• Journal of the Korean Institute of Intelligent Systems
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• v.8 no.6
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• pp.70-77
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• 1998

Although many methods of knowledge acquisition has been developed in the exper systems field, such a need form causal knowledge acquisition hs not been stressed relatively. In this respect, this paper is aimed at suggesting a causal knowledge acquisition process, and then investigate the causal knowledge-based inference process. A vehicle for causal knowledge acquisition is FCM (Fuzzy Cognitive Map), a fuzzy signed digraph with causal relationships between concept variables found in a specific application domain. Although FCM has a plenty of generic properties for causal knowledge acquisition, it needs some theoretical improvement for acquiring a more refined causal knowledge. In this sense, we refine fuzzy implications of FCM by proposing fuzzy causal relationship and fuzzy partially causal relationship. To test the validity of our proposed approach, we prototyped a causal knowledge-driven inference engine named CAKES and then experimented with some illustrative examples.

• Research in Mathematical Education
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• v.19 no.2
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• pp.101-115
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• 2015

In the present paper, we argue any research concerning human knowledge construction, components, or types needs to clarify its epistemological stance regarding 'knowledge' in that such viewpoint might have much influence on the nature of knowledge the researcher sees and the way in which evidence for knowledge development is gathered. Thus, we suggest two alternative research groups who conducted their studies on mathematical knowledge for teaching with an explicit epistemological standpoint. We finalize our discussion by reviewing concrete examples in the previous literature on teacher knowledge of fraction conducted by the two groups.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1998.10a
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• pp.461-467
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• 1998

Although many methods of knowledge acquisition has been developed in the expert systems field, such a need for causal knowledge acquisition has not been stressed relatively. In this respect, this paper is aimed at suggesting a causal knowledge acquisition process, and then investigate the causal knowledge-based inference process. A vehicle for causal knowledge acquisition is FCM (Fuzzy Cognitive Map), a fuzzy signed digraph with causal relationships between concept variables found in a specific application domain. Although FCM has a plenty of generic properties for causal knowledge acquisition, it needs some theoretical improvement for acquiring a more refined causal knowledge. In this sense, we refine fuzzy implications of FCM by proposing fuzzy implications of FCM by proposing fuzzy causal relationship and fuzzy partially causal relationship. To test the validity of our proposed approcach, we prototyped a causal knowledge-driven inference engine named CAKES and then experime ted with some illustrative examples.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.699-710
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• 2007

During the last two decades, many researchers have attempted to understand pedagogical content knowledge (PCK). Now it is time to think about how to apply the theoretical aspects of PCK to practice. In an attempt to address this issue, it is indispensable to review the existing literature on teachers' knowledge bases and PCK. Therefore, the purposes of this paper are to look at how the concept of PCK has been developed and extended over the past two decades as well as to provide a shared understanding of PCK for the practical use of this concept in teacher education programs. The paper begins with a discussion of various models of teachers' knowledge as conceptualized by several renowned researchers, moves on to a review of existing research focusing on the knowledge of science teachers, then examines the literature on PCK as a critical part of teachers' professional knowledge, and finally concludes with an integrated operational definition of PCK that can be employed into designing teacher education programs.

• Journal of the Korean Society for Library and Information Science
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• v.40 no.1
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• pp.139-162
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• 2006

This study suggested a knowledge theory, theoretical framework and general principles in methodologies for library and information science by theoretically weighing domain analysis. The central concept to domain analysis are a subject knowledge constituting the domain and a discourse communities to share their knowledge. Therefore the study described a definition of domain and explained domain in ontological, epistemological, and sociological dimensions, proposed eleven approaches available in domain analysis. And the study argued the implications of domain analysis for library and information in position of socio-cognitive view and pragmatic realism.

• Knowledge Management Research
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• v.12 no.4
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• pp.77-90
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• 2011

This study examined the effects of knowledge management strategy and structural capital on organizational performance. Structured capital was classified into three dimensions: organizational culture, knowledge process, and information technology. Data were collected from 251 employees in a public institution. Results indicated that organizational knowledge-based strategy was positively related to employees' job satisfaction, and that information technology-based strategy was positively related to customers' satisfaction and institutional image. Results also indicated that organizational culture and knowledge process were positively related to customers' satisfaction, employees' job satisfaction, and institutional image, whereas informational technology was negatively related to customers' satisfaction and institutional image. Finally, the theoretical and practical implications of the results were discussed.

• Journal of Navigation and Port Research
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• v.27 no.6
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• pp.683-691
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• 2003

This exploratory study aims to investigate issues that, according to the Nonaka's theoretical model, are believed to hold significant ramifications on the effectiveness of creating and sharing organizational knowledge among distributed workers. These include changes in accessibility of knowledge with different levels of implicity, and the choice of communication media as a knowledge management channel. Related data were gathered from distributed-workers in Japan through interviews and a survey questionnaire. Data analysis revealed changes in the dynamics of internal and external interactivity, in the accessibility of necessary knowledge, and in the reliance on electronic media for knowledge exchange. The findings' implications are discussed from the perspective of knowledge creation ana sharing, and further suggestions have been made for the direction of future research efforts.

• Knowledge Management Research
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• v.3 no.2
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• pp.85-101
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• 2002

Theoretical foundations of the knowledge management(KM) have been perceived still developing in the field. And, the literature shows many key success factors for KM, but, in more conceptual and abstract term. Companies interested in knowlege management demand for practical guidelines. Based on the constituent elements of KM, this study classifies key success factors identified from thirty three success cases, domestic and in other countries. Further, fifteen propositions are suggested and discussed for future research and project management in KM.

• Research in Mathematical Education
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• v.4 no.1
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• pp.23-31
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• 2000

This research elaborated five components for pre-service mathematics teacher training: 1) Mathematical content knowledge, 2) Pedagogical content knowledge, 3) Pedagogical reasoning, 4) System of training, and 5) Mathematics teachers' beliefs. For the effect teaching, mathematics teacher program should be reformed. The key to improvement should be concerntrated on developing knowledge about effective teaching and translating it into algorithms those teachses can learn and incorporate in their planning prior to teaching. A theory of instruction should specify the most effective sequences in which to present the materials to be learned.

• International conference on construction engineering and project management
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• 2005.10a
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• pp.714-718
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• 2005

Knowledge management (KM) continues to receive mounting interest within the construction industry due to its potential to offer solutions for organisations seeking competitive advantage. This paper presents a KM input-process-output conceptual model comprising unique and well-defined theoretical constructs representing KM practices and their internal and external determinants in the context of construction. The paper also presents the underlying principles used in operationally defining each construct using extant KM literature, and offers a number of testable hypotheses that capture the inter-relationships between the identified constructs.