• 한국보육지원학회지
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• 제12권4호
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• pp.131-149
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• 2016

Teacher's practical knowledge is potentially relevant to the teaching practice in his/her classroom. The research explored early childhood teachers' practical knowledge of 'curriculum' via conceptual metaphors. The participants (N=348) completed a prompt, "Curriculum is like A because B" and then the metaphors were analyzed according to the procedure proposed by Moser (2000). The analysis found that 8 themes (i.e. 'educational basis', 'learning opportunity', 'educational material', 'difficulty', 'change', 'pre-determination', 'discordance', and 'reconstruction') were the underlying conceptions signified in those metaphors. The implications regarding early childhood teachers' practical knowledge were discussed on the perspective of post-modern curriculum. Moreover, it recommended the practical knowledge based approach for early childhood teacher education, and transformation of current policy for program evaluation relevant to curriculum conceptualization.

• Educational Technology International
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• 제23권1호
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• pp.97-127
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• 2022

With the recent advancement of technology, there has been an increase in professional development activities, including teachers using blogs to share practical knowledge and reflect on teaching and learning. This study was conducted to identify the contents of practical knowledge shared through the K-12 teachers' blogs. To achieve the research objective, 70,571 blog posts were collected from 329 blogs of K-12 teachers in Korean and analyzed using text mining techniques. The results of the study are as follows. First, practical knowledge sharing activities using teacher blogs have increased. Teachers posted a lot of blogs during the semester. Second, primary school teachers share various curriculum activities, reflections on project classes, class management, opinions related to education, and personal. Third, secondary school teachers share summaries and reviews of curriculum, materials related to college entrance exams, various instructional materials, opinions related to education, and personal experiences on their blogs. This study suggested that blogs are widely used as a venue for sharing practical knowledge of teachers, and that blogs can be a useful way to develop professionalism.

• Child Health Nursing Research
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• 제16권4호
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• pp.259-267
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• 2010

Purpose: This study was conducted to identify late school-aged children‘s knowledge, and practical will in the practice of cancer prevention lifestyle, and to examine the relations between these variables and factors that influence practice. Methods: The participants included 525 fifth and sixth grade students from 8 elementary schools in J and S cities. Data were collected in December 2008 using self-report questionnaires developed by the authors and were analyzed using the SPSS program. Results: Mean scores were, for knowledge of cancer prevention lifestyle, $0.76{\pm}0.11$ out of a possible 1, practical will, $4.05{\pm}0.55$ out of a possible 5, and practice, $3.66{\pm}0.41$ also out of 5. There were differences in knowledge (F=4.39, p=.013), practical will (F=18.35, p<.001), and practice (F=29.13, p<.001) according to academic achievement and in practical will (F=3.68, p<.001) and practice (F=3.01, p=.003) according to grade. There were positive correlations between knowledge and practical will (r=.205, p<.001), knowledge and practice (r=.181, p<.001), practical will and practice (r=.628, p<.001). Practice will and knowledge of cancer prevention lifestyle showed a significant influence on practice. Conclusion: Results of this study indicate that effective strategies should be developed to motivate the practical will for the practice of cancer prevention lifestyle during childhood.

• 한국초등과학교육학회지:초등과학교육
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• 제38권2호
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• pp.244-262
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• 2019

The purpose of this study is to explore how the practical knowledge used by an elementary school science teacher during learner-centered science instruction can promote elementary students' construction of positive emotion. Using an auto-ethnographic approach over a period of three months, the researchers collected students' interest diaries, post interviews with students, video recordings in science classes, and students' personal diaries and analyzed them by means of the constant comparative method. In this way, the researchers categorized the structure of the practical knowledge held by the teacher and explained how it was applied in learner-centered science instruction to promote students' construction of positive emotion. Three images of an elementary science teacher's practical knowledge emerged and can be categorized under the following headings: 1) 'From science classroom to science $caf{\acute{e}}$', 2) 'Pleasant experiment class for all students and the teacher', and 3) 'A science class for students who were marginalized'. These images were backed up by principles and rules, and the teacher came to embody these images as he implemented these rules. This study also discusses how the impact of a science teacher's practical knowledge on students' construction of positive emotions can be interpreted as promoting positive outcomes rather than negative sanctions, meeting students' expectation from lab activities, and meeting the specific needs of marginalized students in a science class.

• 치위생과학회지
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• 제20권3호
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• pp.136-145
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• 2020

Background: Hepatitis B is an important public health problem as one of the leading causes of morbidity and mortality. The aim of this study was to compare the theoretical and practical knowledge levels of dental assistant students about Hepatitis B Virus. Methods: The 1st and 2nd grade students of the Oral and Dental Health program were invited to participate in the survey. Out of the 68 invited students, 61 completed the questionnaire. The average ages of the male and female students surveyed were 20.27±1.45 and 19.56±1.16, respectively. A total of 34 questions were asked, of which 15 measured basic theoretical knowledge and 19 assessed basic practical knowledge. Results: There was no statistically significant difference between the students' knowledge for each question according to their sex and grade. When the questionnaire was grouped into basic theoretical and basic practical knowledge levels, both were observed to be high. While the lowest correct answer rate was 35.00% for the questions about practical applications, it was 31.14% for the questions measuring the level of theoretical knowledge. There was no statistically significant difference when the levels of knowledge of 1st and 2nd grade students were compared. Students answered the majority of the questions correctly, and ranged between 71% and 100%. Conclusion: Students' high level of basic theoretical knowledge can be a result of their in-class education on the fundamentals. However, their knowledge about the correct approaches in practical applications indicates the beneficial role of having well-defined criteria and prevention protocols that are required in hospitals and the effectiveness of their environmental orientations.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제34권4호
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• pp.507-523
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• 2020

실천적 지식은 교사의 교육 활동을 일관성 있게 해주고 교사가 자신이 처한 교육 상황에서 반복적으로 꺼내 쓸 수 있다는 점에서 교사의 전문성과도 무관하지 않으며, 실천적 지식은 오직 교사들이 실천하는 과정 중에 드러나는 암묵적인 특징을 가지고 있다(신태현, 정광순, 2017). 그런데, 이로 인하여 교사의 수업 전문성은 따로 평가되기 어려우며 교사 자신이 전문성 판단의 주체가 됨을 인식해야 한다고 한다(정나라, 2015). 따라서 교사의 실천적 지식은 교사 전문성과 수업의 질과 직결될 수 있으므로 이에 관심을 가질 필요가 있다. 이러한 취지 하에. 본 연구에서는 교사 전문성의 핵심 영역인 수업과 관련된 일련의 활동에 대하여 교사 자신의 자기평가 또는 동료 평가 방법에 따라 측정 가능한 수학 수업의 평가 기준을 마련하되, 앞서 언급한 교사의 실천적 지식을 반영한 기준을 개발하고자 한다.

• 산업공학
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• 제13권1호
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• pp.37-43
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• 2000

With the rapid changes of business environments and the tremendous amount of information generated from those environments, most companies must learn to manage those changes and information more effectively. Furthermore, within those amounts of information, the information that meets with achieving the goal of each company should be selected and managed as a core competency, i.e. the knowledge, visible and invisible assets of the company. Knowledge management, as a tool of creating, sharing, and applying such knowledge, has pursued those requirements of companies and been studied by many researchers and consultants, especially focusing on the Knowledge Map'. It is said that a knowledge map is a powerful tool for scanning and managing the knowledge that exists in a company and that it is the most important part of establishing a knowledge management base. Until now, however, there have been no specific or practical models for establishing a knowledge map, in spite of the concern. For this reason, this paper suggests a practical model for establishing a knowledge map in terms of a knowledge acquisition procedure based on the traditional research concerning concept maps. In addition to this, for examining the validity of the model, a case study on the 'P' steel and iron company has been performed. This paper's methodology on developing a knowledge map and the procedures to apply them to the real business environment will suggest a cornerstone in the field of practical implementation of knowledge management.

• 대한간호학회지
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• 제31권2호
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• pp.328-339
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• 2001

The purpose of this study was to describe decision making model of 180 public health nurses in Korea and their knowledge structure for decision making. The differences of decision making models by nurse's knowledge structure were also tested. Research concepts were measured using the instrument based on systemic and interpretive decision making approaches that were developed by Lauri & Salantera (1995). The results were as follows. 1. The public health nurses turned to, most commonly, a mixed practical-theoretical knowledge structure (45.9%), followed by practical knowledge (32%) and theoretical knowledge (22.1%). 2. The six different decision making models were identified. These were named for decision making theories and nursing process. These were client-oriented decision making, rule-oriented systemic decision making, wholistic and intuitive decision making, decision making depending on subjective view and experience, systemic decision making for defining problems. 3. The public nurses who had practical and practical-theoretical knowledge structure and community health practitioner (CHP) retold that decision making depends on subjective view and experience. Also the public health nurses who had 5~19 years clinical experience represented hypothetico-deductive decision making for defining problems.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제8권2호
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• pp.691-708
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• 2014

This paper formalizes a special type of social networking knowledge, which is called "workflow performer-role affiliation networking knowledge." A workflow model specifies execution sequences of the associated activities and their affiliated relationships with roles, performers, invoked-applications, and relevant data. In Particular, these affiliated relationships exhibit a stream of organizational work-sharing knowledge and utilize business process intelligence to explore resources allotting and planning knowledge concealed in the corresponding workflow model. In this paper, we particularly focus on the performer-role affiliation relationships and their implications as organizational and business process intelligence in workflow-driven organizations. We elaborate a series of theoretical formalisms and practical implementation for modeling, discovering, and visualizing workflow performer-role affiliation networking knowledge, and practical details as workflow performer-role affiliation knowledge representation, discovery, and visualization techniques. These theoretical concepts and practical algorithms are based upon information control net methodology for formally describing workflow models, and the affiliated knowledge eventually represents the various degrees of involvements and participations between a group of performers and a group of roles in a corresponding workflow model. Finally, we summarily describe the implications of the proposed affiliation networking knowledge as business process intelligence, and how worthwhile it is in discovering and visualizing the knowledge in workflow-driven organizations and enterprises that produce massively parallel interactions and large-scaled operational data collections through deploying and enacting massively parallel and large-scale workflow models.

• 한국과학교육학회지
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• 제30권8호
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• pp.971-987
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• 2010

본 연구는 사회문화적 관점에서 지식의 생산자이자 소비자인 과학교사의 학습과정을 전 생애에 걸쳐 살펴보고 이를 바탕으로 과학교사의 실천적 지식의 형성 및 발달 과정을 탐색하고자 한다. 이를 위하여 수년 동안 대학 및 대학원에서 수업 및 세미나를 함께 하면서 예비 교사 혹은 교사로서의 삶을 가까이에서 지켜 볼수 있었던 두 명의 과학교사를 연구 참여자로 최종 선정하였다. 이들은 교직경력 3년에서 6년의 중학교 과학교사로 각자 상이한 삶의 맥락을 토대로 과학교사로서 전문성을 발달시키며 실천적 지식을 형성해 나가고 있었다. 연구 참여자의 삶에 대한 심층적 이해와 과학 교사로서 실천적 지식을 탐색하기 위하여 생애사 모델과 실천적 지식의 구조를 분석틀로 사용하였다. 연구 결과 과학 교사의 실천적 지식의 형성 및 발달은 교사 개인의 삶의 맥락에 따라 주요 관심과 비중이 상이하게 달라짐을 확인 할 수 있었다. 이러한 교사 개인의 삶의 여정을 통해 자연스럽게 형성된 과학교사의 실천적 지식은 수업 전문성 향상을 위한 중요한 모티브로 작용하고 있었으며, 교사 개인의 끊임없는 반성과 성찰로 더욱 공고히 발전하는 경향을 보였다.