• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.971-987
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• 2010

The purpose of this study is to investigate the formation and development of science teachers' practical knowledge by life history. In the sociocultural perspective, a science teacher is a producer and consumer of knowledge. There were two secondary science teachers who participated in this study. Each of them had three to six years experience in teaching. They were familiar with the researchers because they had been to the same university or were colleagues with them in graduate school for several years. The two science teachers had formed their practical knowledge for their professional development based on their biographical backgrounds. Model of Life history and structure of personal practical knowledge were used as analytical tools. As a result, the science teachers' practical knowledge has shown a significant difference in the main concern and weight according to their life contexts. The science teachers' formation of their practical knowledge played a role as an important motive to improve their professionalism based on the teacher's life path. In addition to that, the science teachers' practical knowledge showed a tendency to be solidified with continuous reflection.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.105-117
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• 2024

The purpose of this study was to explore changes in elementary teachers' modeling pPCK (personal PCK) resulting from knowledge exchange within the realms of PCK described in the Refined Consensus Model (hereafter RCM). For this purpose, a professional learning community (hereafter PLC) was established for three elementary school teachers to facilitate knowledge exchange specifically focused on science modeling instructions. The study then analyzed the CoRe (content representations) written by the research participants twice to explore any changes in modeling pPCK (personal PCK). In addition, the discourse shared by the participants in the PLC and the data from the in-depth interviews were also analyzed using grounded theory research methods. The results of the study showed that there was no significant change in knowledge of the science curriculum in elementary teachers' modeling pPCK, but there were changes in orientations toward teaching science, knowledge of students' understanding in science, knowledge of instructional strategies and representations, and knowledge of assessment of science learning. Furthermore, the analysis of PLC discourse and in-depth interviews showed that modeling instructions reflection (ePCK; enacted PCK) and educational research-based modeling cPCK (collective PCK) influenced these changes in teachers' modeling pPCK. Accordingly, this study suggests recommendations for pedagogical approaches aimed at improving teachers' modeling PCK.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2000.04a
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• pp.261-270
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• 2000

개념 계층(Concept Hierarchy)은 데이터베이스 분야에서 사용되는 대표적인 배경 지식(Background Knowledge)으로써, 데이터베이스에 내재되어 있는 구조적인 정보, 데이터의 분포, 영역전문가(Domain Expert)에 의해 주어지는 외부 지식 등이 반영되어 있다. 개념 계층의 특성상 부모(parent)-자식(child) 관계가 있는 두 노드가 있을 때, 한 노드의 값으로부터 다른 노드의 값을 추정할 수 있다. 이 추정된 값을 기대치라고 하고, 한 노드의 값으로부터 추정된 기대치와 실제치가 상당히 상이한 값을 보이는 노드가 있을 때, 이를 흥미롭다(interesting)라고 할 수 있다. 그러나 아직까지 개념계층상에서의 흥미로운 부분 탐색에 대한 연구가 없었으며, 흥미로움(interestingness)의 척도(measurement)에 대한 연구로서는 신뢰도(confidence), 리프트(lift), 컨빅션(conviction)등이 있다. 그러나 이런 흥미도의 척도에 관한 연구도 연관규칙에 한정되어 이루어졌으므로 개념계층상의 데이터에 적용하기 위해서는 약간의 수정 및 새로운 정의가 필요하다. 본 논문에서는 데이터의 특성에 따른 개념계층이 존재할 때, 이를 이용하여 기대치와 실제치가 상이한 흥미로운 부분을 발견하고자 하며, 이를 위하여 개념계층이 존재할 때, 이를 이용하여 기대치와 실제치가 상이한 흥미로운 부분을 발견하고자 하며, 이를 위하여 개념계층상에서의 흥미도의 척도를 제안하고 흥미로운 부분을 탐색하는 방법을 기술하고자 한다. 또한 데이터마이닝의 결과인 연관규칙을 개념계층에 적용하여 연관규칙을 통해 얻어질 수 있는 기대치를, 지지도(support), 신뢰도(confidence), 리프트(lift), 컨빅션(conviction)등의 관계를 통해 다양한 방법으로 모색해본다. 이 연구에서 제안하는 이러한 개념계층상의 흥미로운 부분의 탐색은, 전자 상거래에서의 CRM(Customer Relationship Management)나 틈새시장(niche market) 마케팅 등에 적용가능하리라 여겨진다.

• Journal of Intelligence and Information Systems
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• v.6 no.2
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• pp.77-89
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• 2000

개념 계층(Concept Hierarchy)은 데이터베이스 분야에서 사용되는 대표적인 배경 지식(Background Knowledge)으로써, 데이터베이스에 내재되어 있는 구조적인 정보, 데이터의 분포, 영역전문가 (Domain Expert)에 의해 주어지는 외부 지식 등이 반영되어 있다. 개념계층의 특성상 부모(parent)-자 식(child) 관계가 있는 두 노드가 있을 때, 한 노드의 값으로부터 다른 노드의 값을 추정할 수 있다 이 추정된 값을 기대치라고 하고, 한 노드의 값으로부터 추정된 기대치와 실제치가 상당히 상이한 값을 보이는 노드가 있을 때, 이를 흥미롭다(interesting)고 말할 수 있다. 그러나 아직까지 개념계층 상에서의 흥미로운 부분 탐색에 대한 연구가 없었으며, 흥미로움(interestingness)의 척도(measurement) 에 대한 연구로서는 신뢰도(confidence),리프트(lift),컨빅션(conviction)등이 있었다. 그러나 이런 흥미도 의 척도에 관한 연구도 연관규칙에 한정되어 이루어졌으므로 개념계층상의 데이터에 적용하기 위해 서는 약간의 수정 및 새로운 정의가 필요하다. 본 논문에서는 데이터의 특성에 따른 개념계층이 존재할 때, 이를 이용하여 기대치와 실제치가 상이한 흥미로운 부분을 발견하고자 하며, 이를 위하여 개념계층상에서의 흥미도의 척도를 제안하고 흥미로운 부분을 탐색하는 방법을 기술하고자 한다. 또한 데이터마이닝의 결과인 연관규칙을 개념 계층에 적용하여 연관규칙을 통해 얻어질 수 있는 기대치를, 지지도(support), 신뢰도(confidence), 리프트(lift), 컨빅션(conviction)등의 관계를 통해 다양한 방법으로 모색해본다. 이 연구에서 제안하는 이러한 개념계층상의 흥미로운 부분의 탐색은, 전자 상거래에서 CRM(Customer Relationship Management)나 틈새시장(niche market) 마케팅 등에 적용 가능하리라 여겨진다.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.9 no.5
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• pp.173-180
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• 2014

In this research, we aim to analyze how different external knowledge search strategies of small and medium enterprises affect technological innovation. In particular, since there has been little comparison between Korean small and medium firms, we investigated the differences of the two groups by employing the "Korean Innovation Survey 2010." As a result, it was found that "external search breadth", which refers to expanding the spectrum of external knowledge search due to lack of resources and capabilities inside small firms, spurred technological innovation. On the other hand, "external search depth", which implies seeking a long-term and close relationship with the subjects that provide outside knowledge for medium firms, catalyzed technological innovation. These results emphasize that we need to separately analyze technological innovation of small and medium firms, which was, in most previous studies, viewed as one group, i.e. SMEs. In addition, the results can be, from the perspective of a firm's growth, interpreted as follows. That is, it is more effective to formulate a "diversity" pursuing strategy in the "small firm" stage where little time has passed since its establishment, whilst it is more useful to apply a "focus" strategy on sophisticated knowledge in the "medium firm" stage where a firm has grown to some extent.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.963-980
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• 2013

The purpose of this study was to investigate the process of constructing pre-service teachers' scientific knowledge information through collective intelligence. We selected the 'Appropriate Technology' (A.T.) as the subject for formation of scientific knowledge. Twenty nine pre-service teachers of the course 'Scientific Thinking and Writing in Science Education' were allowed to freely post information whenever they wanted. They presented their full opinions, interacted with each other, and assessed the other' information on the website for a month. The way of posting was as follows. After one pre-service teacher had written the information about A.T. on the website, the other assessed the text and added or modified the writing. This process continued. We analyzed every writing they posted and questionnaire which contained the reason why they modified the text. The result was as follows. Pre-service teachers formed collective intelligence through four stages. First, pre-service teachers started to find the information related to the subject and they just added the information behind the other's writing. In the second stage, information was added, too. But the difference was that the information they selected carried values for having certain views. Third, they organized their writings with logical and critical thinking. Finally, they revised their overall writing. The results showed that students could develop their critical thinking and they could learn the way of communication from the process of collective intelligence. We found the forming process of knowledge by collective intelligence, and explored the various involving patterns and thinking activities in the process. Based on this research, we expect the improvement of students' logical and critical thinking through the various classes using collective intelligence.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10b
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• pp.319-323
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• 2006

본 논문에서는 동작 모델과 작업 목표에 따라 지능 로봇 시스템의 작업 순서를 결정하는 작업 계획기의 설계와 데모시스템에 대해 설명한다. 블랙보드 중심의 분산 제어 구조에서 하나의 독립적인 지식원으로 동작하는 작업 계획기는 작업 관리기의 요청이 있을 때마다 지식베이스로부터 동작 모델과 월드 상태 정보를 제공받아 작업 목표 달성을 위한 작업 계획을 생성한다. 그리고 이렇게 생성된 작업 계획은 오류로 인해 재 계획이 필요할 때까지 작업 관리기를 통해 실행된다. 본 연구의 작업 계획기는 효율적인 작업 계획 생성을 위해 지역 상태공간 탐색법의 하나인 EHC+ 탐색법과 계획그래프-기반의 휴우리스틱 계산법을 적용한다. 본 논문에서는 작업 계획기의 효율성과 블랙보드와의 연계성을 시험하기 위한 데모 시스템에 대해 자세히 설명한다. 이를 통해 지식베이스, 작업 관리기, 컴포넌트 서비스기 등 로봇 제어 구조내의 다른 지식원들과의 인터페이스를 위한 메시지 설계도 소개한다.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.661-685
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• 2015

This study is to search for a program of professional development of mathematics teachers on the viewpoint of content knowledge of mathematics. To do this, we select algebraic subject as content knowledge for solution of polynomials and develop material for group study based on selected subject. We supply the developed material to teachers and discuss the possibility of application and the acceptability of it. For discussion, we collect data through tests and questionnaire. Through analysing the data, we obtain the positive result.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.621-623
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• 2021

Open science policies are spreading that disclose, share, and utilize research results produced through government public funds. As a policy to revitalize open science, interest in research support services that allow easy search, access, and reuse of results is increasing. To support services to provide researchers with various information, we propose a research resource knowledge graph model to meaningfully express the relationship between the scattered various outcome data. In this paper, it contributes to the improvement of the service of the national research data platform DataON by meaningfully connecting national R&D task information, researcher information, performance information, and research data information.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.625-634
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• 2014

This study has investigated the factors that make a science teacher effective by analyzing students' perception of teacher knowledge required in enhancing their science learning. The basic components of teacher knowledge identified by previous researchers have been confirmed through Exploratory Factor Analysis (EFA). Based on the findings of the EFA, the questionnaire has been further analyzed using Confirmatory Factor Analysis (CFA) by means of Structural Equation Modeling (SEM). In addition, the differences in students' perception on the identified factors of effectiveness have also been analyzed in terms of gender and achievement level. The findings of the EFA showed that five factors of science teacher effectiveness were identified; namely, substantive knowledge, syntactic knowledge, knowledge of students' understandings, knowledge of instructional strategies, and knowledge of assessment. These five components have been divided into two categories of teacher knowledge, SMK and PCK. What we found from the CFA was the respective high correlation between substantive and syntactic knowledge, knowledge of students' understanding and instructional strategies and the low correlation between substantive knowledge and knowledge of instructional strategies. Students perceived substantive knowledge as the most effective factor, knowledge of assessment as the least effective factor. Also, there have been considerable differences in students' perception by gender and achievement level. We proposed, based on the findings, that SMK and PCK need to be integrated into a coherent manner for the effective science teaching practice. This study provides some implications for science teacher professional development and the improvement of science teacher preparation program.