• International Journal of Knowledge Content Development & Technology
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• v.9 no.1
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• pp.81-108
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• 2019

This research has investigated the perceptions of subject specialization services and the opinions of students majoring in library and information science preparing for librarianship, librarians operating in the field, and library directors on the status and ways of nurturing subject specialization for librarians, among others. To this end, based on the results of previous research and the survey questionnaire analysis, we have presented a policy to train subject librarians. First, we have proposed a plan for systematizing the current educational system within the department of library and information science. We have also suggested ways to secure subject expertise based on curriculum management, minor programs, multi-major programs, and interdisciplinary major programs based on the standard curriculum model. Second, we have presented a subject specialization educational system for field librarians, and further suggested details for the development of an educational program that can help build subject expertise and the operation of educational methods as well as the personnel in charge of implementing the educational programs. Third, we have proposed institutionalization of the qualifications of the subject librarian where the qualification requirements have been organized considering academic background, major program, library career, and career experience in the subject specialization service, further suggesting the implementation and maintenance of the system.

• Journal of Korean Library and Information Science Society
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• v.16
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• pp.129-157
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• 1989

Through this study, some considerations to be taken into account in order to construct the user model for the user friendly system which can provide each individuals user armed with varied intellectual level with the relevant information, can be summarized as follows : (1) The user' ability to use the system and users' subject knowledge, the distribution of the users' level knowledge should be considered for the decision of the typed of interaction between the users and the system. (2) the knowledge of the user models should include the following kinds of knowledge inharmony with one another, 1. Standard user knowledge which represents a general characteristic of user group, 2. individual user knowledge which represents an individual's unique characteristic, 3. Long-term user knowledge which represents the education level and subject background of users, 4. short-term user knowledge which represents the purpose of information science and information need by users (3) As knowledge generation technique, both the implicit method and explicit method should be a n.0, pplied, observation of the system during the interaction, and explicit method generates the knowledge by the user's answering the questions already made by the system. (4) The frame technique as the knowledge representation for the user-modelling in which user-knowledge is represented in a limited situation and in a qualitative aspects, can be recommended. The frame is adequated for the explanation of structured situation, and for the processing the present situation by inferring the previous experiences.

• Journal of the Korea Fashion and Costume Design Association
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• v.23 no.4
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• pp.73-80
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• 2021

This study is a descriptive cross-sectional study to confirm the knowledge, attitudes, and preventive practice behaviors of university students concerning COVID-19 and to identify the factors that influence preventive practice behaviors. The number of study subjects was calculated using G*power program 3.19. The data collected from the study were analyzed using SPSS/WIN version 25. The subject's characteristics, knowledge, attitude, and preventive practices against COVID-19 were analyzed with descriptive statistics, and the difference in knowledge, attitude, and prevention practices against COVID-19 according to the subject's characteristics was evaluated using an independent t-test, ANOVA, and post-hoc test was conducted using a Scheffé test. Correlations of knowledge, attitude, and prevention practices against COVID-19 were analyzed using Pearson Correlation coefficients, and factors affecting COVID-19 prevention practices were analyzed using stepwise multiple regression. The number of subjects analyzed in the study was 232. The general characteristics of the study subjects were 78 males (33.7 %) and 154 females (66.3 %). The subject's knowledge score about COVID-19 was 85.13±6.22 out of 100 points, and the attitude score toward COVID-19 was 12.47±1.31 out of 14 points. The prevention practice score for COVID-19 was 29.36±3.42 out of 32 points. As a result of the study, knowledge about COVID-19 was found to have a significant positive correlation with attitude (r=.34, p<.001); COVID-19 prevention practice behavior was found to have a significant positive correlation with knowledge (r=.54, p<.001), and attitude (r=.62, p<.001). The main factors influencing the COVID-19 prevention practice behavior were knowledge, attitude, and major (Cosmetology major).

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.1
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• pp.5-26
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• 2012

Mapping FRSAD and other ontology models intends to suggest a higher knowledge level that is independent of any information implementation system or specific context, and to endeavor to focus on the semantics, knowledge structures, subject access, and interoperability. Providing an application of FRSAD model to information environment and representing and sharing the information within the library sector and beyond, there needs encoding scheme for knowledge representation. This study suggested an OWL based ontology architecture for FRSAD model and demonstrated the pilot FRSAD ontology model using Prot$\acute{e}$g$\acute{e}$ software.

• Journal of Information Science Theory and Practice
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• v.1 no.2
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• pp.6-15
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• 2013

Dr. Ranganathan's "Principles for Helpful Sequence" among the set of normative principles play an exclusive role in the arrangement of subject isolates. Each subject in the universe of subjects is regulated by a guiding principle of its own which analogously determines the sequence of Arrays in ordering the subject surrogates or isolates. For example, the "Principle of Later-in-Evolution" is applied for sequencing isolates of Animal and Plant Species; this concept can be applied to one of the tools of KOS viz. Taxonomies. The application of Principles for Helpful Sequence is summarily presented and in the process the paper highlights the inherent elements of knowledge organization in each one of these principles in a manner that might map the future course of research in this area with the potentiality to bring about a relation between principles for helpful sequence and KOS.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.135-143
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• 2001

Teachers' cognitive understanding of subject matter content have direct impact on the quality of students learning. In order to understand this, we need to investigate the relationships between the teachers' level of knowledge about the content and the instruction teacher provide for students. Professional development programs for computer education teachers include courses in computer science, curriculum studies, and the application of computers in the classroom. Effective teachers, however, have expertise in the subject matter content, know curriculum, and understand contextual knowledge for teaching computers in the classrooms. Although computer education have evolved for last 20 years, we have not yet made significant progress on researching "what" is the professional knowledge of computer teachers, and "how" they could be trained. Teacher's knowledge includes pedagogical and contextual knowledge of teaching the specific subject. The purpose of this paper is to understand the professional knowledge of computer teachers, and the adoption of PCK (pedagogical content knowledge). As a result of this paper, I hope to initiate further discussions and researches on PCK and its' implication for computer teachers and teacher preparation programs in Korea.

• Journal of the Korean Society for information Management
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• v.3 no.1
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• pp.70-102
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• 1986

This study is an attempt to develop a knowledge base with Inference mechanism for document retrieval, which is the core element of expert system. The purpose of this study is to design the knowledge base in order to intellectually process user queries eventually improving the effectiveness of information retrieval, under the assumption that the user who wants to search a certain subject generally lack the prior knowledge about that subject. In this paper, some characteristics of Korean complex nouns are structurally analyzed and are represented in the knowledge base.

• Journal of The Korean Association of Information Education
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• v.5 no.3
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• pp.337-350
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• 2001

It is very important thing providing basic theoretical structure to research about computer education to establish scientific identity of computer education. In addition, it will be expect to contribute qualitative improvement of computer education. As this viewpoint, I discussed about education in knowledge-information based society and the relation between knowledge, information, and ICT in this study. Through this discussion, I researched necessity and direction of computer education. Also, I researched the concept of computer subject matter education from discussion about the concept of subject matter education. In addition, I surveyed the concept, premises and elements of subject matter education, and I led the structure and direction of the computer subject matter education as subject matter education.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.40-63
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• 1999

As the environmental problems are recognized as daily problems in our lives, not as issues of those who are engaged in specific professional fields, the interest in environmental education is increasing gradually. The environmental education is the one that studies the environment and its problems and seeks the solutions for them. This paper deals with how the Korean subject will include environmental education. The environmental problems are already dealt with in the Korean textbooks according to the 6th curriculum for the Korean subject. A noticeable fact is that those textbooks connect the skills for language skills with environmental education. That is, the textbooks try to improve 4 language skills (speaking, listening, reading, and writing) with the Korean data related to environment, which can be the most practical means. This tendency will be also reflected in the 7th curriculum for the Korean subject, and the means will be taken by which environmental education will be able to be implemented more effectively through a variety of learning activities. In case of speaking and listening, learning activities such as speaking of, listening to, or discussing the contents concerning environmental problems can be recommended. In case of reading and literature, learning activities such as reading articles or works concerning environmental problems. Through these learning activities the Korean education will be able to achieve the goal in the fields of knowledge, information, and autonomy or attitudes which are the goals of environmental education. If the contents of the Korean curriculum are described in detail, it can be known that the Korean subject have someting to do with knowledge, skills, and recognition more deeply. In the methods In obtain information and knowledge, it will be desirable to recognize knowledge and information indirectly through various reading data rather than to recognize knowledge and information directly. Or it will be desirable to increase the sensitivity about environmental problems through literary works. For this environmental education in the above, we need to utilize discussion or presentation-oriented leaching and learning in the Korean education. Also we need to approach environmental problems by using various teaching media. We need to emphasize the education in the affective domain, especially through expression of emotions. guidance of reactions, internalization, personification, and so on.

• School Mathematics
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• v.10 no.3
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• pp.463-487
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• 2008

The purpose of this study was to analyze teachers' pedagogical content knowledge on probability. Teachers' pedagogical content knowledge on probability was analyzed in detail into 2 categories: (a) subject matter knowledge, (b) knowledge of students' understanding and misunderstanding. The results showed, in terms of the subject matter knowledge, that the teachers have some probability misconception. And, it showed, in the point of the knowledge of students' understanding, they could not explain why students have difficulties to solve some tasks with regard to probability. This study raised several implications for teachers' professional development for effective mathematics instruction.