• 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.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.963-980
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• 2013

The purpose of this study was to investigate the process of constructing pre-service teachers' scientific knowledge information through collective intelligence. We selected the 'Appropriate Technology' (A.T.) as the subject for formation of scientific knowledge. Twenty nine pre-service teachers of the course 'Scientific Thinking and Writing in Science Education' were allowed to freely post information whenever they wanted. They presented their full opinions, interacted with each other, and assessed the other' information on the website for a month. The way of posting was as follows. After one pre-service teacher had written the information about A.T. on the website, the other assessed the text and added or modified the writing. This process continued. We analyzed every writing they posted and questionnaire which contained the reason why they modified the text. The result was as follows. Pre-service teachers formed collective intelligence through four stages. First, pre-service teachers started to find the information related to the subject and they just added the information behind the other's writing. In the second stage, information was added, too. But the difference was that the information they selected carried values for having certain views. Third, they organized their writings with logical and critical thinking. Finally, they revised their overall writing. The results showed that students could develop their critical thinking and they could learn the way of communication from the process of collective intelligence. We found the forming process of knowledge by collective intelligence, and explored the various involving patterns and thinking activities in the process. Based on this research, we expect the improvement of students' logical and critical thinking through the various classes using collective intelligence.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.13-26
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• 2010

The purpose of the study was to investigate the effect of observation knowledge generation based on a scientific observation strategy in 6th grade students. In this study, we selected the topics related to the observation in elementary science curricula and developed worksheets and guidelines such that subjects accomplished the systematic observation based on the method and strategy of the observation knowledge generation. Seventy-five 6thgraders, 38 for the experimental group and 37 for the control group, were chosen for this study. The experimental group was taught the science lessons with 14 sessions based on the generation of various scientific observation types, whereas the control group was provided with traditional lessons. Before and after the treatment, a candle-burning task was set for subjects to test the effect of the lessons of scientific observation knowledge generation. According to the results, subjects in the experimental group were more effective in the generation of various observations than subjects in the traditional one. The observation abilities of the experimental group was shown statistically to have a significantly higher performance in richness and the diversity. In addition, they showed higher scores in the scientific observation ability task than the control one. Therefore, the systematic lesson strategy in scientific observation is presumably effective to improve students' ability of scientific observation knowledge generation.

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.13
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• pp.85-94
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• 2004

최근 정보와 지식의 폭발적인 증가, 인터넷과 IT 기술의 발달로 어떻게 하면 핵심적인 정보를 찾아내고 그러한 지식이 어떻게 발전할 것인지에 대한 연구의 일환으로 semantic web, DB mining 등의 다양한 연구가 진행되고 있다. 이를 위해서 ontology 등 지식의 구조화작업 등이 큰 관심을 끌고 있다. 또 이러한 지식을 디지털 화하고 계량화해서 새로운 지식을 창출하는 방법들인 informatics, informetrics 등의 분야도 급속히 관심을 끌고 있다.

• Proceedings of the Korean Statistical Society Conference
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• 2000.11a
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• pp.91-95
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• 2000

본 연구는 우리나라 산업구조에 있어서 지식과 기술의 영향을 파악하기 위하여 기술지표(R&D, IT집약도, 특허)와 인적자원지표(R&D인력, 대졸자수, 과학기술인적자원)를 기초로 117개 산업에 대한 지식기반도 측정을 시도한 것이다. 지식기반도 측정을 위한 분석모형으로 LISREL 모형이 적용되었다. 지식기반산업에 대한 기존의 연구로서는 OECD(1996)에 의한 R&D 직접투자와 간접투자를 이용한 분석이 있으나 기술과 인적자본 지표를 모두 활용하여 계량적으로 분석한 것은 새로운 시도이다.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.15-25
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• 2015

This study examined pre-service secondary physics teachers' epistemological beliefs about scientific knowledge, science learning, and science teaching in two different science content topics, Lamarckism and the impetus theory. Two sets of open-ended questionnaires, for each of the topics respectively, were developed in the same format. The pre-service teachers completed the questionnaires at one month intervals. The beliefs were analyzed in two dimensions, knowledge justification and knowledge change for each belief area. The findings show that the majority of pre-service teachers held sophisticated epistemological beliefs about scientific knowledge regardless of content topics. On the other hand, more pre-service teachers exhibited sophisticated beliefs about science learning in the context impetus theory than Lamarckism. In the area of science teaching, the majority of pre-service teachers demonstrated a sophisticated view in knowledge justification but a naive view in knowledge change. When consistency across science topics and belief areas were examined, few pre-service teachers held consistent epistemological beliefs across all topics and areas. The difference in the levels of sophistication in belief areas showed that the pre-service teachers did not connect their epistemological beliefs about science knowledge to their ideas about science teaching and learning. This disconnection seems to make the consistency across topics and areas complicated. The difference in epistemological beliefs about science learning and teaching between two science topics need further inquiry. Implications for teacher education are offered.

• The Science & Technology
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• s.478
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• pp.84-85
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• 2009

• Patent21
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• s.86
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• pp.34-41
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• 2009

최근 글로벌 특허공세가 전방위로 확산되면서 지식재산권 보호 및 지재권 강화를 위한 전략의 필요성이 대두되고 있다. 지식재산강국인 일본의 경우, 2000년대 초 높은 과학기술력에도 불구하고 낮은 국가경쟁력의 원인 중 하나로 높은 과학기술력이 국가경쟁력 향상에 충분히 활용되지 못한다고 판단, 특허 등 지식재산의 보호, 강화 및 활용의 필요성을 느껴 '04년부터 일본 경제산업성의 주관 하에 중소기업의 지재권권 컨설팅 사업을 진행하고 있다. 이에 본 자료에서는 일본기업의 지재권 컨설팅 사례의 일례를 보고자 한다.

• The Korean Publising Journal, Monthly
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• s.253
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• pp.22-23
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• 1999

한국 사회과학이 근대적 학문으로 정립된 역사는 일천하다. 여기서 일천하다는 것은 그 역사가 짧다는 뜻이 아니라 학문이 발전될 수 있는 사회적 조건이 덜 성숙돼 있었다는 의미다. 지식인 사회가 서구 중심의 시각으로 무장하고 있는 상황, 한국의 경험적인 연구를 가능케 하는 자료의 부족, 한국인의 주체적인 문제의식의 방황(지식인 사회에서의 자기 문제에 대한 평가 부족), 연구방법에서 지나친 서구 의존은 바로 사회과학이 발전하기 어려운 상황을 증명한다. 그럼에도 불구하고 지식인 100명이, 한국인이 저술하고 한국을 연구대상으로 삼은 책을 8권 선정한 것은 이러한 사회적 조건 아래에서도 문제의식.자료.연구방법의 측면에서 높은 수준을 보여줬다는 점을 평가했을 것으로 추측된다.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.353-364
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• 2024

The purpose of this study is to analyze the achievement standards for grades 3-4 of the 2022 revised science curriculum and identify the goals of science education for grades 3-4 of the 2022 revised curriculum, as well as provide implications for the development of the science textbooks for grades 3-4 and the direction of teaching for teachers in the field. For this purpose, 57 achievement standards of the Science Department 2022 revised curriculum for grades 3-4 were analyzed as to their knowledge dimensions and cognitive processes according to Bloom's Taxonomy of the New Educational Objectives. In cases where an achievement standard is a double sentence or combines two or more knowledge dimensions or cognitive process dimensions, we separated the sentences after having consulted with a group of experts and divided the achievement standards into 57 sentences. We then analyzed the frequency of the categorization of concepts and descriptors by comparing them with the previously studied elementary science standards from the 2015 revised curriculum. The main findings of the study are as follows. First, in the knowledge dimension, the "factual knowledge" accounted for 50 items (86%), compared to "conceptual knowledge" (10%), and "procedural knowledge" (4%), and "metacognitive knowledge" was not analyzed at all. Second, in terms of the cognitive processes, "Understanding" was the highest at 60% with 34 items. It was followed by "applying" with 11%, "creating" with 19%, "evaluating" with 15%, and "analyzing" and "remembering" with 6%. Third, when analyzing the descriptors, "I can explain" was the highest with 9%, followed by "comparison" with 6%, and "practice" and "classification" with 5%. Fourth, compared to the 2015 revised curriculum, "conceptual knowledge" was reduced and "factual knowledge" was overwhelmingly increased. Fifth, in the cognitive process dimension, "understanding,' has increased significantly, while the other cognitive process dimensions have decreased. Conclusions and implications based on these findings are as follows: the focus of the Science Department for grades 3-4 in the 2022 revised curriculum is heavily weighted toward the "factual knowledge," with "understanding" dominating the cognitive process dimensions. As a result, many concepts and applications have been reduced. Based on the results of the comparison of the descriptors with the results of the 2015 revised curriculum, the implications for the development of the science textbooks for grades 3-4 of the 2022 revised curriculum were discussed, and so were the implications of the curriculum for the field.