• The Science & Technology
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• s.513
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• pp.23-27
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• 2012

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.26
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• pp.23-31
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• 2007

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.18
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• pp.72-73
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• 2005

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.7
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• pp.14-31
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• 2001

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.706-710
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• 2006

Recently, several studies have been carried on knowledge flow of science, technology, industry to establish STI policy. Still it is lack of studies on relationship of science-industry although there have been studied only in aspect of science-technology relationship or technology-industry relationship. This paper's purpose is to propose method to measure knowledge flow among science, technology, and industry by means of patent citation. After gathering knowledge flow data between science and technology through mapping citing patent and cited paper, it gets knowledge flows data between technology-industry by using OTC (OECD Technology Concordance), technology-industry mapping program. Basd on 2 types of knowledge flow data, it propose method to examine knowledge flow from science to industry by applying overlap function is a network link weight function.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.337-348
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• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.861-884
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• 2011

In this study, we developed and applied 15 evaluation questions about light to 30 middle school students in K University Science Education Institute for the Gifted. Then we used the theory of knowledge space and analyzed the middle school Science Gifted Students' knowledge state about light. By schematizing the hierarchy from it, we intended to not only measure students' knowledge state about light, but use it as the basic materials to improve teaching methods. To achieve the purpose of this study, we analyzed the evaluation results and individual knowledge state and hierarchy of questions. As a result, there were different knowledge structures in the individual, and we found that we should diagnose them differently. In addition, we have had implications that it has the connection with each questions and the individual knowledge state.

• Journal of Science Education
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• v.34 no.1
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• pp.105-112
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• 2010

The purpose of this research was to investigate relations between prior knowledge and primary grade science brilliant intellect's observation and inquiry. The subjects were selected 'Spider and cobweb' that self-regulation quest is available. Subjects were divided into two groups with one group having no prior knowledge about research subject. Compared observation method question type and level that appear between subject achievement to group. Target learning group are 5 ~ 6 school year 17 people for national university for the gifted center of local middle city. Researcher collected and analyzed data using summer vacation concentration education period. Source collection subject's research recording paper, subject's voice recording device, interview data etc. A data analysis tool took advantage of observation method that is studied in existing, question type, question level. Research was able to conclude : First, observation of prior knowledge happened than mass of students who many mass of students are few relatively vigorously. Second, primary grade science brilliant intellect students used more mainly manufacturing observation than simplicity observation that use senses regardless of relative quantity of prior knowledge. Third, prior knowledge expressed variety when many mass of students observe operation relatively.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.577-579
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• 2022

It is not easy to achieve the essential goal of knowledge management, which is to strengthen individual competence and organizational competitiveness, only by collecting distributed knowledge in the centralized knowledge repository conducted so far. In order to establish a sustainable knowledge ecosystem, we must expand knowledge production through exchange and cooperation, not independent knowledge production. Through this, producing meaningful and high-value knowledge resources becomes possible. Therefore, this study aims to design an integrated service platform that stores science and technology knowledge resources and reproduces and evolves knowledge through opening, sharing, and utilization. In order to evaluate its excellence, Five experts evaluated the designed platform on detailed items classified into planning adequacy, platform effectiveness, platform efficiency, and roadmap adequacy. The evaluation score averaged 95.56 points for the above four evaluation items.

• The Journal of the Korea Contents Association
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• v.15 no.1
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• pp.506-518
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• 2015

Recently there are growing needs and demand to enhance 'Unity of knowledge' as the concept of "Creating new value through integration and convergence" is developing rapidly in many different areas in the society. This also has significant implication to education. Especially, it requires paradigm shift in terms of required capabilities and qualifications for the students with science major. To accommodate this trend, Natural Sciences and Engineering's College has been increasing convergence education which focus on cultivating creative and cooperative learning capabilities as well as acquiring fundamental knowledge of individual majors. However, convergence education developed and implemented by Sciences college or liberal education so far has been mechanical combination of knowledge from different academic fields - not effectively integrated and interdisciplinary education. Given this situation, this research is to develop and propose a "convergence education program based on the development of scientific and cultural contents" as an education tool to enhance capabilities to apply and re-create integrated knowledge as well as acquire and learn existing knowledge. Education program developed in this research aims to achieve two different and sequential capabilities. First is to understand 'Science and Technology' and 'Cultural Archetype' which would be essential and useful to create cultural contents. Second is to develop capabilities to convert this understanding into cultural contents - a storytelling capability. This education program is differentiated in that it defines cultural contents as a medium to converge and integrate science and technology and humanities. By leveraging the concept of cultural content and storytelling, this education program would be able to overcome restrictions of existing interdisciplinary approach. Also, this program would encourage students to try in-depth research and new applications, and develop logical and creative thinking.