• Journal of KIISE:Computing Practices and Letters
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• v.11 no.3
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• pp.275-283
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• 2005

Ontologies are the core components of the Semantic Web and knowledge-based systems. But it is difficult to find useful ontologies in actual domains. In order to build useful domain ontology, the conceptualization of the domain knowledge by knowledge experts of the specific domain and the specification of conceptualized knowledge with formal languages by ontology designers are required. In addition, structured and detailed guidelines and methods should be provided to be shared by the development team members. However, existing ontology building methodologies define and describe the skeletal structure of the whole building process at the top-layer. We build a useful academic ontology that is based on the conceptual knowledge structure in the domain of philosophy, and propose a detailed methodology to build a text ontology based on Topic Maps. Our methodology consists of two phases, ontology modelling and ontology implementation. We implement a philosophy knowledge portal to support retrieving and navigating of the philosophy knowledge.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.221-242
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• 2006

For teaching division more effectively, it is necessary to know students' informal knowledge before they learned formal knowledge about division. The purpose of this study is to research students' informal knowledge of division and to analyze meaningful suggestions to link formal knowledge of division in elementary school mathematics. According to this purpose, two research questions were set up as follows: (1) What is the students' informal knowledge before they learned formal knowledge about division in elementary school mathematics? (2) What is the difference of thinking strategies between students who have learned formal knowledge and students who have not learned formal knowledge? The conclusions are as follows: First, informal knowledge of division of natural numbers used by grade 1 and 2 varies from using concrete materials to formal operations. Second, students learning formal knowledge do not use so various strategies because of limited problem solving methods by formal knowledge. Third, acquisition of algorithm is not a prior condition for solving problems. Fourth, it is necessary that formal knowledge is connected to informal knowledge when teaching mathematics. Fifth, it is necessary to teach not only algorithms but also various strategies in the area of number and operation.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2008.05a
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• pp.17-28
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• 2008

이 논문은 중학교 기하 영역의 수업에 대한 학생들의 성취도가 낮은 것을 관찰하고, 그에 대한 고민으로 교육과정을 분석하고, 수학교육의 질적 접근을 위한 교수 실험을 통해 실제 중학교 과정에서 운용되는 논증기하 교육의 문제점과 그 대안을 탐색하고자 하였다. 본 연구에서는 교사가 반드시 갖춰야 할 지식으로 Shulman(1986)이 제시한 교과 내용 지식과 교수학적 내용 지식, 그리고 교육과정 관련 지식을 받아들였으며, 중학교 기하 영역에서 이런 지식을 갖추기 위해 교사가 폭넓은 고민을 하여 수업의 개선점을 찾는 과정을 보여주고 있다. 연구를 통해서 학생들에게 명제를 지도할 때 주의할 점과 학습자에게 증명을 하도록 제시하는 방법상의 문제점, 그리고 이등변삼각형의 지도에서의 그 증명이 갖는 의미를 잘 이해하여 학생들에 증명 학습에 진정한 도움이 될 수 있는 방향을 탐색하였다. 그리고 절차만을 학습시키는 현행 작도 수업을 개선하기 위한 여러 시도와 등변사다리꼴의 학습에서와 같이 학생들이 수학 용어를 되돌아보는 수업이 필요성을 탐색하여, 많은 교수 실험을 통한 교육과정의 바람직한 개정을 제안하였다.

• Information Systems Review
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• v.18 no.4
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• pp.155-171
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• 2016

Today's organizations make a large investment in information technology (IT) that supports knowledge management. The perceived importance of transactive memory systems (TMS) is increasing in the aspect of team performance. This study aims to understand the mediating effect of knowledge sharing and usage from the perspective of the relationship between IT support for knowledge management and TMS for team performance. To this end, this study analyzes the survey responses obtained from 224 members of 37 different teams using IT support for knowledge management. The results are as follows. First, the effect of IT support on knowledge management was significant in TMS. Second, the mediating effect of IT support on knowledge management through TMS was higher than its direct effect on knowledge sharing and usage. Third, IT support for knowledge management had a greater effect on knowledge sharing than on knowledge usage. Fourth, the effect of TMS appeared to be ordered by tacit knowledge sharing, explicit knowledge sharing, tacit knowledge usage, and explicit knowledge usage. Fifth, the relationship of team performance with knowledge sharing and usage was significant in the order of tacit knowledge usage, tacit knowledge sharing, and explicit knowledge usage.

• Proceedings of the Korean Information Science Society Conference
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• 2002.10e
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• pp.520-522
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• 2002

본 논문에서는 기업 구성원들이 지식경영을 실천하는데 필수적인, 구체적 방안과 그 사례연구를 제시한다. 그 실천방안은 현업에서 쓰고 있는 암묵지를 명시지로 변환하고 이를 정보시스템을 활용하여 지식경영이론을 적용하고자 하였다. 기존의 H사 지식경영의 방식을 전사적 차원의 접근방식이라면, 본 논문에서는 실무자중심에서 상향식으로 지식경영을 실천해 가는 방법론을 제공한다. 구체적으로는, H사의 정보통신운영부의 통합배선과 업무에 지식경영을 적용하여 실제의 부서 지식경영 방침을 수립하였다. 이로써 발전된 전사적 지식경영시스템에 대한 향후 과제도출과 이해를 도모하였다.

• Journal of the Korea Society for Simulation
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• v.2 no.1
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• pp.23-30
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• 1993

본 연구에서는 시뮬레이션을 통한 지식의 자동 획득(Simulation-Based Automatic Knowledge Acquistion) 가능성을 제시한다. 이을 위한 작업 단계는 다음과 같다. 첫째, 지식 제공자에 의한 대상(domain) 관련 초기 인과 관계 정보 입력 단계, 둘째 경험 베이스 탐색에 의한 확장된 정보 생성 단계, 세 번째로 생성되어진 정보를 사용하여 대상 반영 모델을 구축하는 단계, 네 번째로 구축된 모델을 시뮬레이션하고 수행 결과의 분석을 통해 새로운 지식을 획득하는 단계로 구성된다. 제안된 지식 획득 방법은 ,대상에 관계된 개념과 개념들의 인과 관계를 바탕으로 모델을 자동 생성하여 이를 지식 획득 표현틀로 이용하는 유연한 구조를 사용하였고, 또한 생성된 모델의 시뮬레이션 결과를 분석함에 의해 새로운 지식을 획득함으로써 획득된 지식이 동적 세계를 잘 반영할 있도록 하였다.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.353-368
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• 2020

This research investigates how pre-service music teachers demonstrated pedagogical content knowledge (PCK) and self-efficacy during a 16-week Music Education Course. 37 pre-service music teachers underwent peer mentoring, and prepared teaching guides and class teaching demonstrations. At the end of the course, the 37 participants' teacher self-efficacy and PCK components (namely pedagogical knowledge, representational knowledge, subject matter knowledge, assessment knowledge, student characteristics knowledge, curriculum knowledge, and context and social knowledge) were assessed. Data on their self-efficacy and PCK were gathered through a group interview and their self-reflection journals, and analyzed as phenomenological experience research. Analyses of the data show that pre-service music teachers acquired diverse knowledge. It also showed that peer mentoring enhanced the pre-service music teachers' self-efficacy, enabling them to prepare teaching guides and confidently demonstrate classes. Thus, diverse opportunities in research and practical class demonstrations contributed to pre-service music teachers' PCK and self-efficacy.

• Proceedings of the Korean Society of Computer Information Conference
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• 2009.01a
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• pp.351-359
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• 2009

21 세기 초 경쟁 환경에서 조직이 대처하기 위한 기업환경의 패러다임도 바뀌어 가면서 지식자산은 보다 더 중요한 기업가치 창출의 요소로 자려 잡게 되었다. 그러나 아직까지 대다수의 기업은 지식경영을 수행함에 있어 조직문화나 정보기술과 같은 지식경영 영향요소 (knowledge management enabler)자체에만 초점을 맞추고 있을 뿐 이를 어떻게 전략적으로 활용할 것인가에 대한 명확한 체계를 갖고 있지 못한 것도 사실이다. 따라서 종사원들이 보유하고 있는 지식이 기업의 근본자산이 되는 호텔 기업경영에 있어 변화하는 환경에 능동적으로 대처하며, 또한 시장에서의 경쟁우위의 획득 및 유지를 위해서는 전략적 지식경영 하에서 기업의 지식경영활동이 이루어져야 한다. 이러한 관점에서 호텔기업의 지식경영전략이 경영성과에 미치는 영향을 분석한 결과 형식지를 중심으로 한 시스템 지향적 지식경영전략과 앙묵지를 중심으로 한 인적 지향적 지식경영전략 모두 경쟁우위 정 (+)의 영향을 미치는 것으로 나타났다. 또한 경쟁우위는 재무성과에 정(+)의 영향을 미치는 것으로 나타났다. 반면에 지식경영전략은 재무성과에 부(-)의 영향을 미치는 것으로 나타나, 지식경영전략은 호텔기업의 경쟁우위를 획득 유지시키며 이를 통해 재무성과에 영향을 미친다고 나타났다. 이는 호텔기업에 있어서 모든 지식자산(암묵지, 형식지)를 기반으로 한 지식경영의 중요성을 인식시키고, 보다 지식경영활동을 활성화함으로써 호텔기업의 기업성과를 제고시킬 수 있는 구체적인 실행방안을 제시하였다.

• 한국IT서비스학회:학술대회논문집
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• 2006.11a
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• pp.320-326
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• 2006

지식경영의 기본적인 목적은 조직 구성원간에 효과적으로 지식을 공유 하도록 하는 것이다. 지식 경영에 관련된 많은 연구들은 지식 공유가 필요한 상황 및 지식 공유를 촉진시키는 조직 환경에 집중해왔다. 그러나 조직에 속한 개인들이 누구와 어떻게 지식을 공유하는 것이 가장 효과적인지에 대해서는 충분한 연구가 이루어지지 않았다. 본 연구의 첫 번째 주제는 지식 전달자와 지식 수용자간에 지식을 주고 받을 때 전달되는 지식 속성의 질을 결정하는 요인을 규명하는 것이다. 특히 본 연구는 프로젝트를 수행하는 개인간의 지식 공유에 초점을 맞추고 있다. 본 연구의 두 번째 주제는 지식 속성의 구성과 지식 속성이 지식 효용 및 업무 결과의 물리적 그리고 심리적 측면에 어떠한 영향을 미치는 지를 규명하는 것이다. 본 연구는 기존 연구와 달리 지식 속성의 질을 지식 공유의 성공 여부를 결정짓는 중요 요소로 인지한다.

• Journal of Intelligence and Information Systems
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• v.18 no.2
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• pp.61-83
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• 2012

A knowledge map describes the network of related knowledge into the form of a diagram, and therefore underpins the structure of knowledge categorizing and archiving by defining the relationship of the referential navigation between knowledge. The referential navigation between knowledge means the relationship of cross-referencing exhibited when a piece of knowledge is utilized by a user. To understand the contents of the knowledge, a user usually requires additionally information or knowledge related with each other in the relation of cause and effect. This relation can be expanded as the effective connection between knowledge increases, and finally forms the network of knowledge. A network display of knowledge using nodes and links to arrange and to represent the relationship between concepts can provide a more complex knowledge structure than a hierarchical display. Moreover, it can facilitate a user to infer through the links shown on the network. For this reason, building a knowledge map based on the ontology technology has been emphasized to formally as well as objectively describe the knowledge and its relationships. As the necessity to build a knowledge map based on the structure of the ontology has been emphasized, not a few researches have been proposed to fulfill the needs. However, most of those researches to apply the ontology to build the knowledge map just focused on formally expressing knowledge and its relationships with other knowledge to promote the possibility of knowledge reuse. Although many types of knowledge maps based on the structure of the ontology were proposed, no researches have tried to design and implement the referential navigation-enabled knowledge map. This paper addresses a methodology to build the ontology-based knowledge map enabling the referential navigation between knowledge. The ontology-based knowledge map resulted from the proposed methodology can not only express the referential navigation between knowledge but also infer additional relationships among knowledge based on the referential relationships. The most highlighted benefits that can be delivered by applying the ontology technology to the knowledge map include; formal expression about knowledge and its relationships with others, automatic identification of the knowledge network based on the function of self-inference on the referential relationships, and automatic expansion of the knowledge-base designed to categorize and store knowledge according to the network between knowledge. To enable the referential navigation between knowledge included in the knowledge map, and therefore to form the knowledge map in the format of a network, the ontology must describe knowledge according to the relation with the process and task. A process is composed of component tasks, while a task is activated after any required knowledge is inputted. Since the relation of cause and effect between knowledge can be inherently determined by the sequence of tasks, the referential relationship between knowledge can be circuitously implemented if the knowledge is modeled to be one of input or output of each task. To describe the knowledge with respect to related process and task, the Protege-OWL, an editor that enables users to build ontologies for the Semantic Web, is used. An OWL ontology-based knowledge map includes descriptions of classes (process, task, and knowledge), properties (relationships between process and task, task and knowledge), and their instances. Given such an ontology, the OWL formal semantics specifies how to derive its logical consequences, i.e. facts not literally present in the ontology, but entailed by the semantics. Therefore a knowledge network can be automatically formulated based on the defined relationships, and the referential navigation between knowledge is enabled. To verify the validity of the proposed concepts, two real business process-oriented knowledge maps are exemplified: the knowledge map of the process of 'Business Trip Application' and 'Purchase Management'. By applying the 'DL-Query' provided by the Protege-OWL as a plug-in module, the performance of the implemented ontology-based knowledge map has been examined. Two kinds of queries to check whether the knowledge is networked with respect to the referential relations as well as the ontology-based knowledge network can infer further facts that are not literally described were tested. The test results show that not only the referential navigation between knowledge has been correctly realized, but also the additional inference has been accurately performed.