• 한국지능정보시스템학회:학술대회논문집
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• 한국지능정보시스템학회 2001년도 The Pacific Aisan Confrence On Intelligent Systems 2001
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• pp.410-420
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• 2001

A primitive conceptualization is defined as the set of all intended situations. A non-primitive conceptualization is defined as the set of all the pairs every of which consists of an intended knowledge system and the set of all the situations admitted by the knowledge system. The reality of a domain is considered as the set of all the situation which have ever taken place in the past, are taking place now and will take place in the future. A conceptualization is defined as precise if the set of intended situations is equal to the domain reality. The representation of various elements of a domain ontology in a model of the ontology is considered. These elements are terms for situation description and situations themselves, terms for knowledge description and knowledge systems themselves, mathematical terms and constructions, auxiliary terms and ontological agreements. It has been shown that any ontology representing a conceptualization has to be non-primitive if either (1) a conceptualization contains intended situations of different structures, or (2) a conceptualization contains concepts designated by terms for knowledge description, or (3) a conceptualization contains concept classes and determines properties of the concepts belonging to these classes, but the concepts themselves are introduced by domain knowledge, or (4) some restrictions on meanings of terms for situation description in a conceptualization depend on the meaning of terms for knowledge description.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권2호
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• pp.199-221
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• 2010

The purpose of the study were to investigate how secondary pre-service teachers conceptualize arithmetic mean and how their conceptualization was formed for solving the problems involving arithmetic mean. As a result, pre-service teachers' conceptualization of arithmetic mean was categorized into conceptualization by "mathematical knowledge(mathematical procedural knowledge, mathematical conceptual knowledge)", "analog knowledge(fair-share, center-of-balance)", and "statistical knowledge". Most pre-service teachers conceptualized the arithmetic mean using mathematical procedural knowledge which involves the rules, algorithm, and procedures of calculating the mean. There were a few pre-service teachers who used analog or statistical knowledge to conceptualize the arithmetic mean, respectively. Finally, we identified the relationship between problem types and conceptualization of arithmetic mean.

• 한국지능시스템학회:학술대회논문집
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• 한국퍼지및지능시스템학회 2004년도 춘계학술대회 학술발표 논문집 제14권 제1호
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• pp.111-114
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• 2004

Management of human knowledge is an interesting concept that has attracted the attention of philosophers for thousands of years. Artificial intelligence and knowledge engineering has provided some degree of rigor to the study of knowledge systems and expert systems(ES) re able to use knowledge to solve the problems and answer questions. Therefore, the process of conceptualization and inference of knowledge are fundamental problem solving activities and hence, are essential activities for solving the problem of software ES construction Especially, the access to relevant, up-to-date and reliable knowledge is very important task in the daily work of physicians and nurses. In this study, we propose the conceptualization and inference mechanism for implicit knowledge management in medical diagnosis area. To this purpose, we combined the dynamic knowledge map(KM) and relational database(RDB) into a dynamic knowledge map(DKM). A graphical user-interface of DKM allows the conceptualization of the implicit knowledge of medical experts. After the conceptualization of implicit knowledge, we developed an RDB-based inference mechanism and prototype software ES to access and retrieve the implicit knowledge stored in RDB. Our proposed system allows the fast comfortable access to relevant knowledge fitting to the demands of the current task.

• Spatial Information Research
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• 제22권6호
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• pp.55-65
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• 2014

본 논문은 조경설계를 위한 창의적 개념화를 지향하는 공간 의사 결정 시스템 모델에 대한 연구이다. (1)정보의 폭발 및 무시 (2)원칙성과 융통성의 딜레마 (3)비구조화된 성격의 계획 및 설계라는 세가지 특징 때문에, 현재 정보중심의 GIS는 큰 역할을 못하고 있다. 이에 현재의 정보중심의 GIS에 대한 대안으로 공간 개념화를 지향하는 SDSS(공간의 사결정지원시스템)모델을 제시하고자 한다. 미래의 공간 개념화 지향의 SDSS는 인지적 관점을 기반으로 한 공간개념화를 현재의 GIS기술과 연계시킴으로써 조경설계의 비구조적인 문제를 효율적이고, 창조적으로 해결할 수 있다. 공간개념화 지향의 SDSS 모델은 (1)인간정보처리 (2)도구 및 이론의 상호작용 (3)인지과학 및 실천인식론 (4)의사결정지원 시스템 (5)인간과 컴퓨터의 상호작용 (6)창조적인 사고라는 핵심이론 및 기술을 반영한다. 향후 구현될 공간 개념화 지향의 SDSS는 설계자가 공간계획 및 설계상에서 "숨겨진 조직"을 파악할 수 있게 하고, 생성 및 개념화 능력을 통해 새로운 아이디어를 개발하고 이를 다른 설계자와 공유할 수 있게 한다. 공간개념화는 (1)버블다이어그램 지향의 설계지원 시스템 (2)어의적 기억의 확장으로서의 프로토타입 (3)삽화적 기억의 확장으로서 스크립트라는 세 가지 핵심 아이디어를 통해 공간 설계의 개념화를 보다 용이하게 할 수 있다. 앞으로 이 세 가지 아이디어는 계획 및 설계를 위한 GIS기술의 미래 방향을 제시할 수 있을 것이다.

• 한국디자인학회:학술대회논문집
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• 한국디자인학회 2005년도 춘계 학술발표대회 논문집
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• pp.264-265
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• 2005

• International Journal of Knowledge Content Development & Technology
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• 제6권2호
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• pp.93-108
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• 2016

Rethinking and re-conceptualization of knowledge organization has become necessary as a result of recent changes brought by digitization, networked resources, and interdisciplinary shifts. This paper calls for a review of curriculum and changes in teaching approaches to respond to these changes. The paper suggests expanding the scope of knowledge organization by adding new topics, and recommends placement of these topics in different courses (introductory or foundation courses, core or required courses, and electives or specialized courses) for a balanced approach. The paper also proposes a change in the mindset about the target of these courses and recommends knowledge organization work be extended from institutions to individuals. It is also suggested that knowledge organization work responsibilities are broadened to involve authors, knowledge workers, and information users rather than restricting it only to trained information professionals. The paper highlights that the digital environment makes it necessary to change the context for teaching KO courses and goes beyond the collection of information resources and addresses personal information management needs as well. The paper concludes that fundamental changes tantamount to re-conceptualization of the area of knowledge organization, which is expected to open up new opportunities for information graduates aspiring to work in information environment beyond libraries.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권3호
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• pp.231-246
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• 2018

In this paper, we applied Sfard's reification theory to analyze the secondary students' level of conceptualization with regard to the formula of quadratic equation. Through the generation and development of mathematical concepts from a historical perspective, Sfard classified the formulation process into three stages of interiorization, condensation, and reification, and proposed levels of formulation. Based on this theory, we constructed a test tool reflecting the reversibility of the nature of manipulation of Piaget's theory as a criterion of content judgement in order to grasp students' conceptualization level of the formula of quadratic equation. By applying this tool, we analyzed the conceptualization level of the formula of quadratic equation of the $9^{th}$ and $10^{th}$ graders. The main results are as follows. First, approximately 45% of $9^{th}$ graders can not memorize the formula of quadratic equation, or even if they memorize, they do not have the ability of accurate calculation to apply for it. Second, high school curriculum requires for students to use the formula of the quadratic equation, but about 60% of $10^{th}$ graders have not reached at the level of reification that they can use the formula of quadratic equation. Third, as a result of imaginarily correcting the error of the previous concept, there was a change in the levels of $9^{th}$ graders, and there was no change in $10^{th}$ graders.

• Spatial Information Research
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• 제1권1호
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• pp.63-72
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• 1993

현재의 GIS가 감당할 수 있는 것은 모든 공간적 문제는 아니다. 그동안 알려진 GIS는 정보를 생산해 내는 정보위주의 GIS일뿐 정보의 다각적 이해와 의사결정과 정에 깊이 관여하지 못하였다. 단순문제(structured problems)들을 해결하기에는 정보위주의 GIS가 적합하지만 계획과 설계와 같은 비단순문제(ill-structured problems)들을 다루기에는 미흡한 단계이며, 이 단계에서 도약하기 위해 개념위주의 SDSS(Spatual Decision Suppert System)로 발전되어야 한다. 이 글에서는 개념위주의 SDSS가 비단순문제 해결을 지원하기 위한 기구로서 소개되며 정보위주 GIS의 미래상으로 비젼(vision)을 제시한다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권2호
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• pp.135-152
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• 2019

This conceptual paper proposes a conceptualization regarding teacher candidates' experiences as learners during instructional activities implemented by teacher educators in practice-based teacher education programs. We argue that the current learning cycle framework for teacher candidates to engage in core teaching practices does not fully address teacher candidates' own learning experiences as learners. To provide a rationale for our proposal, we examine the current conceptualization of learning to enact core practices and suggest the need for integrating teacher candidates' experiences into the current conceptualization. We also draw on research on figured worlds as an effort to conceptualize teacher candidates' experiences coming from multiple figured world. We present some examples from our own mathematics methods courses to illustrate how this newly proposed framework can be used in practice and share remaining questions for future research.

• 사회복지연구
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• 제44권2호
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• pp.297-326
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• 2013

본 연구는 정신보건법과 장애인복지법, 개정민법, 장애차별금지 및 권리구제 등에 관한 법률의 정신장애개념을 분석하고 이를 토대로 정신보건법의 정신장애개념 개정방향을 제안한 연구이다. 정신장애개념분석을 위해 세계보건기구의 장애개념모형과 Priestley(1998)의 장애에 대한 다중패러다임을 비판적으로 고찰하여 의학적 손상(impairment), 기능장애(functional disability), 사회관계적 장애(social interactional disability)로 구성되는 정신장애개념 분석틀을 제시하였다. 본 연구는 정신보건법과 관련 법령의 정신장애개념 분석결과에 근거해 정신보건법의 정신장애개념 개정방향으로 정신질환과 정신장애의 구분, 의사결정능력 개념의 도입, 사회관계적 장애개념의 확장 등을 제안하였다.