• STI Policy Review
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• v.6 no.2
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• pp.146-173
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• 2015

This study explores how to reconcile science and policy in the wind energy sector by providing a conceptual framework for better understanding evidence-based policymaking (EBPM). Regarding this framework, the core issue is to discover how knowledge is formed over time, and which factors affect this knowledge formation. Comparative cases of wind industry emergence in Spain and Britain are examined. This analysis shows that knowledge formation initially starts in the scientific arena in parallel with its formation in the practical, and is followed by political knowledge formation near the beginning of commercial projects. Regarding knowledge formation, three more comparisons are made between wind industry emergence in Spain and Britain: the different approaches to R&D projects, the different adoptions of supporting measures, and the different ways of coping with public opposition. The factors affecting the comparisons are mainly perceptions of energy supply, nuclear power, environment and science and technology. Communication and unfamiliarity are likely to affect the comparisons in EBPM.

• Knowledge Management Research
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• v.4 no.2
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• pp.55-77
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• 2003

In this study, some issues that are related to embody the original conception and ideal of action learning are explored in terms of misunderstanding and misuse of action learning in Korean corporate context. The conception of action learning is deconstructed through the lens of 'action' and 'learning' concept, followed by conceptual analysis to the nature of 'action' and 'learning'. Based upon this conceptual deconstruction of 'action' and 'learning', this study is conducted to categorize the concept of 'action' and 'learning' into several representative attributes. Categorization of 'action' and 'learning' leads to draw some adjectives, for examples, reflective, dynamic, complex, nonlinear, that are critical for characterizing action learning. That is, the nature and ideal of action learning are critically reviewed with the reconceptualization of 'action' and learning, which are deconstructed. The Discussion of final thoughts is on what kinds of knowledge perspectives action learning holds in comparison with those of knowledge management and on how to facilitate knowledge construction and sharing with action learning.

• Journal of the Korean Society for Precision Engineering
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• v.17 no.6
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• pp.63-68
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• 2000

This paper describes the conceptual design of new robot hand by type synthesis. The conventional robot hands with rotational movement have bad controllability because the distance between the final rotational joint and the center of things grasped is changed according to the size of things grasped. This paper uses the systematic procedure of type synthesis and the knowledge for designing robot hands. The new 6-bar Watt I type conceptual robot hand with rectilinear translational movement is proposed.

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

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.16-27
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• 2019

In order to note some points necessary for developing the cornerstone design course concentrating on conceptual design through that students acknowledge that engineering design is not to make things but to produce knowledge not only meet requirements of clients, users, and stake holders but also to solve problems, this paper describes the contents for the course that covers conceptual design as well as embodiment design, explains some ways and tools both for guiding students and for asking for study of lecture materials, and discuss things to be considered when faculty designs the course.

• Proceedings of the Korean Society for Technology of Plasticity Conference
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• 2001.05a
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• pp.71-76
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• 2001

This paper describes a research work of developing system for conceptual die design system for Fine blanking. The method of approaching to the system is based on the knowledge-based rules. Knowledge for the system is formulated from experimental results and the empirical knowledge of field experts. This system has been written in VisualLISP on the AutoCAD using a personal computer and in Microsoft Visual Basic ver.6.0. Transference of data is accomplished by DXF (Drawing Exchange Format) method. This system consists of six modules, which are cognition of a drawing, cognition of shear length, calculation of shear force, materials properties database, determination of degree of difficulty of the product, determination of approximate life of punch and die modules. Results carried out in each module will provide efficiency to the designer and the manufacturer of die for Fine blanking. But the main focus of this system is the design of die for Fine blanking in the level of general concept. In order to use powerful tool in this field, developed system will be studied continuously.

• The Mathematical Education
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• v.47 no.2
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• pp.181-195
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• 2008

The purpose of this study was to investigate the understanding of basic knowledge of mathematics for $6^{th}$ grade students in elementary school by an essay test and provide instructional suggestions for teachers. A total of 132 students from 6 classes in 3 elementary schools were tested and analyzed in terms of the characteristics of correct answers and types of incorrect answers. The results showed that students had poor understanding of basic conceptual concepts and principles throughout six content areas of school mathematics curriculum, despite their good performance on mathematical skills. This study included implications to teaching and learning for each of the content areas.

• Korean Journal of Cognitive Science
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• v.13 no.1
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• pp.41-51
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• 2002

In this paper, I describe a knowledge-based question-answering system and significance of the system with a view to constructing a fact database. The knowledge-based system takes advantage of existing NLP-resources such as conceptual structures of ontologies along with morphotogical, syntactic and semantic analysis. The use of conceptual structures allows us to select right answers through inferences basically made by expansions of concepts. However, the work of constructing factual knowledge requires a great amount of acquisition time in large-scale applications because of the nature of human interference. This is why the procedure of acquiring factual knowledge cannot be fully automated. Apart from efficiency considerations. the knowledge-based system deserves serious consideration, I point out benefits of the system and describe the whole procedure of building the system in terms of a fact database.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.773-794
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• 2001

Many studies on the professional development of science teachers demonstrated that induction teachers' conceptions of teaching science are important factors in developing their professionalism. The present study was conducted to describe in detail the progress of two science induction teachers, June and Mike, towards conceptual change teaching, and to investigate secondary induction science teachers' conceptions of teaching science by analysing their conceptual ecologies. The study was interpretive, using multiple data sources to achieve a triangulation of data. Both June and Mike held strongly positive learning in their views of knowledge and science. Holding positivist views of knowledge and of science is likely to be a major obstacle for anyone coming to understand constructivism and its implications in teaching for conceptual change. This argument resonates in several key ways with the teachers' cases, even though I recognize differences between scenario and teachers, and between teachers themselves.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.331-340
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• 2003

This paper presents a case study of the student's culture as a component of conceptual ecology that affects discussions and discourses in the science classroom. The present study was conducted using a naturalistic approach, mainly through observing a science class of a middle school in Seoul, Korea, and through semistructured interviews. The case showed that the science classroom culture can be identified in four aspects: (1) knowledge; (2) the teacher; (3) classmates; and (4) self. These cultural aspects were strongly related to each other and functioned as constraints in discussions and discourses of the science classroom. For successful discussions and discourses, it is necessary to consider students' cultural aspects: epistemological views on knowledge, the teacher-student and student-student relationships, and the role of self in the discussions and discourses.