• Journal of Information Management
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• v.16 no.4
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• pp.96-116
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• 1983

여타 다른 학문분야에서 주장되지 않는 정보과학(情報科學)에 대한 정립(定立)은 Kari Popper의 제 3 세계 - 객관적(客觀的) 지식(知識)의 세계(世界) - 고도(高度)의 자율성(自律性)을 인정함으로써 발견 될 수 있다는 것을 우선적으로 논의하게 된다. 따라서 정보과학의 임무란 객관적(客觀的) 지식(知識)의 세계(世界)를 탐구(探究)하는 것으로 정의(定議)를 내릴 수 있으며, 또한 도큐멘테이션과 도서관학의 영역을 확대시키는 것도 되지만, 양자(兩者)는 분명히 구별되어야 한다. Popper 식(式)의 존재론은 정보(情報) 개념(槪念) 및 주관적(主觀的) 객관적(客觀的) 지식(知識)들과의 관계가 확대되어 수용되어져야 한다. 그리하여 Popper의 세가지 세계의 공간영역들은 고찰(考察)의 대상이 된다. 인식과 물리적인 공간은 동일(同一)하지 않으며, 이러한 동일성(同一性)의 결여가 정보현상에 대한 적절한 정량화(定量化)를 저지시키는 문제를 발생케하는 요인이 된다고 주장하고 있다.

• Journal of KIISE:Software and Applications
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• v.37 no.12
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• pp.936-941
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• 2010

CMMI is composed of 22 process areas by 5 maturity levels and each process area consists of specific goals and generic goals. Since there are many relations among process areas, organizational standard processes tend to contain overlapped contents. In this paper we demonstrated that 60 out of 528 specific goals are highly related (11% relationship) in CMMI maturity level 3 process areas by using pearson correlation analysis and proposed to a scheme for defining organizational standard processes based on the results. As a result of defining organizational standard processes by using proposed a scheme, we achieved a significant improvement of 25% in process defining productivity.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.503-514
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• 2020

In a sense that achievement emotion is directly associated with achievement activity of students and its result, drastic changes in educational environment such as expansion of e-learning due to COVID-19 may have a large impact on the achievement emotion of students inevitably. However, studies on the foregoing still remain insufficient, and development of a questionnaire capable of making a quantitative measurement on the achievement emotion of students under the environment of e-learning may become the basis of relevant studies, so this study developed the e-learning Achievement Emotions Questionnaire-Korean Middle school Science(e-AEQ-KMS) and verified its validity. e-AEQ-KMS in this study was developed based on the Achievement Emotions Questionnaire-Korean Middle school Science (AEQ-KMS) and by reflecting characteristics of e-learning science class. With 226 questions in total, the questionnaire is composed to measure 9 kinds of achievement emotion such as enjoyment, hope, pride, relief, anger, anxiety, hopelessness, shame, and boredom under 3 academic situations of class situation, learning situation and testing situation. The result of this study has a great significance in the way that it set out a framework for making a comparative analysis quantitatively on the achievement emotion of Korean middle school students in science for e-learning classes.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.809-817
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• 2007

The purpose of this research was to investigate the nature of the science views of science teachers and high school students as well as the views expressed in 10th grade science textbooks. The subjects were a high school science teacher, 18 male students and 11 female students in a 10th grade class located in Gyeongbuk Province, Korea. The data were analyzed in terms of three main categories of the nature of the science: the definition of science, the development of science, and the method of science. In the results, it was found that the textbook had an inductivism point of view, and that the teacher had a falsificationism point of view in terms of the definition of science. However, the teacher presented the inductive point of view of the textbook in the class. After the class, the students showed an inductive point of view. In terms of scientific development, the textbook represented a relativism point of view briefly, and the viewpoint of the teacher also expressed relativism. The teacher taught briefly from the relativism point of view, as in the textbook. The viewpoints of the students were inductivism and were not affected by the textbook or the explanations of the teacher. In terms of scientific methods, the viewpoints of the textbook and the teacher were falsificationism, and the teacher represented falsificationism views in her classes. The views of the students also showed falsificationism after their classes. However, before conclusions can be made, it is necessary to find concrete proof of the teaching effect on the viewpoints of the students in continuing research.

• The Journal of Korean Association of Computer Education
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• v.17 no.3
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• pp.25-39
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• 2014

Existing curricula for the gifted and talented of informatics are inapplicable directly to the current educational fields because its educational objectives are abstract and impractical. In particular, after the gifted and talented of informatics was defined by korean educational development institute in 2005 and other institutes, there is not a clear standard definition. Curriculum for the gifted and talented of informatics also varies and is different in accordance with research institutes. Therefore, we propose the definition of the gifted and talented of informatics and then suggest seven educational goals and a curriculum for the gifted and talented as well as its detailed learning contents. Finally, for proving the validity for those suggestions, this paper is verified by conducting the construct validity with a content validity and a confirmatory factor analysis using SPSS 18.0 and AMOS 21.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.46-62
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• 2013

In this study, nations with high academic achievement but disparate affective achievement in science according to the results of the TIMSS 2007 were selected and students' responses in the main survey for affective properties from those nations were analyzed. In addition, Korean science teachers' perception of affective achievement and the properties of teaching and learning science was explored by an online survey. According to the results of the analysis of students' responses in the main survey, the percentage of those with high levels of confidence in, pleasure in, and value perception of science was large for Hong Kong, Singapore, and England but small for Korea, Taiwan, and Japan. When the properties of teaching and learning in actual science classes were observed in Korea, actual classes focused little on experimentation, research activities, and the context of everyday life. According to the results of surveys conducted on science teachers, students' low confidence in science was due to difficult and uninteresting curricula and the absolute lack of time to study science and their low interest in the subject was due to difficult curricula and the view that science was unrelated to their future academic or professional careers. In addition, according to the teachers, students' low value perception of science curricula was due to the fact that there was no need to excel in science for academic or professional careers and the idea that the subject was of no help to daily life.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.618-632
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• 2008

Despite the rapidly growing body of research on science teachers' pedagogical content knowledge (PCK), most of the research has mainly focused on the definition of PCK and its components. The main purpose of this research was to explore the operational definition of PCK and to suggest another form by re-conceptualizing PCK, with the newly defined and conceptualized PCK capable of being used as standards and/or criteria in selecting the curricular content of and deciding the subject area of science teacher education. In this research, the science teachers' PCK was defined as the "practical knowledge and skills that are acquired through the curriculum of science education and in the course of teaching experiences, and which are used in their teaching of secondary school science." The science teachers' PCK was further defined as consisting of two integrated and/or combined dimensions: subject matter and pedagogy, each of which comprises several components. In this paper, the PCK is called science education literacy. The paper also presents the ways to apply the operational definition of PCK and re-conceptualized PCK and a few suggestions for the research on science teachers' PCK.

• Journal of Korea Society of Industrial Information Systems
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• v.14 no.4
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• pp.37-48
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• 2009

Household service robots should be able to provide their users with a variety of temporal reasoning services. In this paper, we propose an effective way of developing such temporal reasoning services using a domain-independent AI planner. Developing temporal reasoning services with a domain-independent AI planner, we have to address both the knowledge engineering problem of how to represent various real-world temporal constraints in a planning domain definition language, and the system design problem of how to realize the interface between the AI planner and the service consumer. In this paper, we introduce an example scenario and a set of typical temporal constraints for a household service robot, and then present how to represent them in the standard planning domain definition language. We also explain how to implement a service agent based on an AI planner in order to develop and provide new services efficiently.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.34-46
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• 2023

To investigate the trends in science education research related to play and derive implications for elementary science education research, we analyzed 109 research articles on play in science education published both in Korea and abroad. First, the number of research studies conducted abroad has been steadily increasing since 2009, with the highest number targeting middle school students. Conversely, domestic research has the highest number of papers targeting elementary school students. Second, in terms of research methods, quantitative methods were the most commonly used. Third, the use of questionnaires was the most frequently published research method, while the use of observation and products was smaller in number in domestic studies compared to those conducted abroad. Fourth, In the aspects of the contents, more research was conducted in the field of physics than in other areas. In case of researches for elementary school students, domestic research was focused on four areas of science. Fifth, among the studies exploring effectiveness, the 'cognitive domain' was the most studied, followed by the 'science-related attitude domain' and the 'inquiry and practice domain'. Sixth, the use of play was high in the following order: online games, video games, virtual play, and games with rules. For domestic researches, studies on analog play were most frequently reported, and the ratio of digital games in abroad was higher than that of others. Seventh, the highest number of papers used teacher-directed play, and this tendency was more noticeable in domestic studies.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.507-521
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• 2017

The purpose of this study is to investigate a meaningful path model among the components of students' positive experiences about science and science learning to understand the interactive relationships among different variables of affective domains. Positive Experiences about Science (PES) means whole experiences that have positive effects on students' affectional achievement related with science learning, which consists of science academic emotion, science-related self-concept, science learning motivation, science-related attitude, and science-related career aspiration. We conducted an online survey with 1,841 students consisting of 4th, 6th, 8th, and 10th graders from 17 provinces and cities using Test for Indicators of Positive Experiences about Science (TIPES). To explore the structural relationships among variables, we selected and analyzed an optimal structural equation model and then conducted multigroup analyses among groups. According to the analysis of the structural equation model, 'positive as well as negative science academic emotion' has effects on science learning motivation, science-related attitude, and science-related career aspiration via science-related self-concept. According to the independent t-test results for TIPES scores by participants' characteristics, there were statistically significant differences in the average scores of five sub-components of PES depending on gender, school-level, school location, and participation in science-related activities. According to the multi-group analysis results, the difference of path coefficients by gender and school-level were statistically significant, whereas the difference of path coefficients by school location and participation were not significant. Discussed in the conclusion are the implications of this research for science education research and ways to help students' affectional achievement related with science learning.