• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.461-476
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• 2013

Knowledge maps for science and technology are used extensively in the research projects. However, they are not organized systematically and are not necessarily suitable to be used in the research projects. Therefore, this study aims to organize the knowledge maps in order to support scientific research projects. To this end, the existing knowledge maps for science and technology are classified as one of four types based on data representation methods; the frequency summary map, trend summary map, distribution-based knowledge map and network-based knowledge map. Additionally, by summarizing and classifying the knowledge maps through the principle of 'five w's and one h', the unexplored area are investigated. Finally, some examples of useful knowledge maps in terms of data analysis are provided with details such as definitions, components and utilization purposes. These findings may be a starting point for future research into a better understanding of knowledge maps for science and technology.

• Journal of information and communication convergence engineering
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• v.9 no.3
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• pp.287-294
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• 2011

This paper proposes a search system using the topic maps that it extends XMDR into Knowledge based XMDR for solving of the problems of the heterogeneity of distributed data on a network and integrate data by an efficient way. The proposed system combined Topic Maps and the extended metadata registry effectively. The Topic Maps represent related knowledge and reasoning relationship by associations of topic. And the extended metadata registry standards and manages the metadata of the local systems through registration and certification on the distributed environment. We also proposed a meta layer, include the meta topic and meta association to achieve semantic classification grouping of topics and to define relationship between Topic Maps and extended metadata registry.

• Journal of the Korea Society of Computer and Information
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• v.28 no.4
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• pp.31-39
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• 2023

In this paper, we propose an Internal/External Knowledge Distillation (IEKD), which utilizes both external correlations between feature maps of heterogeneous models and internal correlations between feature maps of the same model for transferring knowledge from a teacher model to a student model. To achieve this, we transform feature maps into a sequence format and extract new feature maps suitable for knowledge distillation by considering internal and external correlations through a transformer. We can learn both internal and external correlations by distilling the extracted feature maps and improve the accuracy of the student model by utilizing the extracted feature maps with feature matching. To demonstrate the effectiveness of our proposed knowledge distillation method, we achieved 76.23% Top-1 image classification accuracy on the CIFAR-100 dataset with the "ResNet-32×4/VGG-8" teacher and student combination and outperformed the state-of-the-art KD methods.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.13-24
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• 2002

This study examined the knowledge structure constructed by children before formal instruction, and successive changes in the structural complexity of knowledge during the learning of the 'Structure and Function of Plants' unit. The researchers let the 5th graders draw the first draft of their concept maps in order to examine the pre-existing knowledge structure concerned with the unit and also four concept maps after completing every fourth lesson. Each concept map drawn by children on the basis of the previous one showed the degree of their current understanding on the structure and function of plants. The results revealed that only two levels of hierarchy and five relationships among the components of the first concept map(relationship, hierarchy, cross link and example) were proven to be valid in terms of conceptual relevance. According to the standard map, there was no change in hierarchy from the 2nd to the 3rd map, and in example from the 2nd to the 4th map. However, the gradual and successive increases of the scores in all components appeared in the children's maps throughout the unit. Knowledge restructuring occurred strongly in the early periods from the 1st to the 6th lesson, and the significant stable changes in tuning and accretion appeared throughout the whole lessons. The results also showed that there were no significant gender differences on the 5th grader's knowledge structuring.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.685-689
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• 2009

Evolutionary Computation is not only widely used in optimization and machine learning, but also being applied in creating novel structures and entities. This paper proposes evolutionary topic maps that can suggest new and creative knowledge not easily producible by humans. Interactive evolutionary computation method is applied into topic maps in order to accept human evaluation on feasibility of intermediate topic maps. Evolutionary topic maps are creativity support tools, helping users to encounter new and creative knowledge. Further work can greatly improve the system by providing more operations, preventing over-convergence, and overcoming user fatigue problem by providing more intuitive user interface, better visualization, and interpolation mechanisms.

• International Journal of Advanced Culture Technology
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• v.7 no.1
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• pp.43-48
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• 2019

The purpose of the study was to examine early childhood teachers' content knowledge of economic education. The subjects, 60 early childhood teachers, were asked to draw concept maps about early childhood economic education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequencies. The results were as follows. First, 248 superordinate concepts were shown, and they were categorized into nine representative terms: 'Scarcity and Choice,' 'Decision Making,' 'Monetary Value,' 'Production,' 'Consumption,' 'Distribution,' 'Restrain,' 'Reuse,' and 'Economic Education Activity.' Second, 1,440 subordinate concepts were shown, and 'coin,' 'bill,' 'saving,' 'bank,' and 'money' were frequently shown. Third, the mean numbers of subordinate concepts per superordinate concepts showed that early childhood teachers had more knowledge about 'Consumption,' 'Monetary Value,' and 'Economic Education Activity' than other superordinate concepts. The results showed the need for early childhood teachers to have more systematic and hierarchical pedagogical content knowledge on economic education.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1997.10a
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• pp.315-320
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• 1997

Rule minimization technique adapted from rough set theory was applied to remove redundant knowledge which is not necessary to make a knowledge base. New algorithm to diagnose fault using Improved Fuzzy Cognitive Maps(I-FCMs), and Fuzzy Associative Memory(FAM) is proposed. I-FCM[22] is superior to gathering knowledge from many experts and descries dynamic behaviors of systems very well. I-FCM is not only a knowledge base, but also a inference engine. FAM has learning capability like neural network[12]. Rule minimization and composition of I-FCM and FAM make it possible to construct compact knowledge base and breaks the border between inference engine and knowledge base.

• International Journal of Advanced Culture Technology
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• v.7 no.1
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• pp.143-149
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• 2019

The purpose of the study was to examine early childhood teachers' content knowledge on green growth education. The subjects, 45 early childhood teachers, were asked to draw concept maps about early childhood green growth education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequencies. The results showed that early childhood teachers used 182 superordinate and 1,292 subordinate concepts in the concept map of green growth education for young children. Although early childhood teachers had a wealth of content knowledge on green growth education as proposed by the Ministry of Education, their knowledge was disproportionate to some areas and sub-areas of green growth education. These results implied the needs of developing teacher education programs for early childhood green growth education.

• Korean Journal of Childcare and Education
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• v.14 no.2
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• pp.19-38
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• 2018

Objective: This study explores how pre-service teachers' knowledge changed in the field of movement education and the characteristics of the instruction they perceived during a 15-week course. Methods: The drawing of concept maps and interviews were used to discuss how pre-service teachers' knowledge changed and the characteristics of the course. Results: The results showed that the pre-service teachers interrelated concepts in a more systematic way, and the concepts they used were increased while master concepts were decreased, indicating that their knowledge changed in a far more hierarchical order after the class. Characteristics of the course that led to a change in their knowledge appeared under the proper guidance of a professor. This was well demonstrated by feedback and evaluation at the stage of planning instruction and simulation teaching. Conclusion/Implications: The study demonstrated that the proper guidance of a professor was a useful tool for fostering the professional development of pre-service teachers in regard to constructing knowledge in movement education.

• Education of Primary School Mathematics
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• v.2 no.1
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• pp.65-73
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• 1998

The purpose of this study is to investigate significant differences of structural knowledges among the groups(high, middle, low) when the 6th grade subjects structured the concepts of the plane figures, triangle and quadrangle, by concept maps, and to analyse the features of concept maps according to hierarchy. For this purpose, the following two research contents were investigated： 1. Investigating significant differences of structural knowledge in the concepts of the plane figures using concept maps among the groups(high, middle, low). 2. Analysing the features of concept maps according to hierarchy. The structural knowledges represented on the concept maps of triangle and quadrangle which were drawn by the subjects were analysed by propositions, hierarchies, and cross-links. Subject-self Reports about how to make the concept maps were used to analyse the features of concept maps according to hierarchy. The conclusions drawn from the results were as fellows： First, there were significant differences among the groups in proposition links. Second, there wasn't my significant difference among the groups in hierarchy. Third, there were significant differences among the groups in cross-links, and Fourth, the results of analysing the concept maps by hierarchy showed that there were differences among the individuals in constructing the knowledges.