• Journal of dental hygiene science
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• v.12 no.3
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• pp.259-269
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• 2012

This study examined in what category that the knowledge dimension and the cognitive processes dimension are described based on 'A revision o Bloom's taxonomy of educational objectives' in oral health education textbooks. Oral health education and practice from Educational Objectives of Dental Hygiene Department(Korea dental hygienist Prof Council, 2009) were selected to analyze a textbook, the body contents was analyzed in the knowledge dimension, and the activity was analyzed in cognitive processes dimension. Three experts were selected as a corder for reliable analysis. As a result of this study, the knowledge dimension in oral health education textbook was focused on the categories of factual knowledge and conceptual knowledge in textbook analysis based on 'A revision of Bloom's taxonomy of educational objectives', and the category dimension of 'understand' showed to be the most for the cognitive processes dimension. Moreover, there was no 'meta cognitive knowledge' that conforms to a higher-order thinking and the category dimensions of 'analyze', 'evaluate', and 'create' took very low proportion or did not exist. Conclusion, Oral health education textbooks were analyzed to fragmentary and Memorizing the level knowledge. Thus we have to develop oral health education textbooks reflected a variety of cognitive and knowledge dimension.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.591-612
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• 2008

In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

• Korean Journal of Construction Engineering and Management
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• v.2 no.3 s.7
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• pp.83-91
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• 2001

Generally the level of accumulating scheduling knowledge-base in Korean construction companies is in the scheduling knowledge-base infrastructure construction phase and Even in top 10 construction companies, the level is in early scheduling knowledge activity phase. The principle causes of this situation are unawareness of importance to scheduling knowledge and absence of procedure related to scheduling knowledge-base. This research analyzes the problems to accumulate scheduling knowledge-base in Korean construction companies and proposes a procedure model to accumulate scheduling knowledge-base property, which adds items of scheduling knowledge-base infrastructure and scheduling knowledge activity to the existing scheduling procedures of Korean construction companies. Using procedure model for accumulating scheduling knowledge-base, Korean construction companies can develop a new scheduling procedure and accumulate scheduling knowledge accordingly. If scheduling knowledge were accumulated property according to the procedure, a framework for knowledge management system could be provided.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.71-75
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• 2007

오늘날 지능형 교수 시스템은 과거와는 달리 전문영역 지식, 학습자 지식과 융통적인 개별 학습과 개인교수를 지원하기 위한 교수 전략에 대한 지식이 사용되고 있다. 학습자들이 배웠던 내용이 무엇인지를 설명하고 가르칠 도메인 지식을 전문영역 지식으로 표현한다. 교수법 모듈은 학습을 제어하거나 가르치기 위한 모든 결정을 한다. 학생 모형은 학습자의 지식을 기술하고 학습자 개개인에 대한 특정한 정보를 저장한다. 본 논문에서는 지능형 교수 시스템의 구성 요소인 학습자 모형의 지식을 기존의 인공지능에서의 지식 표현 기법인 생성 시스템의 절차 지식을 온톨로지를 사용하여 설계하였다.

• Journal of Intelligence and Information Systems
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• v.9 no.3
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• pp.49-63
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• 2003

This paper proposes and implements a tool for the development of efficient and reliable expert system. In the expert system the inference is executed, based on the knowledges stored in the knowledge base of specific domain. To acquire the reliable results of inference, the expert system requires the facilities which can access the various kinds of knowledge and maintain the consistency and accuracy of knowledge. In this context this paper implemented the knowledge management system which maintains the consistency and accuracy of knowledge, adding selectively the knowledges without error to the knowledge base by verifying their error before the knowledges are added to the knowledge base. At the same time this paper made the expert system call and use the procedural knowledge and the declarative knowledge in the data base so that it might use the various kinds of knowledge in the process of inference.

• School Mathematics
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• v.11 no.4
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• pp.607-623
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• 2009

This study aims to investigate a child's informal knowledge of carrying and borrowing in additive calculations. The additive word problems including three types of calculations are posed a child that is the first grader and has no lessons about carrying and borrowing. By analysing his answers, his informal knowledge, that is his methods and strategies for calculating the additive problems are revealed. As a result, conceptual aspects and procedural aspects of his informal knowledge are recognized, and the didactical implications are induced for connecting his informal knowledge and the formal knowledge about carrying and borrowing.

• Communications of Mathematical Education
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• v.3
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• pp.141-167
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• 1997

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.2112-2122
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• 2014

Most of the researches on coopetition are focused on the effect of coopetion on firm performance in the firm level. However, few studies attempted to find out the effect of coopetition in team and individual level. In this paper, we examined the effect of individual perception of team climate for coopetition on the knowledge sharing and the moderating effects of procedural justice and personal initiative between the two variables. Empirical results using R&D researchers in research institutes of large-firms showed that individual perception of team climate for coopetition is positively related to knowledge sharing. In addition, we also found that procedural justice has positively strengthened the effect of coopetition on knowledge sharing. Finally, we addressed implications, limitations and future research directions.

• School Mathematics
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• v.5 no.2
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• pp.223-240
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• 2003

The purpose of this study was to investigate the preservice elementary teachers' knowledge of division through open-ended problems focused on the following perspectives in understanding division : connectedness between procedural and conceptual knowledge as well as the knowledge of units. Results indicates that the preservice elementary teachers showed low level of understanding of division such as the making word problem including division of fractions and the identification of the units in division operation.

• Informatization Policy
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• v.20 no.4
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• pp.23-50
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• 2013

The main purpose of this study is to empirically examine and to develop the optimal model about an influential relationship between the types of source-based trust and knowledge sharing of local government officials. Procedural and distributive justice-based calculative trust in organization, cognition-based trust in organization, cognition-based trust in supervisor, cognition-based trust in coworkers, and emotion-based trust in coworkers were set up as independent variables of this research model, and sharing of tacit knowledge and explicit knowledge based on the knowledge content as dependent variables. The research results shows that the suitability of each model has approximate value to the required level, and that emotion-based trust in coworkers significantly affects knowledge sharing for both the individual and integrated factors in hypothetical influential relationship. This study is expected to help to enable knowledge sharing in various situations by dividing the concepts of trust that affect knowledge sharing into a few types, and deriving the influential model of knowledge sharing by types.