• Spatial Information Research
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• v.16 no.1
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• pp.145-155
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• 2008

Case study has been criticized far its lack of generalization to the larger population and lack of sampling controls. Some of shortcomings of case study methods may be overcome, by using logically consistent, rigorous, and systematic approaches. Especially, Case study method has been suggested as appropriate for researching a range of GIS implementation, utilization, and diffusion issues. This paper provides examples of how the substance of its requirements may be met in the context of GIS case study. For the successful implementation of GIS, this study suggest that the case study method in GIS appropriate to the study of casual relations in and explication of complex GIS acquisition and adoption process.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.219-219
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• 2010

교육학의 질적 연구는 문헌 연구, 면담 연구, 비참여 관찰 연구, 참여 관찰 연구로 분류한다. 문헌연구에는 내용분석, 철학적 연구, 역사학적 연구, 문학적 비평이 들어가고, 면담연구에는 구술사, 전기, 탐문(探問) 저널리즘 등이 포함되고, 비참여 관찰연구에는 전문적 감정(鑑定), 인간의 종적 특성 연구, 관찰자 연구, 비개입적 행동 연구 등이 포함된다. 마지막으로 참여 관찰연구는 일반적 현장연구, 문화 기술적 연구가 포함된다. 질적 연구는 사람, 사물, 현상의 범주화나 수량화가 가해지기 이전의 상태, 즉 '있는 그대로'의 상태에 최대한 접근하는 방법으로써, 고정관념을 깨고 기존의 이론을 최대한 유보한 채 연구에 임하는 것으로 최근에 발달한 인문사회과학적 연구방법이다. 질적 인식이 자연언어에 주로 의존하는 데 비해 양적 인식은 인공언어에 많이 의존한다. 수식과 도형, 부호등은 대표적인 인공언어이다. 모든 사물이 질과 양의 속성을 다 가지고 있듯이 모든 연구는 질적 과정과 양적 과정을 다 포함하고 있다. 질적이냐, 양적이냐 하는 구분은 연구방법론의 문제인데 연구방법론은 연구논리와 연구기법을 포함한다. 본 연구는 인공언어인 수와 식에만 익숙한 수학교육에서, 질적 연구가 왜 필요한지, 어떤 특성이 있는지 논의함으로써 수학교육의 새로운 방법론을 제시하고자 한다.

• 한국IT서비스학회:학술대회논문집
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• 2007.05a
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• pp.371-376
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• 2007

많은 조직들이 정보화 전략계획(Information Strategy Planning: ISP)을 수립하고 있지만 ISP의 주요한 추진목적인 경영전략과 IT 전략의 연계와 기업의 가치창출에 직접적으로 기여할 수 있는 정보 시스템 구축과제의 도출이 미흡하여 그 결과물들이 단지 계획에 그쳐버리고 실행으로 연결되지 못하는 경우가 많아 ISP 무용론이 팽배한 실정이다. 한편, 6시그마 방법론이 데이터에 근거한 체계적이고 과학적인 강력한 방법론으로 대두되고 있으며 최근 그 적용영역을 지속적으로 넓혀나가고 있다. 본 논문의 목적은 전통적인 정보화 전략 수립프로세스를 분해하여 얻어지는 활동과 기법 그리고 과업들을 6시그마의 DMADOV 표준 프로세스에 맞게 재조합하여 새로운 방법론을 도출하는 것이다. 본 방법론을 활용함으로써 정보화 전략수립 과정에서 성과지향적인 정보화 과제도출의 가능성을 높이고 방법론의 계량화를 통해 제시된 결과들의 객관성을 높일 수 있다.

• Journal of Distribution Science
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• v.5 no.1
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• pp.75-88
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• 2007

The purpose of this dissertation is to provide foundation for methodology of distribution study. Furthermore, this study attempts to stimulate firm establishment of distribution study. Through this, development of domestic distribution industry could be expected alongside with distribution study. This dissertation designates problems of methodology that applied by some researchers then, attempts to discuss and approach with efforts. By this point, this research could be considering as inspirational, Thus further study required expending its boundary depth in continuation.

• Journal of Korea Society of Industrial Information Systems
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• v.29 no.2
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• pp.153-167
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• 2024

DMAIC is the most familiar problem-solving methodology to battery manufacturing-related engineers, but continuous problems such as task delay, insufficient performance, and partial optimization are occurring due to indiscriminate application to various tasks of battery production system developers. In order to secure an "optimized model for DMAIC methodology" that can effectively respond to battery production system developers' tasks, a three-stage research model was used to derive the required characteristics of the production system developer task methodology, analyze the suitability of DMAIC, and conduct optimization modeling by supplementing the shortcomings. It was confirmed that the DMAIC methodology can be more suitable by applying the "system structural seven-step methodology", which is the result of this study, to developer tasks. It is expected that it will be applied to various industrial fields in the future by making it easier to learn and allowing differentiated operations according to the characteristics of various industries.

• The Science & Technology
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• v.33 no.6 s.373
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• pp.22-24
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• 2000

분자생물학은 20세기 중엽부터 도입된 물리화학적 방법론에 따라 생명현상의 분자론적 해석이 가능한데서부터 비롯되었다. 그 후 지난 반세기동안 전 생명과학 연구를 주도하면서 발전을 거듭하였고 그 응용연구는 21세기 인류문명의 번영을 약속하는 유전공학으로 직결되어 우리 실생활에 큰 변혁을 가져오고 있다.

• Journal of Science and Technology Studies
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• v.15 no.2
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• pp.163-189
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• 2015

While Science tries to be far from Society, it actually does yearn for the trust from Society, on the other side. Its efforts getting back the trust has been witnessed with its fast evolution, consistent distrust from Society and Scientists' accountability with investment of public fund. Furthermore, many scholars have argued that there is the need to integrate science and society. In this regards, this paper explores how to integrate both spheres by participatory evaluation. To identify how the participatory evaluation works and should be, three main issues are mentioned. One is about evaluation methods; Objective-oriented and Behaviour aspects. Second is about prerequisite factors; sharing scientific language and changed recognition between civil society and scientists. Third is about challenge to be tackled; epistemological gap among evaluators and complex index. Under these issues, this paper sets out that the participatory evaluation should adopt the appropriate evaluation methodology. Last but not least, self-recognition and motivation by evaluators themselves are important factors, along with societal system which can take participatory evaluation.

• Korean journal of communication and information
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• v.49
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• pp.99-121
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• 2010

Utilizing Q methodology, this study explored typology on journalists' barriers to science reporting. Two research issues were raised: First, what are the subjectivity factors and characteristic feature of journalist's barriers to science reporting; Second, what are the commonalities and differences among them. 20 science journalists were interviewed in-depth to find out their subjectivity factors. Korean journalists' type of barriers to science reporting could be classified into 4 groups as follows: Type I(N=8) is "reporting tendency barrier" type. Type II(N=3) is named for "institutional and systematic framework barrier". Type 3(N=5) belongs to "situational barrier" type. Type 4(N=3) is "scientific knowledge barrier" type.

• KIPS Transactions on Software and Data Engineering
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• v.7 no.11
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• pp.411-418
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• 2018

With the proliferation of artificial intelligence technology, it is becoming important to obtain, store, and utilize scientific data in research and science sectors. A number of methods for extracting meaningful objects such as graphs and tables from research articles have been proposed to eventually obtain scientific data. Existing extraction methods using heuristic approaches are hardly applicable to electronic documents having heterogeneous manuscript formats because they are designed to work properly for some targeted manuscripts. This paper proposes a prototype of an object extraction system which exploits a recent deep-learning technology so as to overcome the inflexibility of the heuristic approaches. We implemented our trained model, based on the Faster R-CNN algorithm, using the Google TensorFlow Object Detection API and also composed an annotated data set from 100 research articles for training and evaluation. Finally, a performance evaluation shows that the proposed system outperforms a comparator adopting heuristic approaches by 5.2%.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.427-447
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• 2001

Science teachers need to understand what science is, how students learn, how to teach science effectively, and the rationale for their teaching methods. Along this line, this article discusses constructivist learning theory as an alternative to the traditional pedagogy and the origin of various versions of constructivism. Constructivism is defined and used in a variety of contexts including philosophical constructivism, constructivist research paradigm, sociological constructivism, and educational constructivism. Educational constructivism (or psychological constructivism) can be divided into three distinct versions (i.e., individual, radical, and social constructivism) depending on unique ontological and epistemological beliefs that underlie each version. Each version of educational constructivism supports different conceptions of science teaching and learning that are consistent with its specific ontological and epistemological beliefs. In this article, the main tenets of each version of educational constructivism are examined with regard to ontological beliefs, epistemological commitments, and pedagogical beliefs. In addition, two major criticisms on constructivist pedagogy as well as implications for research methods for each version are also discussed.