• Archives of design research
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• v.15 no.4
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• pp.337-346
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• 2002

Among many design processes such as learning, storing, retrieving and applying, the process that learns design knowledge is very important for producing creative results that solve design purposes in design computations. The computer should have the ability similar to human in learning design knowledge. It should recognize not only physical properties but also high level design knowledge constructed from the first level physical properties. The high level design knowledge are recognised in terms of isometric translation relationships. This paper explains properties of isometric translation and methods how the computer can recognize high level shape design knowledge using shape pattern representation.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.277-288
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• 2015

The purpose of this study is to find the point for improvement through the comparative analysis of the 2007 & 2009 revised science curriculum, and the NGSS of the United States with Bloom's revised taxonomy. The results of the analysis confirmed that the revised curriculum in 2009 compared to the revised curriculum in 2007 has expanded the type of cognitive process and knowledge, which promote a higher level thinking. However, the revised curriculum in 2009 has been biased to the type of specific cognitive process and knowledge in cognitive process dimension and knowledge dimension as compared to the NGSS of the United States. In the revised curriculum in 2009, the type of cognitive process such as 'analyze,' 'evaluate,' 'create,' and the type of knowledge such as 'meta-cognitive knowledge' have been treated inattentively. In addition, through comparative analysis, it was identified that the type of cognitive process and knowledge that were neglected in achievement standards were not dealt with in the learning objective of teachers' guides, either. The revised curriculum should consist of achievement standards in comparison to the previous curriculum to reflect better the goals of science education. Therefore, it is necessary to create an achievement standards including various types of cognitive processes and knowledge by improving the method of statement of achievement standards of science curriculum.

• Proceedings of the CALSEC Conference
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• 1999.07a
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• pp.63-94
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• 1999

본 연구에서는 지식경영을 실시하기 전에 자사의 현 상태를 진단할 수 있는 조직의 지식경영 준비도 측정 도구를 개발하였다. 조직 내 지식활동을 총체적으로 분석하기 위해 '지식고도화 모형'을 기반으로 해서, 각 영역에 사회적 요인과 기술적 요인으로 구분된 틀을 적용하여 연역하였다. 연역한 결과, 사람, 문화, 제도, 프로세스, 기술의 5차원에서 총 22개의 측정항목이 도출되었고, 도출된 요인의 타당도와 신뢰도 검증을 통해 최종적으로 5차원에서 총 21 개의 측정항목이 도출되었다.(중략)

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.591-612
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• 2008

In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

• Management & Information Systems Review
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• v.36 no.5
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• pp.175-193
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• 2017

This study examines the effect of social capital formed on B to B inter - firm transactions on firm's performance through a research model developed around the mediating effect of knowledge absorption capacity. In other words, we examined how each level of social capital affects firm performance. by examining the dimensions of social capital that are not presented in previous studies, we have identified how each element of social capital affects corporate performance. in addition, the effects of knowledge absorption on firm performance are analyzed and presented in various ways. The results of the study are summarized as follows. First, social capital is divided into three dimensions. In other words, the relationship between structural elements, relational dimensions, and cognitive dimensions was verified. First, the structural dimension influenced the relational dimension, and the relational dimension had a positive effect on the cognitive dimension. this is meaningful in that it solved what is pointed out as a limit in previous studies. this is meaningful in that it verified what was pointed out as a limit in previous studies. secondly, the structural dimension influenced the cognitive dimension. Second, each component of social capital has a positive impact on knowledge absorption capacity. Finally, it was found that knowledge absorption capacity had a positive effect on the corporate culture, and it was confirmed that knowledge absorption capacity was important. the extent to which social capital is absorbed in BtoB transactions means that the performance of the two companies can be quite different.

• 한국디지털정책학회:학술대회논문집
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• 2003.12a
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• pp.527-534
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• 2003

본 연구에서는 항공교통관제 조직 내 지식공유 문화를 조성하기 위해 항공교통 관제사들의 지식공유 의도에 영향을 미치는 요인들을 실증적으로 파악하고 이들이 실제 항공교통관제사들의 지식공유 의도에 어떠한 영향을 미치며 각각의 요인들의 영향력 크기를 상호 비교해 봄으로써 항공교통관제 조직 내 지식 공유문화를 정착하는데 그 목적이 있다. 그 결과 항공교통관제사는 지식경영을 새로운 패러다임으로써 정책적으로 추진하고자 하는 시대적 조류와 이에 따른 지식공유의 중요성에 대한 자각과 개인의 지식을 공유할 수 있는 열린 사고가 개인차원 에서 지식을 공유하도록 유도하는 요인으로 작용하며 더 나아가 동료간의 신뢰와 지식공유에 따른 평가 및 보상이 조직차원에서 주어질 때 더 원활한 지식공유가 이루어질 것으로 나타났다.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.53-68
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• 2011

This study analyzed the learning objectives in the 2007 revised 10th grade Home Economics textbooks of 6 different publishing companies and the achievement standards developed by Ministry of Education, Science and Technology(2009). Two experienced coders performed initial analysis based on the 'revision of Bloom's taxonomy of educational objectives' and had subsequent conferences to reach an agreement on different results between coders. For knowledge dimension, the results show that the major types of learning objectives in the "Future Family Life" unit are mainly consisted of factual knowledge and procedural knowledge, where as those of "Family Life Culture" unit are consisted of factual knowledge and conceptual knowledge. The achievement standards in both "Future Family Life" and "Family Life Culture" units are solely in a factual knowledge major type. The sub-type of knowledge dimension of both learning objectives and achievement standards fall into 'a specific facts and knowledge component'. For cognitive process dimension, the results show that the leaning objectives are focused on 'understand' and 'analyze'. Those of achievement standards are 'analyse' in the "Future Family Life" unit and 'understand' in the "Family Life Culture" units. From the result of this study, we can conclude that both learning objectives and achievement standards do not adapt any meta-cognitive knowledge, higher order thinking, and cognitive process.

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.103-114
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• 2020

This paper's research objective is to test educational content with different dimensions of knowledge during a graphic basic design course, while also proposing teaching plans and opinions for courses in flipped classrooms as well as enhancing educational efficiency. It categorizes educational content of courses based on the dimensions of knowledge in the learning objectives of Bloom's taxonomy. 120 students are divided into four experimental groups to respectively under go flipped classroom learning by using different dimensions of knowledge involved in course content. Course pretests and post tests are used to obtain and analyze experimental data. Among this knowledge, factual and conceptual knowledge obtained during extra curricular independent learning as well as programmed and meta-cognitive knowledge obtained during in-class learning from a flipped classroom can stimulate student's learning initiative and also enhance learning efficiency. According to research results and student feedback, this paper will propose targeted categorization methods for course content and also suggest educational strategies for these courses' flipped classroom model.

• Proceedings of the KAIS Fall Conference
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• 2002.05a
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• pp.160-162
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• 2002

본 논문은 LCD구동 IC 패키지 제조 분야에서 사용되는 TAB IC블랭킹 금형에 대해 신속하고 합리적인 설계를 수행하기 위하여 금형설계와 관련된 다년간 축적된 경험적지식과 설계지식을 전산정보화하여 지식베이스를 구축하였고, 설계에 필요한 TAP IC 패키지의 형상정보를 제공받기 위하여 표준적인 특징형상 입력모듈을 제안하였다. 또한 지식베이스를 통해 산출된 설계 결과를 3차원 모델러와 연계하여 3차원 형상생성 및 가공도면의 자동화를 실현하여, 기존의 TAB If 블랭킹 금형설계자 뿐만 아니라 신입설계자도 바로 실무에 적용할 수 있는 시스템으로 발전시키고자 한다.

• Proceedings of the KAIS Fall Conference
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• 2001.05a
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• pp.87-90
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• 2001

본 논문은 사출성형제품의 게이트 설계를 합리적으로 수행하기 위해 사출금형설계전문가의 축적된 지식과 경험을 발췌ㆍ정리하여 지식베이스를 작성하였으며, 설계에 필요한 제품의 형상정보를 제공하기 위해 총칭형상과 특징형상 개념을 이용하여 특징형상을 정의하였다. 또한 지식베이스를 통해 산출된 설계결과를 기하학적 모델러와의 인터페이스를 통해 3차원 형상으로 보여지도록 하였으며, 최종 생성된 3차원 기하학적 형상정보는 CAE 모듈이나 CAPP 모듈에서의 후속작업을 위해 제공될 수 있도록 구축되었다.