• International conference on construction engineering and project management
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• 2009.05a
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• pp.1030-1035
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• 2009

The value of intangible assets of a company attracts attention in enterprise management environment drastically changing. Following such a trend, many companies have adopted knowledge management. Especially in construction industry of which success of a project is easily affected by the capacity of various participants and work performers, we may find many cases to which the knowledge managements have been adopted. However, the domestic design companies have tended to be late to introduce the knowledge management or have difficulty in effective use of KMS already constructed. This study suggests KMS based on BPM (Business Process Management) and drives its effects to improve problems mentioned above. We drives the expected effects by studying the existing studies and surveying domestic design companies and suggests Prototype for introducing a real system.

• The Journal of the Korea Contents Association
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• v.11 no.12
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• pp.711-722
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• 2011

This article described relations between knowledge contents for culture contents. Knowledge contents include academic article, research report, digital replica for old books and digital cultural heritages with a high level of abstraction and complexity. The process of digitalization sets up the clearinghouse for information and knowledge of humanities which can be a critical resource for cultural contents development. Knowledge contents are deliverable of knowledge-information hierarchies. The knowledgeinformation resource management plan doing by Korean Studies Advancement Center shows the most of the hierarchies. As a result, this paper shows that the process of knowledge-information development and the process of cultural contents development are in a series of continuous process.With the help of information technology.

• 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'.

• Journal of Institute of Control, Robotics and Systems
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• v.10 no.5
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• pp.450-457
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• 2004

In this research, the automatic synthesis of knowledge models is proposed. which are the basis of the methods using qualitative models adapted widely in fault diagnosis and hazard evaluation of chemical processes. To provide an easy and fast way to construct accurate causal model of the target process, the Role-Behavior modeling method is developed to represent the knowledge of modularized process units. In this modeling method, Fault-Behavior model and Structure-Role model present the relationship of the internal behaviors and faults in the process units and the relationship between process units respectively. Through the multiple modeling techniques, the knowledge is separated into what is independent of process and dependent on process to provide the extensibility and portability in model building, and possibility in the automatic synthesis. By taking advantage of the Role-Behavior Model, an algorithm is proposed to synthesize the plant-wide causal model, Fault-Causality Graph (FCG) from specific Fault-Behavior models of the each unit process, which are derived from generic Fault-Behavior models and Structure-Role model. To validate the proposed modeling method and algorithm, a system for building FCG model is developed on G2, an expert system development tool. Case study such as CSTR with recycle using the developed system showed that the proposed method and algorithm were remarkably effective in synthesizing the causal knowledge models for diagnosis of chemical processes.

• Proceedings of the Korea Society of Design Studies Conference
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• 2005.05a
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• pp.250-251
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• 2005

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.215-228
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• 2003

The present study is to analyze the arguments about the generation of declarative scientific-knowledge in the philosophy of science and invent a structured model of the process of scientific-knowledge generation with the types of the generated scientific-knowledge. The invented model shows that scientific-knowledge generation is a distinctive process with the processes of inductive, abductive, and deductive thinking. Furthermore, inductive process is included with observation, which is consisted of simple observation and operative observation, and rule-discovery which is involved with the processes of commonness discovery, classification, pattern discovery, and hierarchical relationship. Also, abductive process has two components. One component generates question and second component generates hypothesis in which the process consists of representing question situation, identifying experienced situation, identifying causal explicans, and generating hypothetical explicans. Finally, deductive process is involved with logical inventing test method and evaluation criteria, concrete inventing test method and evaluation criteria, evaluating hypothesis, and making conclusion.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.484-495
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• 2019

This study divided pre-service elementary school teachers' knowledge conversion into four types, socialization, externalization, combination and internalization, based on their inquiry activities on the life cycle of cabbage butterfly. As research subjects, this study collected results from 24 pre-service elementary school teachers who carried out inquires on the life cycle of cabbage butterfly for about 2 months. The type of socialization indicates the conversion of tacit knowledge into tacit knowledge, and this study found out that pre-service elementary school teachers acquired and accumulated tacit knowledge from their fellow pre-service teachers, professors and even acquaintances inside and outside the lab. However, there appeared no process that they shared their tacit knowledge with other pre-service teachers or delivered it to them. The type of externalization indicates the conversion of tacit knowledge into explicit knowledge, and this study discovered some cases that pre-service elementary school teachers expressed their inner tacit knowledge into explicit knowledge. However, there was no case found that they converted the verbally-unexpressed tacit knowledge of their fellow teachers or experts into well-defined explicit knowledge. The type of combination indicates the conversion of explicit knowledge into explicit knowledge, and this study discovered some cases that they collected explicit knowledge and converted it into new explicit knowledge for the acquisition, integration and delivery or distribution of explicit knowledge. However, there were few cases that they creatively devised new explicit knowledge by acquiring new knowledge through direct observation and supplementing the existing explicit knowledge. The type of internalization indicates the conversion of explicit knowledge into tacit knowledge, and this study discovered both explicit knowledge embodied through personal experiences and explicit knowledge embodied through simulations and experiments that formed tacit knowledge in process of examining the existing explicit knowledge.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 2007.06a
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• pp.783-784
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• 2007

• Journal of Information Processing Systems
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• v.9 no.1
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• pp.1-30
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• 2013

The capitalization of know-how, knowledge management, and the control of the constantly growing information mass has become the new strategic challenge for organizations that aim to capture the entire wealth of knowledge (tacit and explicit). Thus, knowledge mapping is a means of (cognitive) navigation to access the resources of the strategic heritage knowledge of an organization. In this paper, we present a new mapping approach based on the Boolean modeling of critical domain knowledge and on the use of different data sources via the data mining technique in order to improve the process of acquiring knowledge explicitly. To evaluate our approach, we have initiated a process of mapping that is guided by machine learning that is artificially operated in the following two stages: data mining and automatic mapping. Data mining is be initially run from an induction of Boolean case studies (explicit). The mapping rules are then used to automatically improve the Boolean model of the mapping of critical knowledge.

• Asia pacific journal of information systems
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• v.10 no.4
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• pp.57-75
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• 2000

Most current literature on knowledge and technology transfer(Appropriability Model, Dissemination Model, and Knowledge Utilization Model), describe the process of transfer in details, but has limitation in terms of their application in contemporary high-tech industries since most studies have not provided plausible explanation on levels and factors affecting transfer of knowledge and/or technology. To overcome these limitations, the four levels of knowledge and technology transfer are suggested: Knowledge and Technology Creation(Level I), Sharing(Level II), Implementation(Level III), and Commercialization(Level IV). Comprehensive literature identifies sixteen variables affecting the process and results of knowledge and technology transfer. The survey results show four key factors in knowledge and technology transfer: Communication, Distance, Equivocality, and Motivation, Communication refers to the degree to which a medium is able to efficiently and accurately conveys task-relevant information and media while distance involves both physical and cultural proximity. Equivocality refers to the degree of concreteness of knowledge and technology to be transferred while motivation involves incentives for and the recognition of the importance of knowledge and technology transfer activities. Further analysis shows that there are four distinctive clusters and they show very contrasting characteristics in terms of four key factors. The careful mapping of the four clusters on the four key factors show very informative knowledge and technology transfer patterns, the Knowledge and Technology Transfer Grid. Finally, actions to increase communication interactivity and motivation, and to reduce cultural distance and equivocality are suggested.