• 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.

• Educational Technology International
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• v.17 no.2
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• pp.151-174
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• 2016

This study examined the effects of simulation game-based learning on academic emotions (positive, negative) and achievement (factual, conceptual, procedural knowledge acquisition). Sixty-three students from a high school located in South Korea were chosen for the study. The students were assigned to either an experimental group for simulation game-based learning or a comparison group for instructor-led lectures. The results demonstrated that there was a significant difference between the comparison and experimental groups in both positive and negative academic emotions. However, there was no significant difference in factual, conceptual and procedural knowledge acquisition. The results indicate that simulation game-based learning generates more positive emotions than instructor-led lectures.

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.7
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• pp.76-85
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• 2001

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.591-612
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• 2008

In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.53-68
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• 2011

This study analyzed the learning objectives in the 2007 revised 10th grade Home Economics textbooks of 6 different publishing companies and the achievement standards developed by Ministry of Education, Science and Technology(2009). Two experienced coders performed initial analysis based on the 'revision of Bloom's taxonomy of educational objectives' and had subsequent conferences to reach an agreement on different results between coders. For knowledge dimension, the results show that the major types of learning objectives in the "Future Family Life" unit are mainly consisted of factual knowledge and procedural knowledge, where as those of "Family Life Culture" unit are consisted of factual knowledge and conceptual knowledge. The achievement standards in both "Future Family Life" and "Family Life Culture" units are solely in a factual knowledge major type. The sub-type of knowledge dimension of both learning objectives and achievement standards fall into 'a specific facts and knowledge component'. For cognitive process dimension, the results show that the leaning objectives are focused on 'understand' and 'analyze'. Those of achievement standards are 'analyse' in the "Future Family Life" unit and 'understand' in the "Family Life Culture" units. From the result of this study, we can conclude that both learning objectives and achievement standards do not adapt any meta-cognitive knowledge, higher order thinking, and cognitive process.

• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.1-12
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• 2012

The purpose of this study was to explore instructional objectives of 'Wise Life' based on Bloom's Revised Taxonomy of Educational Objectives. It was to extend understanding the 7th and the revised Wise Life 2007 as well. The written objectives of two curriculum of Wise Life were divided into two, the 'knowledge' dimension and the 'cognitive process' dimension based on Bloom's Revised Taxonomy of Educational Objectives. Major activity subjects presented in the 7th and the revised Wise Life 2007 were dominantly the basic inquiry activity types. It was found from this research that the 'factual' knowledge of the 'knowledge' dimension and the 'understand' of the 'cognitive process' dimension took a large proportion of the revised Wise Life 2007 objectives. The 'meta-cognitive' knowledge was increased. 'Remember' of the 'cognitive process' dimension was decreased and the high level objectives as 'analyze' and 'create', in the 'cognitive process' dimension was increased from the 7th to the revised curriculum. The 'factual' knowledge, 'conceptual' knowledge and 'metacognitive' knowledge were engaged with 'understand' and the 'procedural' knowledge were engaged with 'apply'. The 'meta- cognitive' were engaged with 'create' is the 'procedural' knowledge in the revised Wise Life 2007. 'Remember' was decreased. 'Create' was increased in the basic inquiry activities. It was analysed in zero percent of 'Observing', 'Investigating and Presenting', and 'Making'.

• Information Systems Review
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• v.6 no.2
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• pp.113-135
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• 2004

This paper defines appraisal items and weights of the items for the purpose of developing an appraisal instrument that objectively measures employee's effectiveness of knowledge contribution. Deductive research is used for the development of appraisal items and delphi method for the development of weights of the items. In the deductive research the term, "effectiveness of knowledge contribution" is first defined. Then knowledge contribution activities are classified as "dimension of explicit contribution" and " dimension of tacit contribution" due to the characteristics of knowledge. Each dimension is divided again by components. The dimension of explicit contribution is divided according to the content of knowledge, and the dimension of tacit contribution is divided according to the extent of tacitness of knowledge contribution. The total components of dimensions are 7. The dimension of explicit contribution is composed of factual knowledge and procedural knowledge. The factual knowledge is made up of "procedural knowledge outcome" and "other factual knowledge". The procedural knowledge is made up of "procedural knowledge manual" and "lessons-learned procedural knowledge". The dimension of tacit contribution is composed of "agency", "model" and "Q&A". The basic framework for measuring 7 components of knowledge contribution is quantitative and qualitative approach. This paper is premised on the assumption that the outcomes of employee's knowledge contribution activities are recorded in the knowledge management systems in order to evaluate them objectively. The appraisal items are defined as follows: at the dimension of explicit contribution, in quantitative approach, "the upload number" or "performance number", and in qualitative approach, other employee's "referred number" and other employee's "content and format satisfaction evaluation"; at the dimension of tacit contribution, "demanded number of performance" After the development of appraisal items by the deductive method, delphi method was used for the analysis of the weights of the items with the total degree of knowledge contribution, 100. This research does not include the standard marks of the appraisal items. It is because when companies apply this appraisal instrument, they could use their own standard appraisal marks of the appraisal items considering their present situations and companies' goals. Through this almost desert-like research about the appraisal instrument of employee's knowledge contribution effectiveness, it proposes a cornerstone in the research field of appraisal instrument, which provides a standard for employee's knowledge contribution appraisal, and appraisal items that make organizational knowledge to be managed more systemically in business sites.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.10-21
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• 2011

The purposes of this study were to classify the objectives in elementary science for the 2007 revised national curriculum in accordance with Bloom's Revised Taxonomy of Educational Objectives, and to compare the classified data of 2007 revised curriculum with 7th national curriculum from a view of creative objectives. For the purpose, the frame and manuel was developed to classify the objectives. In this study, elementary science instructional objectives of third- to forth-grade level were classified through the frame. The finding of this study revealed that the objectives, stated in elementary science for the 2007 revised national curriculum, are biased to the 'conceptional knowledge', 'factual knowledge' and the 'understand' cognitive process dimension. And the remaining dimension of the Bloom's revised taxonomy is very scanty. Comparing with 7th national curriculum, the 2007 revised national curriculum's objectives system has not conspicuous improvement in creativity area. It was suggested to improve present objectives system, because of give learners more experience to opportunity about creativity.

• Journal of the Korea Society of Computer and Information
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• v.21 no.1
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• pp.181-189
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• 2016

This study examined three elementary school computing curriculum - the CSTA K-12 computer science standards, the computing programme of the national curriculum in England, and the 2015 national curriculum in Korea - focusing on the educational objectives with the perspective of the revision of Bloom's Taxonomy of Educational Objectives. The CSTA K-12 computer science standards mainly addressed applying procedural knowledge and using digital technology is the main theme. The computing programme in England concentrated on understanding factual and conceptual knowledge of computer science, such as algorithms. The 2015 national curriculum also addressed applying procedural knowledge, but the main focus is making softwares and robots. The findings of this comparative analysis suggest that it is needed to set up concrete educational objectives for lower grade and make them related to the secondary education to make more coherent elementary-level learning objectives. And elementary-level computing learning objectives are needed to be organized with the perspective of knowledge and cognitive process level.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.643-647
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• 2021

The use of data analysis on large volumes of data constitutes a challenge for deducting knowledge and new information. Data can be heterogeneous and complex: Semi-structured data (Example: XML), Data from social networks (Example: Tweets) and Factual data (Example: Spreading of Covid-19). In this paper, we propose a generic multidimensional model in order to analyze complex data, according to several dimensions.