• Asia pacific journal of information systems
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• v.30 no.2
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• pp.420-438
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• 2020

Recently, with the advance of the wireless Internet access via mobile devices, a myriad of game development companies have forayed into the mobile game market, leading to intense competition. To survive in this fierce competition, mobile game developers often try to get a grasp of the rapidly changing needs of their customers by operating their own official communities where game users freely leave their requests, suggestions, and ideas relevant to focal games. Based on the heuristic-systematic model (HSM) and the data quality (DQ) framework, this study derives key content, non-content, and hybrid cues that can be utilized when game developers accept suggested postings in these online communities. The results of hierarchical multiple regression analysis show that relevancy, timeliness, amount of writing, and the number of comments are positively associated with mobile game developers' knowledge adoption. In addition, title attractiveness mitigates the relationship between amount of writing/the number of comments and knowledge adoption.

• The Journal of Korean Association of Computer Education
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• v.11 no.3
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• pp.43-55
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• 2008

This study investigates how learners extract their implicit knowledge into explicit form of the knowledge. The process of implicit-explicit transfer is known to help learners to reconstruct and refine their knowledge which was constructed before in some ways. Also we investigate which types of explicit form are more effective when it is delivered to other learners. In a classroom-based learning environment, students take educational content that is delivered by instructor and go through the process in which they try to fit the content into their cognitive structure by reconstructing the knowledge into their cognitive model. When they try to deliver their own cognitive model for the knowledge to other learners, they have to transform it into explicit form, and through the process, they reconstruct and refine the cognitive model of the knowledge, and find effective and appropriate way to express it. In this research, we experimented the process on a group of 77 college students and analyzed the results. We also did peer evaluated experiments to see which types of explicit format and factors are more effective than others. The results indicate that the types of explicit form of implicit knowledge play an important role in effectiveness of learning.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.324-337
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• 2021

This study examined the position and the characteristics of Korean writing textbooks in the rationales for writing education. Also, it explored the activities of writing knowledge formation based on the rationales in order to further propose some suggestions for the development of writing textbooks afterward. For this, it chose four Korean writing textbooks and presented the analyzed results through the processes consisting of material gathering, open coding, deep coding, expression and presentation as ones for the text qualitative analysis. First, it researched how the rationales such as formalism, cognitivism, and social constructivism were applied to and manifested in those textbooks. Furthermore, it examined how the language activities in the textbooks were shown from the four dimensions such as the knowledge of language structure, the process knowledge, the context knowledge, and the content knowledge; in particular, it focused on the content knowledge. It found out the results as follows. The rationales in structuring the chapters were not consistent with inner structures and contents. All the four writing knowledges were applied to each textbook; however, the emphasis and the proportion were different in each textbook. Also, it pointed out the textbook which contains diverse activities to be able to help the learners form the content knowledge and this sort of textbook is more effective from the perspective of social constructivism. Based on those results, it discussed several points which can be considered in the development and the selection of Korean writing textbooks later.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.527-536
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• 2006

This study investigated the components of science teacher professionalism, the meaning of PCK (Pedagogical Content Knowledge), examples of science PCK, and complementary measures that should be taken to improve teacher professionalism. Six science teachers recommended by their colleagues explained that the science teacher's professionalism (or professional knowledge) consists of science content knowledge, knowledge about teaching, knowledge about learners, and improvement efforts. Science teachers' definition of PCK, which is the professional knowledge that members of the wider society expect teachers to possess, is the teacher's materialized knowledge that aims at students' understanding and PCK is the accumulated know-how of teachers as they strive to make their teaching comprehensible by students. Science teachers also contended that teachers as professionals need to complement an accountability system, acknowledgement of continuous self-developmental efforts, collegiality, and securing validity in the teacher employment test. The teachers argued that the societal recognition of teaching professionalism is essential for a high quality teaching. Suggestions for how to improve science teaching professionalism are also discussed.

• Journal of the Korean earth science society
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• v.32 no.4
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• pp.422-434
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• 2011

The purpose of this research is to investigate the actual conditions of primary school science teaching and ways to improve it. In elementary science teaching, teachers themselves tend to have science misconceptions and insufficient science content knowledge. Experienced teachers argued that it could be hard for elementary teachers with lack of science content knowledge to provide their students with meaningful learning experiences of science. Based on the general characteristics of elementary teaching and the awareness of elementary teachers' insufficient science content knowledge, we explored the real situation of the elementary science classroom. We conducted open-ended interviews with teachers and focus group discussions on a regular basis to analyze and compare classes of five primary school teachers. Data analysis focused on why elementary students avoid science classes in upper grades of elementary school and why elementary science classes always need hands-on activities. We also discussed ways to turn hands-on investigation into minds-on investigation by connecting it to important ideas in science. Based on the results, we suggested ways to improve inservice teacher training such as designing supplementary in-service training focused on content knowledge for primary school teachers, setting up professional exchange or collaboration between primary and secondary teachers, and introducing subject-specialized teachers for the fifth and sixth graders of primary school. In particular, considering elementary teachers' insufficient science content knowledge, employing science subject matter specialists in the elementary school could be a useful strategy.

• Journal of Information Technology Applications and Management
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• v.13 no.2
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• pp.1-15
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• 2006

This paper classifies the critical knowledge/skill set required to IS practitioners according to content or domain of knowledge : IS technology knowledge/skills, organizational and societal knowledge/skills, interpersonal knowledge/skills, and personal traits knowledge/skills. The survey reveals that Korean IS practitioners rate interpersonal knowledge/skills and personal traits knowledge/skills the most important, and organizational and societal knowledge/skills the least important. Specifically, they rate creative thinking, critical thinking, interpersonal communication skills, team working skills, personal motivation, operating systems, programming languages, DB/data warehouse, IS technological trend, networkicommunicationisecurity especially important. The survey also shows that Koran IS practitioners feel knowledge deficiency in almost all knowledge/skills areas. The results confirm that the curriculum of universities, the training and education programs of industries, and IS/IT education policy of the government should be revised as soon as possible.

• The Journal of Korean Association of Computer Education
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• v.13 no.6
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• pp.23-34
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• 2010

The PCK of teachers about informatics subject, which is viewed as one of required subjects in today's information society, is linked to what and how to teach, and that is very significant in terms of academic education. However, there are currently no efforts to develop items geared toward evaluating the PCK of teachers about informatics subject or to make a factor analysis of those items, though the importance of that subject in information society has been discussed. The purpose of this study was to develop and validate an instrument to size up the PCK of preservice elementary teachers about informatics subject. The finalized instrument consisted of 39 items regarding five factors that involved knowledge of curriculum, knowledge of expression, knowledge of content, knowledge of evaluation and knowledge of teaching methods.

• Journal of Environmental Health Sciences
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• v.49 no.4
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• pp.201-209
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• 2023

Background: To describe domain knowledge consistently and precisely, the establishment of a controlled vocabulary, a so-called ontology, is essential. Internationally, the plant ontology (PO) in the ecology field has been developed for the anatomy and developmental stages of plants in English, Spanish, and Japanese, but there is no Korean version of the PO due to a lack of knowledge on standardization for Korean plants. Objectives: We aimed to establish a Korean plant ontology with core PO architectures. Methods: The latest ontology web language (OWL)-formatted raw version of the PO was collected from the PO consortium site. A formal workflow process and OWL file-handing tools for efficient Korean content development were conducted and executed. Results: The macro- and micro-perspective frameworks of the PO were presented by analyzing the upper model and the internal OWL-leveled physical structure, respectively. We developed and validated Korean knowledge content for a total of 1,957 classes included in the PO and transplanted them into an ontology modeling system. Conclusions: A Korean plant ontology was established for international harmonization through improved compatibility and data exchangeability with multilingual environmental and ecological knowledge bases.

• Journal of Korean Library and Information Science Society
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• v.10
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• pp.27-58
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• 1983

The purpose of this study is to clarify the educational literature search methodology objectives and the content structure of a course in bibliography. The content of this study can be summarized as follows: 1. The concept and domain of literature search methodology, which has traditionally gone by the name of a guide to use of literature and library, are described. 2. The need of incorporating the methodology into regular college curriculum was investigated in view of the ideology of college education. 3. The background, process, and current status of offering a course in the methodology as a part of regular college curriculum were examined. 4. The educational objective of a course in the methodology was set at the successful activities in self study, life-long-education, and special topic research. 5. Considering the fact that technical knowledge and propositional knowledge should be realized simultaneously, that educational experience should go hand in hand with materials and library, and that knowledge should be constructed systematically and logically, the content structure of the methodology were divided into the following six categories: a) the significance of the methodology of literature search b) the college library and the activities of literature search c) types and characteristics of materials d) literature search by catalog e) explanation of basic bibliography f) research and literature search

• Cartoon and Animation Studies
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• s.49
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• pp.425-464
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• 2017

The Knowledge of the Channel (e) is often used as educational materials; it delivers very short but compelling message of strong or interesting timeliness. However, as the media environment changes, expectations and demands for The Knowledge The Knowledge of the Channel (e) is used in school education and what should be improved upon to increase utilization of educational resources. We surveyed 361 elementary, middle and high school teachers and analyzed the frequency of using, approach and learning activities of The Knowledge of the Channel (e) in school education. We also analyzed difficulties in using it in the school and what improvements should be made. Result show that the frequency of using The Knowledge of the Channel (e) in school is highest in elementary schools, followed by middle school, and then high school. Teachers strongly consider curricular relevance when selecting broadcasting contents for education, and among programs of EBS(Educational Broadcasting System), most frequently use The Knowledge of the Channel (e). The The Knowledge of the Channel (e) is mainly used as an incentive for increasing motivation. When examined by elementary school curriculum, this material is highly utilized in subjects with content such as society, morality, and science, or with approaches that require various perspectives. However, it is difficult for teachers to find materials directly related to their classes, and since other media content similar to The Knowledge of the Channel (e) is abundant, the utilization of The Knowledge of the Channel (e) is decreasing. To improve this, The Knowledge of the Channel (e) needs to improve its platform and transformed the type of The Knowledge of the Channel (e) content being provided on social media.