• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.194-204
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• 2016

The purpose of this study is to find out the relationship between types and sources of background knowledges of elementary preteachers' questions about astronomy contents in the elementary science text books. Data were extracted from the preteachers' classes established in a university of education. The results are as follows. First, right background knowledges of questions were found in about 58% questions, wrong background knowledges 15%, and no background knowledges 26%. Second, it was found that 'school' as a source of background knowledges was found in 29% questions, 'friend' 21%, 'internet' 14%, 'book reading' 12%, 'others' 9%, 'TV' 7%, 'institute' 4%. In case of the type that right background knowledges have casual relation or correlation with question contents, 'book reading' and 'TV' sources rate increased, but 'internet' and 'others' decreased when compared to total questions. In the type which background knowledges are right and did not have casual relation or correlation with question contents, 'internet' source rate increased and 'friend' decreased. In case of the type that wrong background knowledges do not have casual relation or correlation with question contents, 'friend' and 'TV' sources rate increased, but 'school' and 'book reading' decreased. The type which background knowledges are right and did not have casual relation or correlation with question contents, 'internet' source rate increased and 'friend' decreased. In case of the type of no background knowledges, 'TV' and 'institute' source rate increased, but 'internet' and 'book reading' decreased. Third, the questions in 'Earth and Moon' unit have little background knowledges. The questions in 'solar system and stars' have background knowledges with no relation to the questions. Especially, in the unit 'changes of seasons', right background knowledges were found in more than half questions, but the contents of questions and background knowledges were not connected scientifically.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1991.10a
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• pp.469-474
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• 1991

Recent interests in intelligent LP modeling aim to support MS/OR-naive users to be able to apply LP models to practical problems without the expert knowledges required. For more generalized LP modeling, a GPS(General Problem Solver)-based approach is suggested in this paper. It identifies modeling process as a means-ends analysis process. In view of this approach, a) we first divide the knowledges into domain specific assertive knowledges(state) and procedural knowledges about LP modeling(operator and macro) for model-domain independence, b) and then generate LP model according to the difference resolution techniques.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.149-171
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• 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 Korean Medical classics
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• v.19 no.4
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• pp.202-211
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• 2006

From the study on A Study on A Study on Formation of Oriental Medicine Theory based on Analogical Inference, the conclusion is as follows. Analogical inference belonging to informal logic has very important point that it makes new knowledges of unknown field from basis of common knowledge field. The form of Analogical Inference is "A: a-B: (b)", In "Naegyeong(內經)", models of analogy are classified into two types. One is that of analogical inference making new knowledges in company with effects of Heung-gi(興起), Another is to unite common knowledges, While the example of analogy between military science and medicine belongs to type of the former, example of bureaucracy and medicine belongs to type of the latter, that based on rearrangement of common knowledge. Two type have similar system of national government or military management in basis. In such process of analogical inference, we expect that new knowledges of Oriental Medicine would be accumulated in the future, in the same way of the past.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.257-271
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• 1993

Four science concepts were selected from high school earth science textbook to investigate the differences in students knowledges activated in laboratory and earth environmemtal contexts. Two items, one is for laboratory and the other for earth environmental contexts, were develped for each selected concept. Students' responses were analyzed in terms of 'Common Activated Knowledges' (CAK), 'Specific Activated Knowledges'(SAK) across students' cognitive frames, grades and sexes. As contextual differences of the problems increased, gender contributed more than other variables to the frequencies of activating CAK and SAK. Context effects were also reported across cognitive frames for CAK, but SAK became more avtivated when the contextual differences of the items become smaller. As a whole, students with laboratory cognitive frames showed more significant context effects than others. Students in 11th grade, with scientific frames and with earth science cognitive frames showed relatively small context effects. The results of the study showed that sciene concepts learned in a laboratory context are not usually transferred spontaneously to earth environmental contexts. Special instructional strategies should developed to overcome the context effects.

• Education of Primary School Mathematics
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• v.2 no.1
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• pp.65-73
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• 1998

The purpose of this study is to investigate significant differences of structural knowledges among the groups(high, middle, low) when the 6th grade subjects structured the concepts of the plane figures, triangle and quadrangle, by concept maps, and to analyse the features of concept maps according to hierarchy. For this purpose, the following two research contents were investigated： 1. Investigating significant differences of structural knowledge in the concepts of the plane figures using concept maps among the groups(high, middle, low). 2. Analysing the features of concept maps according to hierarchy. The structural knowledges represented on the concept maps of triangle and quadrangle which were drawn by the subjects were analysed by propositions, hierarchies, and cross-links. Subject-self Reports about how to make the concept maps were used to analyse the features of concept maps according to hierarchy. The conclusions drawn from the results were as fellows： First, there were significant differences among the groups in proposition links. Second, there wasn't my significant difference among the groups in hierarchy. Third, there were significant differences among the groups in cross-links, and Fourth, the results of analysing the concept maps by hierarchy showed that there were differences among the individuals in constructing the knowledges.

• Proceedings of the Computational Structural Engineering Institute Conference
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• 1989.04a
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• pp.71-76
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• 1989

Structural design, generally engineering design, is a complex process combinding design knowledges and analysis techniques. While analysis techniques can be automated in an algorithmic fashion, relatively little work has been done in the area of the design automation. An effect approach method for the automation of the engineering design may be a hybrid system, in which design knowledges, specification requirements and interpretations are represented using an expert system methodology and numerically intensive operations of the design process are implemented using an algorithmic language such as FORTRAN. The purpose of this paper is concentrated on the knowledge of K-CLIPS(KAIST-C Language Integrated Production System) used to design and implement this hybrid system. In K-CLIPS, some representation methods : frame, production rule, fact and user defined function are used to construct the knowledge base. The hierarchical knowledges could be expressed more naturally with a little number of rules than other plain production systems.

• Korean Institute of Interior Design Journal
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• no.20
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• pp.62-70
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• 1999

Today's economic environment, which has reached to an unlimitedly competitive edge, is producing numbers of economical values and new type of knowledges under the paradigm of "globalization". With the increasing demands of the values and knowledges, enterprises have to deal with larger amount of information and to utilize it in organized ways than any other time, to adjust to the global economic circumstances. And they have to cope with the changes to the office environment, too. Now every corporation has been laid to the point of time that needs more rational and effective ways of business management and providing work environment. Therefore, this research aims at understanding the basic of new corporate culture and office environment by analyzing the factors that caused changes to that of advanced countries, and providing knowledges for proper reaction and acceptance for these changes.e changes.

• Proceedings of the KAIS Fall Conference
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• 2009.05a
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• pp.319-324
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• 2009

Lately, knowledge-based society comes, it is important for enterprises to creatively utilize knowledge of technology for technological innovation. So, Technological innovation capacity of enterprises is important factor of business success. To improve technological innovation capacity, enterprises should well utilize their internal knowledges and external knowledges which come from technological diffusion. To well utilize external knowledges of enterprises they should well understand external knowledge flow. Especially knowledge flow also occurs frequently between nations, understanding of knowledge flow which occurs between nations is important to improve nation`s technological innovation capacity. So this paper presents comparison of technological innovation capacity and knowledge diffusion flow between nations.

• Proceedings of the KIEE Conference
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• 1987.11a
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• pp.325-329
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• 1987

In this paper, attempts have been made to extract elemental knowledges from contours of industrial mechanical elemental parts for efficient boundary representation ( chain coding) of their contours. These elemental knowledges could be used to know-ledge representation for representing boundaries of various industrial mechanical parts. Analysis is focused on elemental knowledges of line and circle boundaries, which compose basic elements of the contours of industrial mechanical parts.