• Proceedings of the Korean Society for Information Management Conference
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• 2003.08a
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• pp.245-251
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• 2003

이 연구에서는 통제된 색인어를 이용하여 파악한 지식 구조와 통제되지 않은 키워드를 이용한 지식 구조를 비교하여 두 구조가 어떤 차이점을 보이는지를 살펴보았다. 또한 색인효과가 어떻게 나타나는지, 비통제어를 사용한 경우가 실제적으로 더 상세한 하위 영역을 표현하는지를 확인하고자 하였다. 실험 결과 통제된 색인어인 주제명표목을 사용한 영역지도와 비통제 색인어인 키워드를 사용한 영역지도 둘 다 인공지능 분야의 주요 분야들을 비슷하게 나타냈지만, 주제명표목을 사용한 경우에 색인효과가 일부 나타났다. 그리고 대체적으로 주제명표목에 기반한 영역지도보다는 키워드에 기반한 영역지도가 더 상세하게 나타났다.

• Journal of Korean Philosophical Society
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• v.116
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• pp.111-132
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• 2010

While this paper will be of interest to Convergence of Knowledge and Border Thinking, one of my main concerns has been to open the world of mind. Because the convergence of knowledge and border thinking are closely related to the problems of mind. It should be clear from this procedure that the scope of this study is limited. It is not intended to be a definitive account of all problems of mind, bur rather a clear and thorough account of that segment of mind that pertains to an analysis of convergence of knowledge and border thinking. This claim, with their supporting arguments, will be discussed as follow; 1. What our knowledge has been for? 2. Knowledge and convergence of knowledge 3. How is the convergence of knowledge made up? 1) meeting at border 2) mind as a border 3) converging at mind.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.71-80
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• 2012

This study aimed to investigate technological pedagogical and content knowledge(TPACK) model, and to apply this model to preservice education. To perform this study, TPACK survey instrument was distributed to 142 preservice teachers who took technology integration course. The result showed that technology and content knowledge improved significantly, and pedagogical and pedagogical content knowledge did not show meaningful differences among 7 sub-categories. Based on the result of this study, we discussed the improvement of technological and content knowledge, and pedagogical knowledge. Also, we suggested that (preservice) teacher education should consider the combination of technological, pedagogical, and content knowledge in Korea.

• Journal of the Korean association of regional geographers
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• v.20 no.4
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• pp.473-483
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• 2014

The geographical knowledge is composed of academic geographical knowledge, school geographical knowledge, applied geographical knowledge and popular geographical knowledge according to the diverse social need and demand. And the geographical knowledge has developed through the knowledge circulation system, which is connected to knowledge production, delivery, application and to reproduction among these knowledge fields. The discontinuity of knowledge circulation can lead to crisis of geographical whole. Therefore, for sustainable development of geography, it is necessary to firmly build a virtuous circulation system of geographical knowledge which is linked to a knowledge production and accumulation by an academic geography, knowledge delivery by a school geography, knowledge social application by an applied geography, knowledge application in everyday life by a popular geography and knowledge reproduction by an academic geography.

• Journal of the Korean Society for information Management
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• v.7 no.2
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• pp.35-57
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• 1990

Knowledge-based system is interpreted from the viewpoint of library and information science, and the concept of knowledge is defined in relation to information and data. Knowledge representation techniques are illustrated with examples from intelligent information retrieval systems and expert systems developed in library and information science field.

• Proceedings of the Korea Multimedia Society Conference
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• 2003.11a
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• pp.228-231
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• 2003

본 논문은 그레이 영상에서의 사람얼굴 영역추출에 관해서 연구하였다. 얼굴영역 추출은 얼굴인식이나 사람과 컴퓨터의 인터페이스, 비디오 감시시스템을 연구하는데 있어서 반드시 거쳐야 하는 전처리 과정이라고 할 수 있다. 이러한 목적을 위해서 본 연구에서는 두 단계의 과정을 통해서 얼굴영역을 추출하였다. 첫 번째 단계는 사랑얼굴에 대한 경험적 지식을 이용하여 후보영역을 획득한 다음에 두 번째 단계에서 후보영역을 웨이블릿 분해 후, 신경망을 이용하여 후보영역 중에서 얼굴영역을 검증한다. 실험결과 제안한 방법은 빠르고 정확하게 얼굴영역을 검출하였다.

• Proceedings of the Korean Information Science Society Conference
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• 2003.10a
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• pp.151-153
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• 2003

본 연구에서는 웹 문서를 분류하기 위해서 분류하고자 하는 영역(category)에 대한 개념 지식을 이용한다. 먼저, 영역별 개념 지식을 기구축된 웹 문서의 집합으로부터 제목과 하이퍼링크에 기반한 앵커 텍스트를 이용하여 개념을 보유한 키워드를 추출한다. 추출된 키워드를 형태소 분석을 통해 색인어로 추출한다. 추출된 색인어에 대해 TFIDF를 확장한 영역 적용 색인 가중치 TFIDFc를 적용하여 영역별 개념 기반 색인어와 색인를 구축한다. 색인은 TFIDF를 영역별로 확장하여 구축한다. 구축된 영역별 개념 기반 색인을 이용하여 새로운 웹 문서에 대해서 어떤 영역에 해당하는 가를 결정하는 자동 분류 알고리즘을 수행한다. 자동 분류 알고리즘에 의해 수행된 문서는 영역별로 정리되며, 또한, 분류된 웹 문서의 색인어는 새로운 개념 기반 키워드로 추출되어 개념 기반 영역 지식을 구축한다.

• Journal of the Korea Society of Computer and Information
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• v.11 no.5 s.43
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• pp.311-320
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• 2006

Knowledge management strategy has become a one of the most important factors creating and maintaining the business opportunities. In this paper, I present a KM-ePAY typology to investigate the role of knowledge sharing strategy in the electronic payment domain. Specifically, I examine the characteristics of four types of electronic payment systems based on the confidence and efficiency that characterize the feature of electronic payment media and identify appropriate knowledge sharing approaches for each component. In conclusion, my findings indicate that knowledge sharing approaches which are align with the characteristics of electronic payment give a way both to increase relationship commitment and to optimize process over electronic payment transactions.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.1-10
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• 2016

This study is for developing a programming education course to improve pre-service teachers' pedagogical content knowledge(PCK) of programming education. A 40-hour training course was designed with App Inventor, a block-based mobile programming environment, and with problem-based learning method and project-based learning method. After the curriculum was adopted to 12 undergraduate students, the effect of education was tested with a programming PCK questionnaire. As a result, after a 20-hour problem-based learning class, overall score and teaching method score were enhanced significantly. After another 20-hour project-based learning class, content knowledge, teaching method, and curriculum score were improved.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.430-453
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• 2006

The purpose of this study was to explore how an elementary school teacher developed PCK by utilizing her knowledge domains in teaching practice, regarding the specific science topic of 'animals:' A case study approach was adopted with the participation of a 1st grade teacher, in a poor urban neighborhood elementary school in NYC. Data was collected through interview and the participant observation method in order to investigate: a) the teacher's existing knowledge base in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge; b) how she develops PCK during classroom practice, centering on the relationship between knowledge domains. The findings illustrate the ways in which the three knowledge domains are closely related and developed as PCK through the whole teaching process. In particular, the findings indicate that the teacher's contextual knowledge plays a critical role in shaping and developing PCK. Before instruction, her contextual knowledge regarding the administrative policies and the school test system in the district enabled her to make decisions and plans about teaching science. During classroom teaching, her knowledge of students' sociocultural backgrounds and living conditions in the urban setting helped her to identify specific teaching strategies and resources suitable to the students' needs and interests. The study results imply that science instruction can be more feasible in meeting the demands of particular groups of students if teachers make an effort to become knowledgeable about their own teaching context and utilize it in developing their PCK.