• Journal of the Korean Institute of Intelligent Systems
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• v.11 no.3
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• pp.241-245
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• 2001

The existing fuzzy traffic controllers construct the rule-base based on the intuitive knowledge and experience or the standard rule-base, but the rule-base constructed by the above methods has difficulty in representing exactly and detailedly the control knowledge of the export and the operator. Therefore, in this paper, we propose a method that can improve the performance of the fuzzy traffic control by designing the fuzzy traffic controller which represents the control knowledge more exactly. The proposed method so modifies the position and shape of the fuzzy membership function based on the input-output data clustering that the fuzzy traffic controller can represent the control knowledge more exactly. Our method use the rough control knowledge based on intuitive knowledge and experience as the evaluation function for clustering the input-output data. The fuzzy traffic controller designed by the our method could represent the control knowledge of the expert and the operator more exactly, and it outperformed the existing controller in terms of the number of passed vehicles and the wasted green-time.

• Journal of the Korean earth science society
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• v.24 no.4
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• pp.235-249
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• 2003

The purpose of this study is to analyze and evaluate the nature, role and development of pedagogical content knowledge in science teaching. Two research questions were considered: 1) What are the nature and the components of the pedagogical content knowledge in science teaching? 2) What is the value of pedagogical content knowledge and are there any routes and paths to developing pedagogical content knowledge for science teachers? In order to answer these questions instead of analyzing empirical data, former research literatures are reviewed. The results indicate that science pedagogical content knowledge is a special amalgam of science content knowledge and science method knowledge in a special context of science teaching that is uniquely the province of teacher based on their own special form of professional understanding. As a part of one's own distinctive bodies of knowledge, science teachers' pedagogical content knowledge is an important basis for professional development and competent teachers. It is knowledge of how to teach specific content in specific contexts, also it depends on each teachers' distinctive knowledge structure. Pedagogical content knowledge for science teaching is composed of five components: orientations toward science teaching, knowledge and beliefs about science curriculum, knowledge and beliefs about students' understanding of specific topics, knowledge and beliefs about assessment for teaching science, knowledge and beliefs about instructional strategies for teaching science. The development of science pedagogical content knowledge does not start until teachers have acquired a deeply principled conceptual knowledge of content, also it is promoted by the constant use of subject matter knowledge in teaching situations.

• Knowledge Management Research
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• v.19 no.3
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• pp.225-241
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• 2018

The purpose of this study is to help Counseling & Coaching(C&C) service and marketing by understanding C&C professionals' perception about the fourth industrial age. The qualitative research method of phenomenology was utilized in this study. In-depth personal interviews of 5 C&C Specialist with more than 10 years of experience in the C&C service setting were conducted using the records from May, 2018 to July, 2018. Content analysis was done using the Colaizzi' phenomenological method. The results based on the data analysis, 20 descriptive statements and 5 themes were confirmed. The 5 themes were as followed; 'A growing interest', 'Psychological burden of change' 'New hope through convergence', 'Do not move to action', and 'Think about new strategies'. This study helps to recognize counseling coaching professionals who are preparing for the fourth industrial age. The results can be used as a starting point for identifying the knowledge ecosystem and activating the counseling coaching service in the fourth industrial age.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.110-115
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• 2004

This study investigated the effects of the project approach in science teaching on scientific knowledge and attitudes, science related attitudes of the 6th grade students. Students engaged in the study were divided into comparison group and experimental group. The project approach was applied to the experimental group with various activities while the traditional teaching method was applied to the comparison group with science text book and teacher's guidebook. The data were statistically analysed by SPSS WIN 8.0. The results are as follows: The students of the project approach in science teaching made significant progress in scientific knowledge and attitudes, science related attitudes (p<.05). The students in the project approach was more effective in improvement of curiosity, critical thinking, positive thinking than the traditional teaching method. And the project approach was good for causing interest and helping student's science learning.

• Journal of Information Technology Applications and Management
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• v.14 no.3
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• pp.115-136
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• 2007

In this study, we investigate the possibility of deploying a recently emerging Internet-based technology, called Web log or Blog, to address the problems of knowledge transfer and sharing, particularly in the case of tacit knowledge. We examined the use practice of four blogs and then identified several properties relevant to knowledge transfer and sharing. They include the specific style of blog format, content ownership attribution, posted article organization, communication tools and method, news feed function, and various links from/to outside websites. These features were argued to facilitate knowledge transfer and sharing. In particular, we discussed a great deal about the structure of comments and links as tools for collaboration and idea sharing, which enables the knowledge conversion processes (socialization, externalization, combination, and internalization), We then provide several guidelines to develop blogs as a knowledge management tool.

• Journal of Information Science Theory and Practice
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• v.9 no.3
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• pp.42-55
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• 2021

Knowledge and technology resources are the most crucial sources for the achievement of sustainable development in competitive advantage. Meanwhile, few empirical studies have clarified the types of knowledge and technology resources that nonprofit organizations (NPOs) use and develop. This study aims to categorize knowledge and technology resources in NPOs that both researchers and practitioners can use to develop the nonprofit sector further. A qualitative research method was used for the study. Data were collected from 31 interviews with senior and founding members of NPOs in Thailand. Analysis of qualitative data identified five critical categories of knowledge resources: human resources, organizational practices, partnership or stakeholder involvement, operational practices, and other resources. This study also illustrates both internal and external technology resources, which are used in sample organizations. The study's findings contribute to developing a body of knowledge management literature related to the knowledge and technology resources of NPOs.

• The Journal of Society for e-Business Studies
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• v.6 no.1
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• pp.101-121
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• 2001

MOCT(Ministry of Construction St Transportation) suggested "A Plan for Implementation of Knowledge-based Economy for the Construction Industry" to add high value to a construction industry. by means of knowledge-based management. However, there is no knowledge management system which considers characteristics of a domestic construction industry. So a useful knowledge vanished the moment a company terminated a construction Uoject. Therefore, it is necessary to develop "An application method of a knowledge management system for the construction industry" which takes a real environment into consideration. This study aims to present the road map of a knowledge management system which helps the bodies of the construction industry(government, research center/university, enterprise, etc) to do a knowledge activity efficiently. To accomplish this objective, we analyzed overall knowledge management activities. In addition we suggested an implementation direction and strategy of a knowledge management system for the construction industry. As results of this study, we presented the road map of a knowledge management system for the construction industry, which is composed of policy forum, study forum, professional forum, research forum and knowledge 8t information DB. We expect that results of this study will be used as a basis for implementing the knowledge portal that brings a construction industry to a high value added industry.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.125-135
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• 2009

In this study, we discuss pedagogical content knowledge (PCK) of pre-service environment teachers since PCK is one of the most important professional competencies for teachers. In Republic of Korea, environmental education is taught as an independent subject in middle and high schools. Thus, pedagogical content knowledge (PCK) of environment teachers plays an important role for quality EE at schools. The purpose of this study is to find out the PCK(Pedagogical Content Knowledge) of pre-service environment teachers. Researchers collected and analyzed data from four environmental education department. Study method used a questionnaire for eighty-two pre-service environment teachers. The study results are as follows. Seven part of PCK(Knowledge of Instructional Strategies, Knowledge of Representation, Knowledge of Subject Matter, Knowledge of Evaluation, Knowledge of Students, Knowledge of Curriculum, Knowledge of Environmental Context) exists the significant difference in pre-service environment teachers. The highest part is the Knowledge of Environmental Context and the lowest part is the Knowledge of Evaluation in pre-service teachers. So the curriculum of environmental education department will be changing that emphasize the Knowledge of Evaluation and the Knowledge of Students.

• Journal of Information Technology Applications and Management
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• v.12 no.4
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• pp.45-57
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• 2005

In order to provide personalized knowledge recommendation services, most web portals for organizational knowledge management use category or keyword information that portal users explicitly express interests in. However, it is usually difficult to collect correct preference data for all users with this approach, and, moreover, users' preferences may easily change over time, which results In outdated user profiles and impaired recommendation qualify. In order to address this problem, this paper suggests knowledge recommendation methods for portals using user profiles that are automatically constructed from users' activities such as posting or uploading of articles and documents. The result of our experiment shows that the Proposed method can provide equivalent performance with the manual category or keyword selection method.

• Asia pacific journal of information systems
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• v.6 no.2
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• pp.77-105
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• 1996

The accuracy of knowledge is a major concern for expert system developers and users. Machine learning approaches have recently been found to be useful in knowledge acquisition for expert systems. However, the accuracy of concept acquired from machine learning could not be analyzed in most cases. In this paper we develop a comprehensive knowledge error analysis methodology for practical use of expert systems. Decision tree induction is an important type of machine learning method for business expert systems. Here we start to analyze with knowledge acquired from decision tree induction method, and extend the results to develop error analysis methodology for general machine learning methods. We give several examples and illustrations for these results. We also discuss the applicability of these results to multistrategy learning approaches.