• Korean Journal of Mathematics
• /
• v.27 no.3
• /
• pp.743-765
• /
• 2019

Conceptual and procedural knowledge of integration is necessary not only in calculus but also in real analysis, complex analysis, and differential geometry. However, students show not only focused understanding of procedural knowledge but also limited understanding on conceptual knowledge of integration. So they are good at computation but don't recognize link between several concepts. In particular, Riemann sum is helpful in solving applied problem, but students are poor at understanding structure of Riemann sum. In this study, we try to investigate understanding on conceptual and procedural knowledge of integration and to analyze errors. Conducting experimental class of Riemann sum, we investigate the understanding of Riemann sum structure and so present the implications about improvement of integration teaching.

• Proceedings of the Korean Institute of Intelligent Systems Conference
• /
• 2004.04a
• /
• pp.235-240
• /
• 2004

In this paper, we propose a framework for ontological knowledge-based image understanding systems. Ontology composed of concepts can be used as a guide for describing objects from a specific domain of interest and describing relations between objects from different domains The proposed framework consists of four main subparts ⅰ) ontological knowledge bases, ⅱ) primitive feature detectors, ⅲ) concept inference engine, and ⅳ) semantic inference engine. Using ontological knowledge bases on various domains and features extracted from the detectors, concept inference engine infers concepts on regions of interest in an image and semantic inference engine reasons semantic situations between concepts from different domains. We present a outline for ontological knowledge-based image understanding systems and application examples within specific domains such as text recognition and human recognition in order to show the validity of the proposed system.

• Architectural research
• /
• v.8 no.2
• /
• pp.1-10
• /
• 2006

This research has acquired preliminary information about the existing conditions and understanding of members regarding time management for members in the architectural field. The goal of this research is to construct a basis for the time management education framework in architectural field in the future. This research mainly focuses on following questions based on limited objectives: Do groups of academics and professionals have understanding and knowledge of time management? Can the level of an individual's scheduling techniques be correlated to the patterns of knowledge and understanding of time management principles and practices? Can the time management practice status in individual's working environment be correlated to the patterns of knowledge and understanding of time management principles and practices? Can an individual's self-confidence level be correlated to the patterns of knowledge and understanding of time management principles and practices? Data have been collected through comprehensive questionnaires given to academics and professionals in United States. By means of statistical analysis, the hidden patterns, deficiencies and relationships in attitudes about time management have been revealed. The statistical analysis has produced conclusions that, among several subdivisions, self-discipline and planning have strong relationships and confidence, personal organization, control, and information gathering subdivisions have certain relationships with objectives of time management education in this research.

• Journal of the Korean Geographical Society
• /
• v.43 no.3
• /
• pp.432-447
• /
• 2008

This study is to examine and analyze the the connection types between location knowledge and understanding the characteristics of world regions which 8th grade students are recognizing. In the analysis of the relation between the location knowledge and region understanding(clothing, food, housing and living style and so on), I analyzed the relation types between location knowledge and region living figures. Absolutely understanding the region needed the efact location knowledge on the world map, the knowledge of the longitude and latitude, symbolic area and the higher ranking region and the information about natural surroundings in which I grasp the region living figures. In addition, it needed the knowledge of locational attributes for the connection formation between region location knowledge on maps and understanding the region. The relative location knowledge related to the other regions and those natural surroundings and the linkage of those region locational attributes are needed in order that the location knowledge on a map could be connected to the knowledge about the actual region living figures. So I call it 'the structured location knowledge'. In order to form the structured location knowledge, the location knowledge of region on a map have to be connected to the multiple knowledge about absolute and relative locations with the knowledge of diverse location attributes. Therefore, it would be necessary that the location teaming for getting the characteristics of region have to be systematically accomplished departments of location-climate$^{\circ}{\mathbb{S}}$geographical features-region living figures.

• The Mathematical Education
• /
• v.51 no.1
• /
• pp.21-45
• /
• 2012

The purpose of the study was to investigate how students understand each operations with whole numbers and fractions, and the relationship between their knowledge of operations with whole numbers and conceptual understanding of operations on fractions. Researchers categorized students' understanding of operations with whole numbers and fractions based on their semantic structure of these operations, and analyzed the relationship between students' understanding of operations with whole numbers and fractions. As the results, some students who understood multiplications with whole numbers as only situations of "equal groups" did not properly conceptualize multiplications of fractions as they interpreted wrongly multiplying two fractions as adding two fractions. On the other hand, some students who understood multiplications with whole numbers as situations of "multiplicative comparison" appropriately conceptualize multiplications of fractions. They naturally constructed knowledge of fractions as they build on their prior knowledge of whole numbers compared to other students. In the case of division, we found that some students who understood divisions with whole numbers as only situations of "sharing" had difficulty in constructing division knowledge of fractions from previous division knowledge of whole numbers.

• Journal of the Korean Society of Earth Science Education
• /
• v.6 no.1
• /
• pp.69-77
• /
• 2013

The study aims to figure out pre-service elementary teachers' knowledge understanding on 'stratum and rock' as well as teaching-learning types on the same topic. A total of 65 seniors in an advanced science education course at B University of Education joined the research to fulfill the purpose above. With PCK classification framework, the study examined pre-service teachers' knowledge understanding on 'stratum and rock' while it analyzed how the teachers would teach the given topic to students. The results of the study are presented as follows. First, it was observed that the pre-service elementary teachers have a great understanding on 'stratum and rock' that would be taught via a science textbook for elementary fourth graders. However, regarding terms in 'shale and limestone', they appeared to have a relatively short understanding. Second, PCK elements of the pre-service teachers related to 'stratum and rock' were analyzed and according to the results, the teachers would be interested in teaching model selecting in the teaching-learning strategy field while they would be well aware of how important it is for them to perform an experiment in a teaching process. The teachers also appeared to understand that the teacher question can be mutual complementary during class. However, it turned out that the teachers would have a very much low understanding on learners' prior knowledge as they particularly believe that learning could be significantly affected by the learners' perception level as well as their learning interest and motive. Third, the pre-service elementary teachers were told to design teaching plans on 'stratum and rock' so that the study could find out what learning-teaching methods the teachers would adopt to teach the topic. It was learned that the teachers would proceed with the class basically by giving the learners a descriptive explanation on the topic and also by using pictures and drawings to enhance the learners' understanding during the class.

• Knowledge Management Research
• /
• v.17 no.2
• /
• pp.205-229
• /
• 2016

Owing to the current economic downturn, one of the most important goals of the organizations who are actively involved in Information Technology Outsourcing (ITO) is the cost efficiency. We focus on supplier firm's domain understanding to make the cost efficiency; therefore, we examine how the disadvantages from lower domain knowledges affect outsourcing performance moderated by outsourcing ratio and knowledge change environments. That is, if clients can endure disadvantage from service providers' lower domain knowledge, they can achieve cost efficiency by choosing lower domain knowledge suppliers with less expensive cost. To examine performance gap depending on the environments, we applied 'A Learning Model of IT Outsourcing' which is suggested by previous literature. As a result, we suggest five strategies for clients to contract with suppliers which have lower domain knowledge: (1) Prepare the strategy to endure disadvantages from the early stage. (2) Make the strategy depending on outsourcing ratio. (3) Knowledge transfer between organizations is important. (4) Make a short-term contract if they do not have good environments for organizational learning. (5) Client's knowledge change environments are more important than those of supplier's. Finally, we offer various implications for clients and suppliers in IT outsourcing.

• Journal of the Korean School Mathematics Society
• /
• v.10 no.2
• /
• pp.149-171
• /
• 2007

This study is aimed at development of pedagogical content knowledge on fraction in the elementary school mathematics. Elementary students regard fraction as the difficult topic in school mathematics. Furthermore, fraction is the fundamentally important concept in studying mathematics. So it is important to develop the pedagogical content knowledge on fraction. The reason of attention to the pedagogical content knowledge is that improving the quality of teaching is the central focus of a high quality mathematics education. Shulman suggested that various knowledges are required for teacher to improve their classes. Of course, pedagogical content knowledge is the most valuable in teaching mathematics. Pedagogical content knowledge is related to the promotion of students' understanding about the learning. Pedagogical content knowledges are categorized by five factors in this study. These are understanding about curriculum, understanding about students and students' knowledge, understanding about teachers and teachers' knowledge, understanding about the methods, contents, and management of class, and understanding about methods of assessments. I develop the pedagogical content knowledge on fraction according to the these categories. I concentrate on the two types of pedagogical content knowledges in developing. That is, I present knowledges which teachers have to know for teaching fraction effectively and materials which teachers can use during the teaching fraction. Pedagogical content knowledges guarantee teachers as the professionalists. Teachers should not teach only content knowledges but teach various knowledges including the meta-knowledges which have relation to fraction.

• Journal of The Korean Association For Science Education
• /
• v.27 no.2
• /
• pp.153-167
• /
• 2007

In this study, it is assumed that understanding the nature of science (NOS) would enhance students' performance of scientific inquiry in more authentic ways. The ultimate goal of this study is to suggest new models for developing scientific inquiry activities through understanding the NOS by linking the NOS with scientific inquiry. First, the various definitions and statements of the NOS are summarized, then the features of the developmental nature of scientific knowledge and the nature of scientific thinking based on the philosophy of science are reviewed, and finally a synthetic list of the elements of the NOS is proposed, consisting of three categories: the nature of scientific knowledge, the nature of scientific inquiry, and the nature of scientific thinking. This suggested synthetic list of the NOS is used to suggest a model of scientific inquiry through the understanding of the NOS. This list was designed to provide basic standards regarding the NOS as well as practical guidance for designing activities to improve students' understanding of the NOS.

• Journal of The Korean Association For Science Education
• /
• v.25 no.5
• /
• pp.563-570
• /
• 2005

This study investigated the relationships among middle school students' understanding about the nature of scientific knowledge, conceptual understanding, and learning strategies. Grade 7 students (N=162) in Incheon completed the nature of scientific knowledge scales (NSKS) and a learning strategy questionnaire. After learning density by way of a CAl program, a conception test was administered. Results indicated that students' conceptual understanding and both deep and surface learning strategies were significantly correlated to their understanding about the nature of scientific knowledge. A cluster analysis was used to classify students on the basis of their deep and surface learning strategies. Three clusters of students with distinctive learning strategy patterns were found; high deep-low surface strategy (cluster 1), low deep-high surface strategy (cluster 2), and high deep-high surface strategy (cluster 3). One-way ANOVA results revealed that the scores of cluster 3 were significantly higher than those of the others in the NSKS and the conception test. Additionally, cluster 1 also performed better than cluster 2 in the conception test. Lastly, educational implications were discussed.