• Journal of Technology Innovation
• /
• v.5 no.2
• /
• pp.22-47
• /
• 1997

This paper suggests a model of Living & Learning Nation as a new ploicy framework. It is a combination of Living Nation and Learning Nation. Living Nation model takes the nation as a living entity composed of spirit, resource, and communication : it grows but healthy and balanced growth is needed, its organs are closely connected, it has a circulation system, the 'spirit' factor plays the central role, etc.. Learning Nation model is a national level version of learning organization concept. The model defines new perspectives on the objectives, span of means, and the role of government in S&T policy. Therefore, the model can be used to give new insights to policymakers of developing countries facing the knowledge-based economy.

• 제어로봇시스템학회:학술대회논문집
• /
• 1993.10b
• /
• pp.271-276
• /
• 1993

Here in the present paper. A methodology for understanding scenes which includes moving objects in it, in the framework of notion of concepts. First by conceptualizing, understanding an object which is an element of a scene will be described. Then how to know the direction to which that object is heading will be discussed. Further, the methodology proposed, for understanding conceptually the motion of an object will be described utilizing the above knowledge of direction.

• 한국경영정보학회:학술대회논문집
• /
• 2008.06a
• /
• pp.609-614
• /
• 2008

본 연구는 정보를 자원으로 지식사회에 있어 사용자들이 필요로 하는 지식 데이터베이스 모델링 기법에 대한 설계 및 구축에 대한 연구를 실시 하였다. 기존의 Key-word검색을 통한 나열식 정보 서비스 관점에서 벗어나, 디지털 정보들의 속성을 분해, 연계, 창출하는 3단계 Framework을 통해 지식 데이터베이스를 구축하는 과정과 활용에 대한 Case Study를 통해 지식 데이터베이스를 활용방안을 제시하고 있다. 지식 데이터베이스를 통해 기존의 데이터베이스모델링 패러다임에서 벗어나 사용자에게는 지식탐험의 즐거움과 서비스 및 지식제공자 들에게는 새로운 수익창출의 기회를 제시해 주고 있다.

• Proceedings of the Korean Information Science Society Conference
• /
• 2008.06a
• /
• pp.134-137
• /
• 2008

A novel Intrusion Detection and Response System (IDRS) for IP based Ubiquitous Sensor Networks (IP-USN) is proposed. According to the best of our knowledge this is the first security framework for any kind of IP based sensor devices. The proposed scheme is fast, lightweight in terms of computation and memory, which make it appropriate for resource constrained sensor devices.

• English Language & Literature Teaching
• /
• v.9 no.1
• /
• pp.173-187
• /
• 2003

This paper proposes a semantic description of the English nominal relatives with a knowledge representation framework of Conceptual Graphs(CGs), which is a computer-oriented form of interlanguage from the Conceptual Structures Theory. This paper focuses on the difference between definite and universally quantified meaning of nominal relatives, on the compound relative clauses, and also on the difference between nominal relative clauses and interrogative clauses.

• International conference on construction engineering and project management
• /
• 2009.05a
• /
• pp.601-605
• /
• 2009

The objective of this research is to develop a knowledge discovery framework which can help project teams discover useful patterns to improve energy efficient building design. This paper utilizes the technology of data mining to automatically extract concepts, interrelationships and patterns of interest from a large dataset. By applying data mining technology to the analysis of energy efficient building designs one can identify valid, useful, and previously unknown patterns of energy simulation modeling.

• Journal of the Korean Chemical Society
• /
• v.56 no.5
• /
• pp.638-647
• /
• 2012

The college of education should support pre-service teachers to learn knowledge of their major and develop the ability of presenting or teaching the knowledge. The pre-service teachers may have many opportunities of presentations to develop the ability of teaching. Some college of education provide such opportunities in the 'seminar' course. In this study we investigated the pre-service teachers' perceptions on the seminar where they present contents of their major, developed the framework to analyze and evaluated the seminar presentation ability, and explored the change of presentation ability through a case study. Pre-service teachers perceived that from the seminar they could develop the presentation skill and understand the scientific contents more deeply. However they pointed out the difficulty of understanding others' presentations, discussing on the contents and interpreting the English paper. We developed the presentation analysis framework including the evaluation elements, the evaluation items, and the evaluation methods according to the progress of a seminar presentation. Using this framework we evaluated and compared the development of seminar presentation ability of a per-service teacher both quantitatively and qualitatively. We discussed the educational implication of this study such as the suggestion for the effective management of a seminar and the usage of the presentation analysis framework.

• Journal of The Korean Association For Science Education
• /
• v.33 no.5
• /
• pp.1041-1054
• /
• 2013

Big ideas are overarching principles that help students to build a holistic understanding of domain-specific knowledge and assimilate individual facts and theories. This study aims to design a standard-based integrated science curriculum framework based on Big Ideas. The core contents were extracted by analysing the 2009 National Science Standards curriculum of primary and middle schools. Four Big Ideas, 'diversity,' 'structure,' 'interaction,' and 'change,' were generated after the process of examination and categorization of core contents. The scientific facts, disciplinary concepts, and interdisciplinary concepts of every scientific domains included in each Big Idea are represented as a knowledge pyramid. Essential questions guiding the direction of curriculum design were proposed on each Big idea. Based on the framework, teaching modules for 'structure' were developed for grades 5~6.

• Journal of the Korean earth science society
• /
• v.31 no.5
• /
• pp.521-530
• /
• 2010

This study aimed to explore how to characterize the earth science inquiry in schools in terms of science teaching interaction and constructivist teaching practice. The constructivist teaching practices were analyzed with Reformed Teaching Observation Protocol (RTOP) in three aspects including (1) student oriented class implementation, (2) subject knowledge and representation, and (3) classroom communication. Fourteen earth science classes were observed and scored with RTOP. The class was evaluated to be transitional stage in terms of constructivist teaching, e.g., moving toward student-centered teaching practice. Especially, Korean teachers tend to lean their classes more on propositional knowledge than procedural knowledge. To interpret science teaching interactions, an earth science teacher with a RTOP top rank was selected. Her class was then videotaped for detailed analysis. I adopted the analytical framework of communicative approaches and discourse patterns among the five aspects of interactions presented by Mortimer and Scott (2003). It was found that this earth science teacher used more authoritative patterns than the dialogic. In addition, she used IRE discourse pattern more frequently. Interestingly, teachers interacted with their students more frequently in the form of repeated (or IRE chain pattern), that is IRFRF (teacher initiation-student response-teacher feedback-student response-teacher feedback) in the context of dialogic communicative approaches, while simple IRE occurred in an authoritative approach. In earth science classrooms, typical interaction may well be constructed in the form of IRFRF chains to allow students free conjectures and abduction.

• Journal of Korean Elementary Science Education
• /
• v.36 no.4
• /
• pp.405-427
• /
• 2017

This study aims to describe various teaching cases about 'earth revolution' in terms of PCK; knowledge of curriculum, knowledge of teaching strategies and knowledge of assessment. Based on these various cases we suggested PCK progressions about 'earth revolution'. For these, we recorded 'solar system and star' classes of nine elementary school teachers' in Kangwon, Gyeonggi, Gwangju, and Seoul. We adopted Lee & Lee (2016)'s topic-specific PCK framework to analyze the classes. As results, we suggested topic-specific PCK progression about 'earth revolution'. The results showed the upper anchor of the earth revolution class were exploring the reason of the change of constellation, finding the tendency of constellation change. These teachings were carried by the teachers' adaptive strategies. The upper anchor of the assessment was monitoring students' understanding during the whole class. The PCK progression about 'earth revolution' could help the teachers plan the earth revolution class, and reflect their own teachings.