• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.239-252
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• 2017

The purpose of this study is to examine metamodeling knowledge and its components, which means knowledge about model and modeling required for students and teachers for successful application of modeling in the field of science education based on research literature. For this, we analyzed and categorized major previous studies on modeling and modeling through research literature methods. Metamodeling knowledge aims to recognize models and modeling and is the most crucial element to create a scientific model in scientific modeling practice. The point of view of metamodeling knowledge proposed in this study is categorize nature of model, multiplicity of model, purpose of model, modeling process, and evaluation and revision of model. Students should be able to achieve more in-depth understanding through the awareness of the nature of the model. The development of metamodeling knowledge can facilitate students' science learning.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.47-63
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• 2023

In this study, we analyzed the PCK components in the materials units of the third and fourth grades of the Korean government-authorized teacher's guides for elementary school, developed in the 2015 revised national curriculum. The results showed that the PCK components were presented in a relatively balanced manner compared to the teacher's guides for middle school. Knowledge of the subject matter accounted for the highest proportion, and knowledge of instructional strategies in science accounted for a higher proportion than knowledge of the science curriculum. The knowledge of assessment in science showed the greatest deviation among publishers, and knowledge of students tended to show the lowest. By subcomponents, experiments and inquiries had a higher proportion than concepts and theories. The ratio of horizontal articulation was lower than that of vertical articulation or lesson objectives, and lesson objectives were presented in various ways, such as in core competencies and achievement standards for science. As questioning was emphasized, teaching strategies and questioning appeared at a similar rate. Motivation and interest, misconceptions were linked to teaching strategies and questioning. In some cases, assessment items and assessment criteria were presented at each level, and various PCK components were linked to these two components. Components with relatively large differences among publishers were supplementary or in-depth concepts, inquiry in textbooks, instruction sequence and method, subject-specific strategies, and assessment items. From the results, the implications for the development of teacher's guides were discussed.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.329-343
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• 2000

The purpose of this study is to develop the middle school science curriculum to enhance creative problem-solving abilities. The reconstructed curriculum consisted of three big components, that is, scientific knowledge, process skills, and creative thinking skills. Five themes have been selected to incorporate with four areas of the middle school science curriculum, namely, physics, chemistry, biology, earth science. The five themes are structure, change, interaction, energy, and stability. Based upon these five themes, the individual or separated scientific knowledges of learners can be put into the unified knowledges. The process skills were observing, measuring, classifying, communicating, inferring, predicting, variable differentiating controling, data gathering analysis, establishing hypotheses, experiment design, and experimenting. Creative thinking skills include divergent and critical thinking. The finally developed curriculum is presented in the form of matrix.

• Science & Technology Policy
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• v.6 no.7 s.88
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• pp.68-76
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• 1996

• Science & Technology Policy
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• v.15 no.6 s.156
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• pp.71-80
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• 2005

• 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.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.621-623
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• 2021

Open science policies are spreading that disclose, share, and utilize research results produced through government public funds. As a policy to revitalize open science, interest in research support services that allow easy search, access, and reuse of results is increasing. To support services to provide researchers with various information, we propose a research resource knowledge graph model to meaningfully express the relationship between the scattered various outcome data. In this paper, it contributes to the improvement of the service of the national research data platform DataON by meaningfully connecting national R&D task information, researcher information, performance information, and research data information.

• Journal of Information Management
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• v.35 no.3
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• pp.1-28
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• 2004

The purpose of this paper is to suggest guidelines for building up an integrated information network(IIN) model that enable to enhance production, flow and use of knowledge and information. The IIN consists of five areas of key infrastructure, such as, education, R&D, labor market, school-industry cooperation, and lifelong education information infrastructure. Based on the analysis of current situations and problems of each information infrastructure, this paper raises variety of issues and solution for the IIN model. Directions for building up the IIN includes both information base infrastructure and information support infrastructure.

• Journal of Information Management
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• v.33 no.4
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• pp.1-23
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• 2002

In knowledge-based society, it is understood that the knowledge is an essential resources for effective management of the organization. Lately, knowledge management has been accepted by many organization as a new theory of management. But the problem is that people, a component of the organization tend not to open their own knowledge to others, but to keep seeking knowledge of others. It can be found in many research papers that there have been very little efforts for sharing knowledge among members of organization. The purpose of the study is to investigate the reasons for not sharing knowledge or ideas with others, to identify some cultural factors effecting their closed-minded attitude towards the sharing knowledge, and to find the solutions from the organizational culture.

• Journal of Information Management
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• v.42 no.1
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• pp.199-219
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• 2011

Currently, managers and researchers have come to recognize the importance of knowledge as an asset to the organization. Knowledge Management System (KMS) is developed as a tool to manage the organizational knowledge. A significant literature about Knowledge Management in the private, but not public sector. The purpose of the study is to analyze the influencing factors for KMS utilization in a public sector, Jeju Provincial Government Organization. This study performed an empirical research on factors that affect the use of KMS using Knowledge Management system capability and individual & organizational capability criteria. Survey was conducted with 150 employees from Jeju Provincial Government Organization. The Results show that an ability to create knowledge, and knowledge infrastructure are significant factors in determining the level of usage of Knowledge Management system. In particular, the most important factor that influences the usage of Knowledge Management is knowledge creation. and then knowledge infrastructure. The result also shows that the usage of KMS is affected by management's support willingness.