• Proceedings of the Korea Society for Industrial Systems Conference
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• 한국산업정보학회 2003년도 추계공동학술대회
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• pp.517-524
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• 2003

현재 전 세계 각국은 지식 경쟁력 확보에 혈안이 되어 있으며, 우리나라는 풍부한 인터넷 인프라를 구비하여 지식 강국으로 발돋움하기 위한 충분한 토대를 마련하고 있다. 특히, 인력은 인터넷 시대의 핵심적 지식 자원으로서, 전문가 두뇌 연계 망(네트워크)의 구축과 운영을 통해 해당 분야 전문가간 협력 및 교류가 진행되면, 지식 정보의 동시 생성, 공유, 활용 체제의 확립이 가능하다 전문가 커뮤니티의 구성원은 정보의 공유와 확산에 자발적으로 기여하는 지식의 선 순환 구조를 이루게 될 것이다. 본 논문에서는 국내외 과학기술 전문가로 구성된 한민족과학기술자 네트워크(KOSEN, www.kosen21.org)를 사례로 전문가 네트워크의 역할과 특징을 살펴보고, 지식 기반 사회에서 전문가 네트워크의 발전 방향을 제안하고자 한다. KOSEN은 지식의 생성, 공유, 활용 등의 지식관리 프로세스를 지원하는 과학기술 전문가 커뮤니티이다. 향후 인적 자원 및 정보 자원의 적절한 연계를 통해 지식의 활용 측면을 더욱 확대하여 본격적인 지식 정보 활용의 장으로 거듭나야 한다. 컨텐트 가치증대를 통한 전문가 참여 확대, 전문가들간 상호 연계의 확대를 통한 소 공동체 형성, 전문가들간 상호 학습, 정보 거래 메커니즘 구축 등의 다양한 방안을 통해 보완될 것으로 기대한다.

• Journal of The Korean Association For Science Education
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• 제33권4호
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• pp.807-825
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• 2013

This study investigated two science teachers' practical knowledge shaped during their science classes which intend to realize social construction of scientific models. The teachers' practical knowledge was qualitatively examined in terms of five content categories defined by Elbaz through the reflection-in-action based on video data of their teaching as well as the reflection-on-action based on their narratives and interview data obtained after their classes. The results shows: 1) two science teachers implemented their practical knowledge on appropriate subject matter knowledge when they provided students with scaffoldings to support building scientific models during the classes. 2) The teachers' knowledge about science curriculum played important roles to change the purposes of the classes from the transmission of difficult science concepts to the construction of scientific model appropriate to learning goals. 3) The teachers' implementation of pedagogical knowledge changed toward supporting students' group activities and model generations aligned to the intention of social construction of scientific models. 4) The teachers' practical knowledge about their 'selves' showed that a teacher's perception and implementation of his/her roles of helper, guide, or facilitator are important for students to construct scientific models through group activities. 5) The two teachers' practical knowledge the milieu of schooling is realized by their modes of interactions with student groups during their classes. Two teachers acted like a co-player with his students or like a coach to students near a playground. We discussed domain-specific characteristics about scientific model construction.

• Journal of the Korean Society for Library and Information Science
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• 제35권2호
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• pp.227-247
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• 2001

This study examines the concept of knowledge management and knowledge sharing. Then, it identifies obstacles and um factors for knowledge sharing. Finally, this stud, analyzes knowledge sharing behaviors in terms of knowledge necessity, knowledge sharing, reward system, and communication channels. The suggestions of the study can be used to establish knowledge sharing in organizations.

• Journal of Digital Convergence
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• 제14권7호
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• pp.73-81
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• 2016

This study examined the effects of followership characteristics on LMX, knowledge sharing, job satisfaction and turnover intention for coffee speciality store members. 317 questionnaire samples are used to test 4 hypotheses using structural equation model with AMOS. Results of hypotheses testing are as follows: First, goal congruence and active participation factors of followership characteristics influence positively LMX. Second, LMX influences positively knowledge sharing, and knowledge influences job satisfaction and turnover intention. This study emphasizes the importance of knowledge sharing in coffee speciality store members relations. In addition, this study shows that followership, LMX, knowledge sharing are important for members' increasing job satisfaction and decreasing turnover intention, and human resource management. Implications and limitations of this study were also suggested.

• Journal of The Korean Association For Science Education
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• 제40권5호
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• pp.565-582
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• 2020

The purpose of this study is to investigate middle school science teachers' pedagogical content knowledge for science practice-based instruction developed by five middle school science teachers in a teacher learning community. Science teachers in this study collaborated to examine lesson plans and reflect on teaching practice and collaboratively analyzed science curriculum, discussed video-recordings of teaching practice, and discussed to design detailed and elaborated lesson plans. Data collection consisted of pre and post questionnaire and interview, audio-recording of teacher discussion in a teacher learning community for one year, lesson plans, teacher written reflection, and video-recording of teaching practice. Data analysis reveals that science teachers developed pedagogical content knowledge for science practice-based instruction that consists of eleven sub-components of knowledge of science curriculum for science practice, knowledge of science practice-based instructional strategy, knowledge of students' science practice-based learning, and knowledge of science practice-based learning assessment. Science teachers in this study developed highly structured pedagogical content knowledge for science practice-based instruction.

• Journal of The Korean Association For Science Education
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• 제36권5호
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• pp.769-781
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• 2016

This study investigated the interactions among the PCK components of pre-service secondary chemistry teachers considered in the processes of making written test items individually and in small groups. The processes of making written test items individually for 8 pre-service teachers was studied through the think-aloud method. The analysis of the results revealed that the 'assessment in science education' of the five PCK components was most frequently used in making test items. 'Curriculum for science education,' 'subject matter knowledge,' and 'students' were also frequently used although fewer than the previous component. However, 'instructional strategies and instruction for science education' was hardly used. The integrations between two or three components with various types were frequently found. However, integrations among four to five components were not found. The processes of making written test items in two small groups consisting of four pre-service teachers were observed. The analysis of the results revealed that the PCK components used in small groups were similar to those in the individual processes. However, 'curriculum for science education' was less frequently used, and the numbers of subcategories used at a relatively high frequency increased from other four components in small groups. In the aspects of integration, the proportion of the integrations between two components decreased and that for three components increased compared with those in the individual processes. The integrations among four or five components were also newly found. However, the integrations of 'curriculum for science education' with the other components were less frequently found. The integrations of 'instructional strategies and instruction for science education' with other components were still hardly found.

• Journal of the Korean Chemical Society
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• 제56권1호
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• pp.128-136
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• 2012

The purposes of this study were to evaluate the level of PCK which middle school science teachers have on the concept of density and to analyze the characteristics of science teachers' content representation on the concept of density by their PCK level. For that purpose, 20 science teachers were selected and asked to answer the questionnaire on the eight aspects of CoRe. Results of this study indicated that the science teachers' PCK levels were low in general and evaluated as below average. The differences among the characteristics of science teachers' content representation by their PCK level were high in seven aspects of CoRe but the one aspect of the understanding of learner's preconception. These differences were analyzed and the patterns shown by the science teachers in eight aspects of CoRe were drawn in this study. It was also found that the characteristics drawn in eight aspects of content representation shown by the teachers whose PCK level was medium were close to those whose PCK level was low rather than high in most aspects of CoRe.

• The Journal of the Korea Contents Association
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• 제22권7호
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• pp.486-497
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• 2022

The aim of this study was to subdivide and present the units and the standards of knowledge integration in creating the students' integrated knowledge from content knowledge in college writing classes. For these, it analyzed three typical writing textbooks being used in colleges and examined the ways of presentation on forming integrated knowledge by text qualitative analysis methods. The analysis procedure and the presentation followed Creswell's spiral analysis model It is a method model which repeats the procedure from material collection and analysis to presentation circularly. This examination illustrates three dimensions of the units in forming content knowledge. Also, it suggested those should be all treated for the more systematic education: the units of the whole text, the paragraphs, and the sentences. In the next chapter, the standards and contents of knowledge integration were suggested in each process. For the process of knowledge selection, the suitability and the contradictoriness between the text materials and author's thesis were proposed as the standards and contents. For the process of organization and integration, the corresponsive integration, contradictive integration, background integration, synthetic integration were suggested. Finally the procedure knowledge such as correct expression and spelling, source indication were shown for the process of expression and citation. Furthermore, it showed, in terms of expression, the process of paraphrasing frequently practiced in writing textbooks needs to be exercised in the three dimensions including summarization, connection, and interpretation(or transformation). This result, however, calls for the further study about the subdividing processes to enhance the adequateness to writing textbooks in the level of universities and for a more refined syllabus on the systematic knowledge integration. Accordingly, it suggested the tasks mentioned above for further study.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 한국산업정보학회 1997년도 춘계학술대회 발표논문집
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• pp.183-193
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• 1997

추론엔진과 지식베이스를 기반으로 하는 전문가 시스템은 사용목적에 맞게 구성되며,인간의 사고 방식을 모방한 컴퓨터가 올바른 해를 도출시키도록 하는데 궁극적인 목표가 있다. 즉, 추론의 효율성이 전문가 시스템의 효율성을 좌우한다. 시스템이 어떠한 목적을 갖는가에 따라서, 추론 방법과 지식표현 방법등이 결정된다. 최근 추론의 효율성을 극대화하기 위해 이용되고 있는 지식표현 및 추론 방법으로는 Rete, TREAT 등의 트리 표현을 사용하는 전향추론, 관계리스트를 사용하는 직접추론 등이 있다. 전문가 시스템의 성능은 추론을 얼마나 효율적이고 정확하게 하는지에 따라 좌우된다. 본 논문에서는 이러한 추론의 효율성이 지식베이스의 구축형태와 밀접한 관련을 이용하여 효율적인 추론 엔진을 구성하였다. 지식의 표준화가 모듈화가 쉬운 생성규칙을 사용하여 지식을 표현하였으며 , 사용자의 요구에 의해 전향추론, 후향추론이 수행되도록 하였다. 본 논문에서는 추론을 효율적으로 하기위한 기본 방법중, 지식표현을 보다 더 효과적으로 구축하는 방법을 택하였다. 기존의 지식표현방법을 살펴보고, 이를 기반으로 새로운 지시표현 방법인 ECBM(extedned clause bit matrix)과 ERCBM(extended clause bit matrix)을 제안하고 이를 이용하여 전향추론, 후향추혼이 가능한 추론엔진을 구축하였으며 이 두 지식표현을 이용하여 구축되어진 추론엔진을 비교하였다. 이 추론엔진은 기존에 시스템과는 달리 전향, 후향이 모두 효율적으로 수행되어지며, 모든 지식에 대해 적용이 가능한 강력한 범용성을 갖고 있다.

• Proceedings of the Korean Society of Computer Information Conference
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• 한국컴퓨터정보학회 2018년도 제58차 하계학술대회논문집 26권2호
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• pp.59-62
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• 2018

XML을 대상으로 하는 연구가 최근 5~6년 사이에 꾸준한 증가를 보이며 이루어지고 있지만 대다수의 연구들은 XML을 구성하고 있는 엘리먼트 자체에 대한 통계적인 모델을 기반으로 이루어졌다. 이는 XML의 고유 속성인 트리 구조에서의 텍스트, 문장, 문장 구성 성분이 가지고 있는 의미(semantics)가 명시적으로 분석, 표현되어 사용되기 보다는 통계적인 방법으로만 데이터의 발생을 계산하여 사용자가 요구한 질의에 대한 결과, 즉 해당하는 정보 및 지식을 제공하는 형식이다. 지능형 지식서비스 제공을 위한 환경에 부합하기 위한 정보 추출은, 텍스트 및 문장의 구성 요소를 분석하여 문서의 내용을 단순한 단어 집합보다는 풍부한 의미를 내포하는 형식으로 표현함으로써 보다 정교한 지식과 정보의 추출이 수행될 수 있도록 하여야 한다. 본 연구는 범람하는 XML 데이터로부터 사용자 요구의 의미까지 파악하여 정확하고 다양한 지식을 추출할 수 있는 방법을 연구하고자 한다. 레코드 구조가 아닌 트리 구조 데이터로부터 의미 추출이 가능한 효율적인 마이닝 기법을 진일보시킴으로써 다양한 사용자 중심의 서비스 제공을 최종 목적으로 한다.