• Journal of Science Education
• /
• v.44 no.1
• /
• pp.84-91
• /
• 2020

In this study, we investigated the elements of knowledge and information processing competence of science inquiry activities in grades 3-6 science textbooks. For this purpose, the elements of knowledge and information processing competence were extracted and a framework for analysis was created. Analysis of eight science textbooks for grades 3-6 in elementary school was carried out using the analysis framework. The following results were obtained by the analysis framework: First, we divided the knowledge and information processing competence into five elements: 'collection,' 'analysis,' 'expression,' 'selection,' and 'evaluation.' Second, the elements of knowledge and information processing competence of science inquiry activity of elementary science textbooks were not evenly composed. The science inquiry activities of elementary science textbooks focused on 'collection' and 'analysis' among the five elements of the knowledge and information processing competence, followed by 'expression,' 'selection,' and 'evaluation.' As a result, we found that a science inquiry model or a science instruction model is needed to develop the knowledge and information processing competence in elementary school science curriculum.

• The Journal of the Korea Contents Association
• /
• v.21 no.5
• /
• pp.324-337
• /
• 2021

This study examined the position and the characteristics of Korean writing textbooks in the rationales for writing education. Also, it explored the activities of writing knowledge formation based on the rationales in order to further propose some suggestions for the development of writing textbooks afterward. For this, it chose four Korean writing textbooks and presented the analyzed results through the processes consisting of material gathering, open coding, deep coding, expression and presentation as ones for the text qualitative analysis. First, it researched how the rationales such as formalism, cognitivism, and social constructivism were applied to and manifested in those textbooks. Furthermore, it examined how the language activities in the textbooks were shown from the four dimensions such as the knowledge of language structure, the process knowledge, the context knowledge, and the content knowledge; in particular, it focused on the content knowledge. It found out the results as follows. The rationales in structuring the chapters were not consistent with inner structures and contents. All the four writing knowledges were applied to each textbook; however, the emphasis and the proportion were different in each textbook. Also, it pointed out the textbook which contains diverse activities to be able to help the learners form the content knowledge and this sort of textbook is more effective from the perspective of social constructivism. Based on those results, it discussed several points which can be considered in the development and the selection of Korean writing textbooks later.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.10 no.2
• /
• pp.1-10
• /
• 2015

This study examines the relationships between export intensity and knowledge search activities of Korea SME manufacturers. Using 2,145 firm data from the 2011 SME Technology Statistics Survey, we focused on the nonlinear relationships of export intensity and internal and external knowledge search activities. The results show that there are U-shaped relationships between export intensity and both of internal and external knowledge search activities. Local market-oriented or global market-oriented SMEs than the middle-level of exporters have more search activities both internally and externally. This study extends our understandings on the relationships between export intensity and knowledge search activities. There are some policy implications to develop supporting programs differing in knowledge search activities according to the acceleration of export or globalization of Korean SME manufacturers.

• Journal of The Korean Association For Science Education
• /
• v.33 no.4
• /
• pp.807-825
• /
• 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 for History of Mathematics
• /
• v.17 no.3
• /
• pp.109-120
• /
• 2004

This study investigated three pre-service teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of pre- service teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.

• The Journal of the Korea Contents Association
• /
• v.10 no.7
• /
• pp.355-365
• /
• 2010

IT service is becoming a critical business operation in the age of information revolution. In providing IT services internally to other functions of the corporation and externally to other organizations, sharing of knowledge between business people and system people is known to become more and more critical for successful IT services. Purpose of this research is to examine the impact of IT service quality on knowledge sharing activities between IT service providers and users. Theoretical research model, through an extant literature review, is proposed here, consisting of IT service quality, relationship quality(satisfaction, trust and commitment), and the level of knowledge sharing activities. Survey results of 183 users indicates that IT service quality significantly influences commitment through satisfaction and trust, which in turn influences the level of knowledge sharing activities. Also, interestingly, satisfaction and trust do not directly influences the level of knowledge sharing,but indirectly, through commitment.

• Management & Information Systems Review
• /
• v.35 no.2
• /
• pp.119-136
• /
• 2016

The purpose of this study are as follows : First, This study conceptually provide an insight of reasons that organizations seek to create, acquire, store and distribute knowledge at the level of an organization and of process how they can transform or evolve to knowledge based organizations. Second, this study confirms examine what theories can be used to knowledge management, how such theories can be useful to analyse knowledge management and provide a theoretical foundation for knowledge management research. Applied to the theories of knowledge based and resource based view and institutional theory, the essence of knowledge management confirms that the organization finds job-related knowledge and know-how retained by individual of organizational members systematically and shares common knowledge within the organization and explains knowledge creation, multi-dimensional knowledge transition and share in all dimension of individual, group, and organization. As a result of comparative analysis of theory of organizational knowledge creation theory, In knowledge management, building of knowledge-creative culture, transitional process of explicit knowledge and tacit knowledge, knowledge creation and knowledge operation are important. In the basis on these study results, we discussed how the organizational knowledge creation theory can be used to manage knowledge in the organization, and also proposed hypotheses based on some arguments against the universal acceptance of the theory.

• Journal of The Korean Association For Science Education
• /
• v.40 no.5
• /
• pp.565-582
• /
• 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.

• Management & Information Systems Review
• /
• v.36 no.1
• /
• pp.41-57
• /
• 2017

The previous studies have investigated the effect of social capital on innovation performance. However, the previous studies investigating the relationship between social capital and innovation performance have assumed a black box in the linkage. According to the knowledge based view, firms with inter-dependent relationship can make innovation through sharing processes of knowledge. In other words, social capital as intangible resource results in knowledge management activities which can increase innovation performance. And increasing innovation can make relationship satisfaction promoting relationship investment gradually. Therefore, research hypotheses are made from social capital to relationship investment. From the empirical results, except for the effect of knowledge sharing on both product innovation and relationship satisfaction, almost all hypotheses are reported to be significant. And product innovation performance positively affects relationship satisfaction, and relationship investment is positively affected by relationship satisfaction. From this study, we can know the importance of knowledge management activities in strategic management view.

• Journal of Korea Technology Innovation Society
• /
• v.10 no.3
• /
• pp.531-554
• /
• 2007

This paper suggests a new model connecting various knowledge activities through classification systems such as classifications of research, technology, industry, major and job. Although research activities are linked to technology and industry areas or to education and job areas, there is no effort to link these kinds of activities. There are a few studies to link research and technology or research and education respectively. But, there have been no studies to connect technology-industry linkage and education-job linkage. This paper suggests that research area can be a basis of link between technology-industry linkage and education-job linkage. The methods building the links are not simple, but easy; 1) setting up new science/research classification system having two dimensions of research and application, 2) building electronic systems and databases allowing fields for several classification systems, and 3) making rules using multi-dimensional classification systems following the purpose of the programs. The model is designed to meet the needs of nationwide R&D and human resources policies, and for the preparation of knowledge society to grasp the relationship between sequential activities using knowledge. If we know the interactive relationships between various areas, we can trace related phenomena in different activities with restricted information.