• Venture DIGEST
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• s.82
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• pp.16-17
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• 2005

“부(富)의 수단이던 지식과 정보가 부(富)의 원천이 되고 있다.”지난 7월 21일 청년회의소가‘신기술과 지식재산 어떻게 보호할 것인가’를 주제로 개최한 제19차 미래경제포럼에서 특허청 김종갑 청장이 한 말이다. 김청장은 이날 포럼을 통해 지식재산강국의 실천전략을 발표하고 기업들이 나아가야 할 방향을 제시했다.

• Journal of the Korean Society for Library and Information Science
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• v.40 no.1
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• pp.139-162
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• 2006

This study suggested a knowledge theory, theoretical framework and general principles in methodologies for library and information science by theoretically weighing domain analysis. The central concept to domain analysis are a subject knowledge constituting the domain and a discourse communities to share their knowledge. Therefore the study described a definition of domain and explained domain in ontological, epistemological, and sociological dimensions, proposed eleven approaches available in domain analysis. And the study argued the implications of domain analysis for library and information in position of socio-cognitive view and pragmatic realism.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.1
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• pp.5-26
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• 2012

Mapping FRSAD and other ontology models intends to suggest a higher knowledge level that is independent of any information implementation system or specific context, and to endeavor to focus on the semantics, knowledge structures, subject access, and interoperability. Providing an application of FRSAD model to information environment and representing and sharing the information within the library sector and beyond, there needs encoding scheme for knowledge representation. This study suggested an OWL based ontology architecture for FRSAD model and demonstrated the pilot FRSAD ontology model using Prot$\acute{e}$g$\acute{e}$ software.

• Journal of Educational Research in Mathematics
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• v.17 no.3
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• pp.295-308
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• 2007

The purpose of this paper was to investigate the pedagogical content knowledge of a middle school mathematics teacher manifested in his mathematics instruction by identifying the components of the pedagogical content knowledge of the teacher. For the purpose of the study, I conducted an interpretive case study by collecting qualitative data. The results showed that the pedagogical content knowledge of the teacher was characterized by: (a) knowledge of mathematics including connection among topics and various ways of solving problems; (b) knowledge of students' understanding involving students' misconceptions, common errors, difficulties, and confusions; and (c) knowledge of pedagogy consisting of his efforts to motivate his students by providing realistic applications of mathematical topics and his use of materials.

• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.39-52
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• 2012

Research in teachers' knowledge for teaching mathematics (KTM) has been gradually growing for the past several years. With various conceptualizations about what teachers need to teach mathematics, there have been studies to find out the relationship between teachers' KTM and their students' achievement. In this paper, I reviewed various conceptualizations of teacher's mathematical knowledge for teaching, and existing qualitative and quantitative studies about this relationship. Based on the review, I identified the challenges to studying this relationship mainly focusing on the existence of a phase-teaching practice-between teachers' KTM and students' learning. Considering the challenges that have been identified in the literature review, I proposed topics for future studies that would contribute to our understanding how the teachers' KTMare related to their students' achievement, and investigate further about whether and how teacher-student interaction in classroom is related to changes in teachers' KTM.

• Journal of the Korean Society for Library and Information Science
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• v.49 no.4
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• pp.221-239
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• 2015

The purpose of this study is to review the current status of disseminating knowledge on Korean people by analyzing biographies for juvenile and general audiences with the subject term 'Korea' in WorldCat. Languages and topics of 15,007 bibliographic records and topic facets, biographees, and holding libraries in the U.S. of 487 biographies for juvenile audiences were analyzed. Major findings are as follows: 1) 30 English biographies are held by may libraries in the U.S. and the most popular subjects are Kim Il-song and Kim Jong-il, 2) 457 Korean biographies are not held by many libraries, and King Sejong and the General Yi Sun-sin are the most popular subjects, 3) many Korean biographies are picture books for the very young readers with the focus on Korean folklores and anecdotal biographies, and 4) there are some errors in topic facets, dispersion of biographees, and inaccurate holding lists of bibliographic records. Therefore, there seems to be little to read with an interest and promote the diffusion of knowledge on Korean people through libraries.

• 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.

• Proceedings of the Korean Society for Information Management Conference
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• 2000.08a
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• pp.89-94
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• 2000

본 연구에서는 경제, 비즈니스 분야의 정보원을 좀 더 효율적으로 검색하기 위해서 정보/주제 전문가들이 갖고 있는 정보원 선택과 이용에 대한 지식을 획득, 표현하여 정보검색사 또는 최종 이용자들이 공유할 수 있는 웹 기반 전문가 시스템을 구현하였다.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.4
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• pp.5-24
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• 2012

The aim of this study is 1) to analyse the historical development and current condition of the subject based classification(SBC), 2) to clarify the function and to categorize the specific kind of SBC, for its conceptualization and the development plan. For this purpose, almost 30 cases, for the period 1937 through now, were analyzed concerning their terms used in the names and the specific kinds as SBC. In addition, the analysis was made regarding how the SBC fulfill the selected main functions as a classificatory scheme and how SBC is inter-related with the other knowledge organization systems(KOS) such as classification and subject heading. Based on the above analysis, the conclusion addressed that SBC could be defined in consideration of the detailed function, type, information environment, and interconnection among the KOS, and suggested the future development plan of SBC as a classification scheme.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.343-362
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• 2011

The purpose of this research was to derive a expansive curriculum management measure by analyzing the curriculum on the field of library and information service. To fulfill this goal, five major South Korean universities and four major US graduate schools were selected for comparison of the curriculum on information service. In addition, the research analyzed the required examination subjects for the employment of librarians of public library. The comparison was conducted to comprehend the curricular contents of an academic information service; the latter was to identify the curricular contents of information service required by the libraries. the analysis showed that the field of academic information service included the knowledge on the information source of each area(collection development, subject bibliography, etc.) and the knowledge on user analysis(information service, user-study, reading guidance, etc.) Moreover, the employment requirement of the manager-level national examination demanded a comprehensive knowledge on information service theories, subject sources and users. The findings confirmed the need to strengthen the special subject service education in the information service curriculum.