• Journal of the Korean Society for information Management
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• v.6 no.1
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• pp.93-117
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• 1989

The objective of this study is to design an automatic abstracting system through the analysis of natural language texts. For this purpose a knowledge-based system operating on the basis of domain knowledge was developed. The procedure of generating an abstract consists of three steps: (1) A knowledge-base containing domain knowledge necessary to understand a text is constructed using frame and semantic network structures,and preliminary abstracts are prepared for various cases. (2) Input text is analysed on the basis of domain knowledge in order to extract information filling slots of the abstract with. (3) A Preliminary abstract corresponding to the input text is called and filled with the information, completing the abstract.

• Korean Journal of Cognitive Science
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• v.21 no.3
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• pp.409-427
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• 2010

Psychological research on the relationships between creativity and knowledge can be divided into two main streams, called tension view and foundation view. However most of the studies in this area have been too much focused on creative products which had a limit in investigating creative processes. In this study, to identify the relationships, we employed neuro-scientific approaches to investigating EEG (electroencephalogram) activity from professional computer programmers(n=10). Also the EEG alpha TRP (task related power) was compared with each other. The procedures including resting conditions with eye closed were followed by ordinary thinking process, creative thinking processes in a professional domain and a nonprofessional domain. As a result of EEG activity analysis, alpha deactivation was observed mainly in temporal lobe, especially in left-temporal lobe during creative thinking process of professional domain. The findings suggest that neuro-scientific approach supports the tension view, suggesting that the knowledge could hinder creativity.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.495-515
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• 2012

This study is to diversely analyze teachers' Pedagogical Content Knowledge (PCK) regarding to the area of plane figures and discuss the consideration for the materialization of the effective class in learning the area of plane figures by identifying the improvements based on problems indicated in PCK. The subjects of inquiry are what the problems with teachers' PCK regarding to the area of plane figures are and how they can be improved. In which is the first domain of PCK, teachers need to fully understand the concept of the area and the properties and classification of the area and length, recognized the sequence structure as a subject of guidance and improve the direction which naturally connects the flow of measurement by using random units in guidance of the area. In which is the second domain of PCK, teachers need to establish understanding of the concept for the area and understanding of a formula as a subject matter object and improve the activity, discovery and research oriented class for students as a guidance method by escaping from teacher oriented expository class and calculation oriented repetitive learning. They also need to avoid the biased evaluation of using a formula and evenly evaluate whether students understand the concept of the area as a performance evaluation method. In which is the third domain of PCK, teachers need to fully understand the concept of the area rather than explanation oriented correction and fundamentally teach students about errors by suggesting the activity to explore the properties of the area and length. They also need to plan a method to reflect student's affective aspects besides a compliment and encouragement and apply this method to the class. In which is the fourth domain of PCK, teachers need to increase the use of random units by having an independent consciousness about textbooks and supplementing the activity of textbooks and restructure textbooks by suggesting problematic situations in a real life and teaching the sequence structure. Also, class groups will need to be divided into an entire group, individual group, partner group and normal group.

• Journal of the Korean Society for information Management
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• v.3 no.1
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• pp.70-102
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• 1986

This study is an attempt to develop a knowledge base with Inference mechanism for document retrieval, which is the core element of expert system. The purpose of this study is to design the knowledge base in order to intellectually process user queries eventually improving the effectiveness of information retrieval, under the assumption that the user who wants to search a certain subject generally lack the prior knowledge about that subject. In this paper, some characteristics of Korean complex nouns are structurally analyzed and are represented in the knowledge base.

• 전기의세계
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• v.39 no.8
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• pp.14-24
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• 1990

전문가 시스템 개발과정에서 완전한 경험적 규칙들을 얻는 것은 극히 어려운 작업이다. 전문가들이 확고한 경험적 규칙들을 얻기위해서는 오랜 시간이 걸리며, 그 얻어진 지식조차 확신할 수 없다. 또한 같은 분야 지식도 전문가들 사이에서 큰 차이를 보일 수 있다. 이러한 상황에서 전문가 시스템이 보다 완전한 지식베이스를 얻어, 주어진 영역에서 기존의 고도 전문가 수준의 전문성을 갖는 완전한 전문가로 활약하기 위해서는 지식 배제, 둘째 기존의 경험적 탐색 공간은 물론 보다 다양한 문제 해결 전략이 가능한 심층적 탐색공간을 제공하여 그로부터 새로운 문제 해결 지식을 학습하는 자기 학습기능이 필요하다. 본지에서는 이러한 자기학습 기능을 갖는 전문가 시스템의 알고리즘을 검토하였다. 그리고 끝으로 전력계통에 대한 적용예로서 전압제어 전문가 시스템을 설명하였다. 아직 전문가 시스템의 자기학습 기능의 구현은 초보적 연구에 머물고 있으며, 그들의 학습 능력조차 낮은 수준에 불과하다. 그러나 전문가 시스템 연구자들은 기존 전문가 시스템의 문제점과 그 적응능력의 중요성을 인식하고 있기 때문에 보다 진보된 개념(데이타들로부터 이론과 원리를 학습하는)이 도입된 자기학습 전문가 시스템의 적용연구는 앞으로 여러분야에서 폭넓게 이루어 질 것으로 기대된다.

• Proceedings of the KAIS Fall Conference
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• 2005.05a
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• pp.86-88
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• 2005

본 논문은 인공지능의 한 영역인 지식형 시스템(knowledge system)을 자동차 정비 분야에 활용하여 전문지식이 부족한 여성운전자나 일반인들에게 기초정비 지식을 효율적으로 전달하는 모의 자가 정비시스템을 통하여 지식습득을 하도록 하는데 목적을 두고 있다. 이 시스템은 Visual Basic 6.0을 이용하여 데이터 베이스 체계로 구축하였다. 서론은 지식형 시스템의 개념과 연구배경에 관하여 정리하였고, 본론은 모의 차량고장진단 프로그램(VDKS)의 구성, 설명, 수행과정, 진단실행 및 설명 모듈을 제시하였으며 결론에서는 모의 차량고장진단 프로그램(VDKS)의 활용 및 발전 방향등을 제시하고자한다.

• School Mathematics
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• v.5 no.2
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• pp.223-240
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• 2003

The purpose of this study was to investigate the preservice elementary teachers' knowledge of division through open-ended problems focused on the following perspectives in understanding division : connectedness between procedural and conceptual knowledge as well as the knowledge of units. Results indicates that the preservice elementary teachers showed low level of understanding of division such as the making word problem including division of fractions and the identification of the units in division operation.

• 기호학연구
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• no.54
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• pp.7-36
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• 2018

Michael Polanyi's idea of tacit knowledge came from the realization that scientific objectivity and critical philosophy had become too restrictive for philosophy, especially in the realm of meaning, which is beyond positivistic proof and contains more non-critical elements than critical ones. In social life, people still share certain kinds of knowledge and beliefs which they obtain without making or learning those explicitly. Contemplating the role and significance of tacit knowledge, he called for a post-critical philosophy that integrates the realm of meaning and thereby appreciates the intertwined nature of tacit and explicit knowledge. Polanyi's position towards skepticism and doubt shows similarities with Charles S. Peirce's thinking about the relationship between belief and doubt. Although Peirce's semeiotics stands firmly in the tradition of critical philosophy, he affirms that doubt cannot be a constant state of mind and only belief can form a basis for a specific way of life. Polanyi's approach differs from Peirce's by focusing on the impossibility of scientific knowledge based solely on principles and precision, and his emphasis on the crucial role of the community of scientists. Nevertheless, the deeper implications of Peirce's contemplations on belief and doubt have myriad ramifications on the philosophy of science as well as the sociology of science.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.671-683
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• 2003

The purpose of study was to investigate practicing elementary teachers' pedagogical content knowledge and the significant predictors of their pedagogical content knowledge in science teaching. The PCK instrument was used to measure elementary teachers' pedagogical content knowledge. It consists of 6 factors to measure teachers' pedagogical content knowledge of 1)instructional methods, 2)representations, 3)contents, 4)evaluations, 5)students, and 6)curriculum. A questionnaire that consists of 7 questions regarding the teachers' degree, their number of years of teaching their choice of teaching science, their personal science teaching efficacy, their science teaching outcome expectation, their science instructional methods, and their attitudes toward teaching science, was also used to identify the information as to significant predictors of teachers' pedagogical content knowledge. A sample of 332 practicing elementary teachers participated in this study. To determine statistically significant predictors, Pearson's correlation coefficient and multiple regression methods were used to analyze the results. The results showed that the significant predictors of practicing elementary teachers' pedagogical content knowledge were their number of years of teaching, their science instructional methods, their personal science teaching efficacy and their attitudes toward teaching science. Further research of how teachers develop and construct their pedagogical content knowledge is recommended especially through the use of varied research methodologies that include qualitative methods.

• 한국노년학
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• v.25 no.2
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• pp.95-108
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• 2005

This study was done to explore the level of physiologic health status and health promotion lifestyle, and its contributing factors of Korean older adults. A total of 209 older adults participated in this study that ran from July 2 to July 6, 2004 in the waiting area of the subways of Seoul. The average age of the respondents was 67 years old with 39.2% considering themselves as healthy, 71.3% stating they regularly exercised and 71.8% knowing their own blood pressure. Among the participants 44% were classified as having high or low blood pressure and 44.5% showing abnormal blood sugar. The mean score of health promotion lifestyle was 2.75 and the order of its subcategories was interpersonal relationship, nutrition, stress management, spiritual growth, physical activities, and health responsibilities. This score was altered by exercise and knowing personal blood pressure. As a result of this study, it is important for older adults to know their own blood pressure and to exercise regularly to promote good health. In addition, health promotion programs should be developed and implemented based on the influencing factors.