• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.173-188
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• 2016

Research on didactic transposition in mathematics education has about 25-year and about 35-year long history in and out of Korea, respectively. This study attempts to investigate in trends of those research and to suggest tasks needed to be tackled. Major findings are followed. First, studies done in Korea tended to focus on the application of the didactic transposition theory for proving its effectiveness in understanding mathematics textbooks and mathematics lessons in-depth. It is suggested to conduct meta-analysis of the accumulated results or analysis of further applications of the didactic transposition theory to improve theoretical aspects of didactic transposition. Second, new categories for extreme teaching phenomenon were found and new typology in knowledge to be considered in the didactic transposition was developed in a few studies done in other subject matter education. Application of these to mathematics education may enhance research in didactic transposition of mathematical knowledge. Third, praxeology or a complex of praxeology for Korean school mathematics should be explored as did in other countries. Fourth, there have been rich attempts to link perspectives in didactic transposition to other perspectives or fields such as anthropology, human and education in technology era, praxeology theory in economics, epistemology in other countries but not in Korea. It is suggested to extend the scope of discussion on didactic transposition and to relate various concepts given in other disciplines. Fifth, clarification or negotiation of meaning for the main terms used in the discussion on didactic transposition such as personalization, contextualization, depersonalization, decontextualization, Topaze Effect, Meta-Cognitive Shift is suggested by comparing researchers' various descriptions or uses of the terms.

• Journal of Science and Technology Studies
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• v.2 no.1 s.3
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• pp.157-189
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• 2002

Science and technology policy a lot of implicit usjustified assumptions. These assumption without being reflected may cause various social problems. In this paper, lit is shown that philosophy of science could make contribution to resolving these problems. In epistemological viewpoints, theory of science and technology policy has been analyzed. I argue that social kinds, social entities appeared in social science should be interpreted realisticaly. Realizing this realistic interpretation of social kinds, as one field of social sciences, theory of science and technology policy can deal with the causal relation among social entities and the causal influence of science and technology policy more objectively- scientific knowledge has two components. One belongs to coded knowledge and the other belong to tacit knowledge which cannot be coded. I analyze the content and characters of tacit knowledge appeling to Michael Polany. One of the important function of science and technology policy is to make tacit knowledge more fruitful. I argue that philosophy of science fit well this function. Finally I claim that philosophy of science can help science and technology policy to reduce the ethical problems caused by science and technology.

• Proceedings of the Korean Information Science Society Conference
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• 2006.06b
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• pp.259-261
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• 2006

"e" 시대로 대변되는 21세기는 정보화라는 짧은 과도기적인 사회변화 상태를 지나 지식이 새로운 국가 경쟁력으로 평가되는 지식기반사회로 급속하게 이전하고 있다. 이와 같은 현실은 언제(Any-Time), 어디서 (Any-Where), 누구나(Any-One) 지식을 효과적으로 활용할 수 있는 수단으로 e-learning이 교육의 새로운 패러다임으로 각광받고 있다. 하지만 현재의 e-learning은 기존의 오프라인의 교육 운영 형태를 그대로 답습함으로서 전문가에 의해 매뉴얼화 된 프로세스 정보를 매개로 학습활동이 이뤄지고 있으며 서비스제공환경의 제약으로 인해 개인의 참여와 사용자간 참여의 한계에 직면해 있다. 본 논문에서는 기존 e-learning의 문제점을 개선하고자 상호 작용성을 통한 사회적 실재감(Social Presence)을 느낄 수 있도록 차세대 Web인 Web2.0의 적용을 통해 e-learning 활성화 방안을 모색하고자 한다.

• Journal of the Korean Geographical Society
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• v.37 no.3
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• pp.262-275
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• 2002

The purpose of this paper is to suggest a particular approach to geomorphology education based on an epistemology (anti-realist of geomorphology knowledge. Anti-realist epistemology of geomorphology may be characterized by the belief that (1) geomorphology knowledge is made or constructed rather than discovered, (2) knowledge construction begins with the perception of meaningfulness of the landform, and (3) it means recognizing the given land in terms of shape or form; (4) the construction is, in other words, a subjective or inter-subjective interpretation by the perceivers; (5) knowledge develops along with the hermeneutic circles. Aims of geomorphology education according to this epistemology, may be (1) to have children not so much construct geomorphology knowledge as live the very construction, (2) to have children maintain an enduring interest in their surrounding landform, and (3) to have them appreciate the intimate connections between the landform of a region and the modes of living in that region. In short, aims of geomorphology education may have to be ontological, i.c., to have children engaged in the understanding as a process of living rather than for the resulting knowledge.

• Knowledge Management Research
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• v.23 no.2
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• pp.61-82
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• 2022

Metaverse is a combination of Meta and Universe, which refers to a world in which users or avatars engage in social, economic, and cultural activities. This study attempted to compare the four worldviews proposed by the Acceleration Studies Foundation (ASF) based on the five evaluation factors of SPICE, which are factors for promoting customer experience. 227 samples were used in the analysis, and as a result, seamlessness was the highest in augmented reality, interoperability in lifelogging, presence in the mirror world, and concurrence in virtual reality. This study is meaningful in that it presents a model design plan according to the classification of the metaverse platform and the worldview, and presents detailed strategic directions to existing metaverse platform operators or new entrants.

• Knowledge Management Research
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• v.23 no.2
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• pp.99-122
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• 2022

Due to the social distancing in the Corona era, people are looking for an alternative online. As 'eXtended Reality' including various technologies, AR, VR and so on, is also on the rise, and the 'MZ' generation is growing to a new consumer group, the Meta-Verse is again in the spotlight. However, existing studies related to the Meta-Verse were mostly listing fragments of definition and classification or focused on eXtended Reality technologies and a subordinate concept. Hence, this study wold like to conduct an empirical analysis to verify influences of Metaverse's characteristic factors over word-of-mouth intention through flow and satisfaction.

• Journal of the Korean Society for Library and Information Science
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• v.39 no.4
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• pp.119-138
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• 2005

The purpose of this study is to analyze and systematize the semantic relationships in knowledge organization systems(KOS) . For this purpose, Classification systems, thesaurus, subject headings, semantic networks, ontology, databases were analyzed in terms of the semantic relationships between terms. Also, various kinds of the terminological relationships not only in the current KOS but in the theoretical researches were collected and analyzed. In addition, six proposals were suggested for the organized system of the terminological relationships for the future uses.

• Electronics and Telecommunications Trends
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• v.22 no.4 s.106
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• pp.87-95
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• 2007

급속한 정보통신 기술의 발달로 인하여 유비쿼터스 컴퓨팅의 기술, 네트워크 인프라, 3D 기술, 가상현실 기술 등 미래 콘텐츠 기술을 적용한 새로운 디지털 사용자 환경이 구축되고 있다. 교육 및 지식 분야에서도 동영상 기반이나 플래시 기반의 단순하고 일방형의 교육 콘텐츠를 벗어난 새로운 고품질의 이러닝 콘텐츠가 요구되고 있다. 또한 개인의 체험 중심의 학습경험과 지식을 스스로 구성해나가는 새로운 학습방법을 지원하는 이러닝 기술의 필요성이 증대되고 있다. 이에 대한 대안의 하나로 실재감과 몰입감을 촉진함으로써 학습효과를 향상시킬 수 있는 혼합현실기반의 이러닝 시스템의 개발이 시도되고 있다. 본 고에서는 혼합현실 이러닝 기술 개발 방향을 모색하기 위하여 국내외 혼합현실 이러닝 기술 동향, 시스템 사례, 교육적 효과에 대하여 살펴보고자 한다.

• Journal of Korean Philosophical Society
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• v.117
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• pp.399-418
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• 2011

Die vorliegende Untersuchung zielt darauf ab, erstens die Entstehung der $Fr{\ddot{u}}hromantik$ in Bezug auf damalige Kantkritik zu betrachten, zweites Jacobis Gedanke, der die Bewegung der $Fr{\ddot{u}}hromantik$ $ansto{\ss}t$, mittels seines Zentralbegriffs "Unbedingtes" und "$Gef{\ddot{u}}hls$" zu rekonstruieren und drittens den Kerngedanke der $Fr{\ddot{u}}hromantik$, der die unendliche $Ann{\ddot{a}}herung$ betont, durch Novalis zu $erl{\ddot{a}}utern$. $F{\ddot{u}}r$ Jacobi wird das Unbedingte als "Glaube" angesehen, weil es nicht nur der $M{\ddot{o}}glichkeitsgrund$ des Wissens ist, sondern die Vermittlung des Wissens ${\ddot{u}}berschreitet$. $W{\ddot{a}}hrend$ es die Bedingung des Wissens ist, ist es das "Sein", das den Bereich des $Bewu{\ss}tseins$ transzendiert. Somit Jacobis "Unbedingte" bzw. "Ur-Sein" ist nicht nur die Grundlage des metaphysischen Monismus, sondern die realistische Substrat, die auf den Bereich des Wissens nie reduziert wird. $F{\ddot{u}}r$ Novalis wird das Unbeclingte dem $Bewu{\ss}tsein$ nicht gegeben, vielmehr ist es der Gegenstand der Sehnsucht und des Strebens. Hier wird die Philosophie als unendliche $Ann{\ddot{a}}herung$ zum Unbedingten bestimmt. Philosophie ist sowohl die $urspr{\ddot{u}}ngliche$ $T{\ddot{a}}tigkeit$ des mit dem Transzendeten $ber{\ddot{u}}hrenden$ $Gef{\ddot{u}}hls$ als der unendliche Trieb, der den Grund zu erkennen versucht.

• Journal of Gifted/Talented Education
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• v.18 no.2
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• pp.201-237
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• 2008

The object of this research is to understand the domain-universality and domain-specificity of scientific domain and visual art domain from case studies on individuals who had made creative accomplishments in the domain of science and visual art. For case studies, 10 people who made creative accomplishments in the science and technology domain and 9 people who made creative accomplishments in the visual art domain were selected as the research participants. The conclusions for the case studies were made on the data obtained from interviewing the research participants using KES as an analytical frame. The findings of this study support as follows. Creativity on scientific domain and visual art domain is both the domain-universality and domain-Specificity. The domain-universality Of scientific domain and visual art domain is related to the nature of human beings, originality in creativity, and the natural selection. On the other hand, The domain-specificity of scientific domain and visual art domain is related to the type of knowledge and the context of applying the knowledge, will, thinking skill, direction, and social components.