• Journal of Educational Research in Mathematics
• /
• v.26 no.2
• /
• pp.269-285
• /
• 2016

PCK(pedagogical content knowledge) has been frequently discussed in the field of subject matter education as well as education in general. Considering the fact that PCK characterizes teacher professionalism, and the distinction of mathematics education from neighboring disciplines, PCK is one of the core concepts in the discourse of mathematics education. This study focused on KCS(knowledge of content and students) among the areas of PCK. The purpose of this study to investigate the KCS of pre-service teachers attending a private university located in Seoul. An in-depth interview with 30 pre-service teachers was conducted in a semi-structured manner, using four questions dealing with common student errors, students' understanding of content, and student developmental sequences. The pre-service teachers gave mathematical answers while in others they gave priority to pedagogical considerations. The implication drawn from the interview data is that the teacher training program should fully reflect the complexity of mathematical concepts which appeared in school mathematics over several grade levels and content areas.

• Journal of the Korea Convergence Society
• /
• v.11 no.11
• /
• pp.103-114
• /
• 2020

This paper's research objective is to test educational content with different dimensions of knowledge during a graphic basic design course, while also proposing teaching plans and opinions for courses in flipped classrooms as well as enhancing educational efficiency. It categorizes educational content of courses based on the dimensions of knowledge in the learning objectives of Bloom's taxonomy. 120 students are divided into four experimental groups to respectively under go flipped classroom learning by using different dimensions of knowledge involved in course content. Course pretests and post tests are used to obtain and analyze experimental data. Among this knowledge, factual and conceptual knowledge obtained during extra curricular independent learning as well as programmed and meta-cognitive knowledge obtained during in-class learning from a flipped classroom can stimulate student's learning initiative and also enhance learning efficiency. According to research results and student feedback, this paper will propose targeted categorization methods for course content and also suggest educational strategies for these courses' flipped classroom model.

• The Journal of Society for e-Business Studies
• /
• v.26 no.3
• /
• pp.119-132
• /
• 2021

Identification of associated knowledge based on content relevance is a fundamental functionality in managing service and security of core knowledge. This study compares the performance of methods to identify associated knowledge based on content relevance, i.e., the associated document network composition performance of keyword-based and word-embedding approach, to examine which method exhibits superior performance in terms of quantitative and qualitative perspectives. As a result, the keyword-based approach showed superior performance in core document identification and semantic information representation, while the word embedding approach showed superior performance in F1-Score and Accuracy, association intensity representation, and large-volume document processing. This study can be utilized for more realistic associated knowledge service management, reflecting the needs of companies and users.

• Journal of The Korean Association For Science Education
• /
• v.28 no.6
• /
• pp.641-648
• /
• 2008

The purpose of this study is to analyze pre-service science teachers' pedagogical content knowledge. For this study, two senior education students were selected. The data of this study were collected through interviews, CoRe questionnaire, and classroom observation recordings during the period of student-teacher practice. Data were analyzed using the constant comparative method. The results indicated that the two pre-service science teachers had low level pedagogical content knowledge. Two pre-service science teachers' knowledges of science curriculum were different from each other. Orientations toward teaching science shifted to undesirable direction after the experience of a student-teacher's practice-teaching. Their subject matter knowledges were imperfect. They also had low levels of knowledge of students' understanding.

• International Journal of Knowledge Content Development & Technology
• /
• v.12 no.2
• /
• pp.7-27
• /
• 2022

The study investigated the contributions of digital and media literacies to knowledge sharing among school library personnel in Nigeria. The survey research design was adopted for the study while a questionnaire was used to collect data from the 190 respondents that constitute the sample size for the study. Findings from the study revealed a high level of digital and media literacy skills possessed by the school library personnel surveyed. Producing information, evaluating digital information, and finding digital were major media and digital information literacy skills that significantly contributed to knowledge sharing among the school library personnel. The study recommended that adequate attention should be given to the development of digital and media literacies of school library personnel in Nigeria to ensure effective and efficient knowledge sharing.

• International Journal of Knowledge Content Development & Technology
• /
• v.10 no.3
• /
• pp.33-50
• /
• 2020

Knowledge recipes are packages of knowledge which arise from the process of combining the knowledge assets in the organization in distinctive ways. This involves converting them into useful outputs which are the ideal core competitive advantage enablers for companies. The major objective of this study was to propose a knowledge recipe for financial-sector state corporations in Kenya. The study adopted a convergent parallel mixed methods research design. Quantitative and qualitative data were collected using questionnaires and key informant interviews. The target population of the study was 1574 respondents drawn from all financial state corporations. A multistage sampling technique was used for the study. The first phase involved purposive sampling of the organizations to be studied whereby the four state corporations namely: Capital Markets Authority, Competition Authority of Kenya, Kenya Investment Authority, and Kenya Revenue Authority were identified. The second phase entailed stratified sampling of the respondents in three strata namely senior management team, knowledge management team, and general staff. The authors used a census of all senior management team and knowledge management staff while a simple random sampling technique was used for the general staff. By use of the Krejcie and Morgan table, the actual sample size was 358 respondents from all the four organizations. Data were collected using questionnaires and interview schedules. The qualitative data were analyzed using content analysis while the quantitative data were analyzed by the use of Ms. Excel and VOSviewer and presented using pie charts, bar graphs, and tables. The response rate for this study was 257 (72%). The study revealed that while most employees in the financial sector organizations understand their knowledge needs, knowledge types, knowledge uses and knowledge gaps, they do not have a universal knowledge recipe to facilitate effective knowledge management in their organizations. Consequently, the authors propose a universal knowledge recipe for the state corporations in the financial sector in Kenya. The ingredients of the recipe are legal-knowledge (18%), financial knowledge (15%), administrative knowledge (11%), best practice (10%), lessons learnt (8%), human resource knowledge (8%), research and statistics knowledge (7%), product knowledge (6%), policy and procedure knowledge (5%), ICT knowledge (4%), investor knowledge (3%), markets knowledge (2%), general knowledge (2%) and regulatory framework knowledge (1%).

• International Journal of Knowledge Content Development & Technology
• /
• v.14 no.4
• /
• pp.101-111
• /
• 2024

Multilingual Knowledge Graphs (MKGs) have emerged as a crucial component in various natural language processing tasks, enabling efficient representation and utilization of structured knowledge across multiple languages. One can get data, information, and knowledge from various sectors, like libraries, archives, institutional repositories, etc. Variable quality of metadata, multilingualism, and semantic diversity make it a challenge to create a digital library and multilingual search facility. To accept these challenges, there is a need to design a framework to integrate various structured and unstructured data sources for integration, unification, and sharing databases. These are controlled using linked data and semantic web approaches. In future, multilingual knowledge graph overcomes all the linguistic nuances, technical barriers like semantic interoperability, data harmonization etc and enhance cooperation and collaboration throughout the world. Through a comprehensive analysis of the current state-of-the-art techniques and ongoing research efforts, this paper aims to offer insights into the future directions and potential advancements in the field of Multilingual Knowledge Graphs. This paper deals with a multilingual knowledge graph and how to build up a multilingual knowledge graph. It also focuses on the various challenges and opportunities for designing multilingual knowledge graphs.

• The Mathematical Education
• /
• v.48 no.1
• /
• pp.93-105
• /
• 2009

Considering the fact that PCK(pedogogical content knowledge) tends to guarantee the identity of mathematics education as a discipline and the teacher professionalism, PCK is one of the core concepts in the research on subject matter education. The purpose of this study is to review domestic and international researches on the definition and the components of PCK in mathematics. Based on the review, this study identified 3 knowledges which consist PCK; knowedge of mathematic content, knowledge of learner's understanding, and knowledge of teaching. Then this study provided some examples of PKC in the topic, the limit of sequences, and introduced the LMT and TEDS-M items, which were designed to measure the teacher's PCK. Lastly, this study attempted to evaluate the items on mathematics education included in the Teacher Employment Test administered for pre-service/. teachers in Korea based on PCK.

• Journal of the Korean Chemical Society
• /
• v.59 no.4
• /
• pp.308-319
• /
• 2015

As a follow-up study to identify references for threshold concepts in science, 20 high school chemistry teachers were interviewed. Seven concepts were identified as threshold concepts. The data revealed that teachers overcome the thresholds while they are teaching as well as learning during their school years. This explains that the mastery experience of threshold concepts involve not only the process of creating subject matter knowledge of a learner but also the reflection on or preparation for teaching. Hence, the current study proposes that a strong relationship exists between the mastery experience of threshold concepts and the development of teachers’ pedagogical content knowledge (PCK). In this regard, findings from this study will provide valuable information to understand the nature of threshold concepts and suggests the value of mastery experience of threshold concepts in terms of PCK development.

• International Journal of Advanced Culture Technology
• /
• v.7 no.1
• /
• pp.143-149
• /
• 2019

The purpose of the study was to examine early childhood teachers' content knowledge on green growth education. The subjects, 45 early childhood teachers, were asked to draw concept maps about early childhood green growth education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequencies. The results showed that early childhood teachers used 182 superordinate and 1,292 subordinate concepts in the concept map of green growth education for young children. Although early childhood teachers had a wealth of content knowledge on green growth education as proposed by the Ministry of Education, their knowledge was disproportionate to some areas and sub-areas of green growth education. These results implied the needs of developing teacher education programs for early childhood green growth education.