributes, social attributes and economic attributes. Consumers who have higher interest in apparel product but not in trends considered intrinsic attributes more importantly, whereas consumers who care trends considered social attribute more.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.113-147
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• 2014

This study is a case study of the process of emerging for creative products to lead world science and technology. The aim of the study is to understand the emerging process of scientific creative products, and is to provide the direction of gifted education that discovers and trains globally competitive science talents through this. To discuss the emerging process of creative products, this study has academically discussed the creativity of the complexity of dealing with theory of evolution, the real life settings, and self-organization of experience etc., and has methodologically adopted the qualitative research method through a case study to look at the structures and processes. Data collection has been formed through a discussion with 12 Korean scientists who have created selected creative products, greatly contributed for the world science and technology(12 areas). The analysis has been carried out by the latter part positivist methods. As a result, the emerging process of creative products in the field of science and technology were separated into four steps: (1)the foundation stage of knowledge, (2)the exploration stage of knowledge, (3)the construction stage of knowledge, and (4)the emerging stage of knowledge. Each stage has been revealed growing up through the macro-system and the self-organization of each micro-systems.