• Education of Primary School Mathematics
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• v.26 no.1
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• pp.65-82
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• 2023

The purpose of this study is to examine how pre-service teachers' digital capabilities and content knowledge for teaching pi appear and are strengthened in the process of developing digital-based teaching and learning materials of pi, and to derive implications for pre-service teacher education. To this end, the researchers analyzed the process of two pre-service teachers developing exploratory activity materials for teaching pi using block coding of AlgeoMath program. Through the analysis results, it was confirmed that AlgeoMath' block coding activities provided an experience of expressing and expanding the digital capabilities of pre-service teachers, an opportunity to deepen the content knowledge of pi, and to recognize the problems and limitations of the digital learning environment. It was also suggested that the development of digital materials using block coding needs to be used to strengthen digital capabilities of pre-service teachers, and that the curriculum knowledge needs to be emphasized as knowledge necessary for the development of digital teaching and learning materials in pre-service teacher education.

• Journal of Digital Convergence
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• v.13 no.11
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• pp.119-132
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• 2015

This study empirically examined which factors facilitate or disturb the learning and practical knowledge transfer in consulting and which factors have most powerful influence on the learning and transfer of consulting knowledge. Analysing 160 data collected from FTA origin managers in export companies, the study findings show the ambiguity(-), complexity(+), consulting competences(+), intervention design and delivery(+), self-efficacy(+) and government subsidies(+) significantly affected on Client's learning, while consultant's expertise(+), consulting involvement(+), transfer culture(+) significantly affected on consulting knowledge transfer, respectively. It showed that consulting competence and causal ambiguity have an greater influence on learning while consultant's expertise has a greater influence on consulting knowledge transfer, respectively. The findings implicate that consulting success depends on rather consultant's factors(consultant's expertise and consulting competence) than client's input factors. To succeed in consulting project, it is important that the consultants effectively develop and apply consulting methods & tools as shared interfaces between consultant and client.

• The Journal of the Korea Contents Association
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• v.11 no.12
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• pp.950-957
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• 2011

With the convergence of disciplines in progress and Web 2.0 online collaborative environment, online knowledge exchange activities of researchers are increasing. Quickness of acquiring knowledge highly impacts on research productivity in the global era. Online knowledge exchange is critical service for researchers. In this study, knowledge exchange service model was presented from the perspective of activate participation, knowledge quality improvement, quickness of exchanges. A variety of domestic and international knowledge exchange services were analyzed, particularly Korean domestic service KOSEN What is? as for operational practice. It is confirmed that in order to stimulate researcher knowledge exchange the quality of the knowledges exchanged is essential and variety of operating activities are needed such as expert matching systems, enhancement of speed in knowledge exchange, ease of usability, and elements of fun.

• The Journal of Korea Robotics Society
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• v.2 no.1
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• pp.80-92
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• 2007

For the pervasive computing in ubiquitous environment, it is very important to manage the context model to provide pertinent context knowledge to context-aware applications. The context model should be able to support efficiently the context knowledge reusing and sharing as well as reasoning. Previous works focus mainly on the context knowledge representation scheme for reasoning. This paper proposes a context knowledge modeling scheme especially for reusing and sharing. This scheme provides well-established principles and guides for 1) context knowledge modularization and hierarchization, and for 2) context knowledge identification and organization. Once the context models are built according to the scheme, the structure of the context model and the meanings of the context knowledge elements become clear and consistent, so that context-aware applications can share and reuse the context knowledge in easy and error-reduced manner. This paper also discusses the implementation of a context model and an application for Presentation Helper scenario running on a software middleware system (CAMUS) for ubiquitous service robots which is being developed by ETRI Korea.

• Journal of The Korea Institute of Healthcare Architecture
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• v.16 no.2
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• pp.47-54
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• 2010

This paper is a longitudinal study, comparing survey results between two time periods. A previous survey was conducted in 1999. After 10 years of the first survey, the second survey was conducted while utilizing the same questionnaire. A list of membership of Korea Institute of Heallthcare Architecture was used as a sampling frame. At the first survey in 1999, questionnaires of 27.3 percentage were returned, and 15.5 percentage in the 2008 survey. Healthcare design is one of the highly specialized design types in architecture. In addition, it is demanded highly specialized knowledge to solve healthcare design problems. As a professional service firm(PSF), architectural firm utilizes knowledge assets to provide design service to clients. Specialized knowledge in question is one of the core assets of PSF. The knowledge generates competitive advantages and plays an effective role as a marketing tool for PSF. However, empirical studies dealing with the knowledge characteristics of specialized design(healthcare) firms were hardly found. Thus, this study aims to trace the professional architects' perception of knowledge demands for task performance and architectural knowledge assets. The results can be used as a reference when a specialized firm in healthcare design initiates to build knowledge assets in it.

• Proceedings of the Korea Database Society Conference
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• 1998.09a
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• pp.83-98
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• 1998

Who needs Media Asset Management？ ◆ Publishers ◆ Any company publishing newspapers, magazines, catalogs or web sites. ◆ Content Creators ◆ Companies who create content for use in their business ◆ Broadcasters, Advertising Agencies, Studios, Sports Houses (NBA, NFL), Corporate Training Depts, Retailers ◆ Content Distributors ◆ Cable Operators, Telecoms, Internet Service Providers, Online Service Providers Who needs Media Asset Management？ ◆ There's a LOT of money being spent on this kind of technology, and not just by 'media' companies ◆ Retailers, for catalogs, web sites, call centers ◆ Chems/Pharms, for drug. discovery, knowledge management ◆ Legal, for document and knowledge management ◆ Federal, for video surveillance and knowledge management ◆ Manufacturing, for integration of CAD, text and business-to-business applications ◆ Anyone with a Web/Content Management challenge(omitted)

• Journal of the Ergonomics Society of Korea
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• v.31 no.1
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• pp.77-83
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• 2012

Objective: The aim of this paper is to introduce a method that can measure and analyze the judgment gaps between service providers and customers. Background: It is important to understand the good service that service providers and customers are thinking. If there is judgment gap between service providers and customers, it would cause an unsatisfactory service. The judgment gap should be thoroughly investigated for a good service design. Method: Lens model is a human decision making model that was proposed by Brunswick(1952). This study indicates whether the Lens model can be applied to analyze judgment gaps between service providers and customers. As a case study, a library lending service was selected. 5 librarians and 15 customers participated in the experiment that investigates their judgments on a good service. The obtained data were analyzed by a modified lens model. Results: Cue weighting policies of consumers and service providers were similar, except that consumers gave higher weight on tangibility than service providers. Service providers and consumers had a good knowledge on the service quality, but they could not well apply the knowledge to judge it. Conclusion: The lens model may be used to analyze judgment gaps between service providers and consumers in the other service areas. The decision cues that were used in this study can be changed, depending on the characteristics of the target service. Application: The method that is proposed in this study may help to investigate and analyze both consumers' and service providers' judgments on a variety of services.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1385-1402
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• 2013

This study analyzes pre-service teachers' PCK dealing with visualization of the contents related to boiling point elevation and teaching methods in mock-lessons. As a result of analyzing pre-service teachers' knowledge based on PCK factors, most of the pre-service teachers accentuated on understanding boiling point elevation conceptually, whereas some of the others inclined to make students understand boiling point elevation in a scientific way, let the kids use numerical formulas to describe the concept, and motivate them to learn through the examples in real life. The pre-service teachers represented majority of the important facts of boiling point elevation as the knowledge required to understand things conceptually. However, they did not focus on improving the scientific thinking and inquiring levels of the students. Also, the pre-service teachers tended to teach at the level and order of the textbook. In some other cases, they considered the vocabularies and materials in the textbook (which could have been highlighted in the editing sequence) as the main topic to learn, or regarded the goal as giving students the ability to solve exercises in the textbook. It turned out that the pre-service teachers had a low level of knowledge of their students. It is recommended that they should make use of the materials given (such as data related to the misconception of students) during the training session. The knowledge of teaching and evaluating students was described superficially by the pre-service teachers; they merely mentioned the applications of models, such as the cyclic model and discovery learning, rather than thinking of a method related to the goals, or listed general assessment methods.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.71-84
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• 2012

The purpose of this study is to analyze some Korean elementary pre-service teachers' Mathematical Knowledge for Teaching(MKT) and compare the results with those obtained by Kwon, Nam, & Kim(2009), so that we can provide some suggestions to improve education of elementary mathematics subject at Korean teachers colleges. For this purpose, we selected the MKT items on number and operations which were adapted for Korean in-service teachers by Kwon et al. The survey consisting of those items was administered to 88 Korean elementary pre-service teachers at teachers college, J University. The results are the following: First, the respondents, elementary pre-service teachers, showed that they already had a sufficient amount of Content Knowledge(CK) on number and operations, but that their level of Knowledge of Content and Students(KCS) was insufficient. This means we need to strengthen our students' KCS in education of elementary mathematics subject at our teachers colleges. Second, there was a strong correlation, in both CK and KCS, of item difficulty felt by the respondents with that by the Kwon et al's in-service teachers. Third, although the respondents valued the MKT items more than the above-mentioned elementary in-service teachers, about 70% of them said the items were never learned at their college. Furthermore, they had different opinions on some of the items from their counterparts'. The suggestions we get here are we need to first consider the results in improving education of elementary mathematics subject at our teachers colleges and second develop MKT items suitable for the situation of Korean schools and curriculums in order to obtain exact estimations of Korean elementary pre-service teachers' MKT.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.325-338
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• 2021

In this study, we developed a 15-week educational program for TPACK(Technological Pedagogical Content Knowledge) development of 40 pre-service teachers in a university for teacher training. We also developed a TPACK evaluation framework to evaluate the practical competency of TPACK of pre-service teachers. The developed evaluation framework consisted of 5 levels, from 0 to 4, TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), and TPACK, respectively. As a result of the evlauation, the levels of TPK, TCK, and TPACK development stages of most pre-service teachers were consistent, but some pre-service teachers' TPK and TCK did not match. It was found that the TPACK stages follow the lower level between TPK and TCK. In addition, as a result of an investigation into the hindrance factors of the TPACK development of pre-service teachers with low TPACK stages in the use of technology, they have distrust of students' ability to learn with self-regulation, distrust of students' ability to interact, and recognition of practical limitations in the school field. Based on these findings, we argued that it was necessary to provide an educational program to help pre-service teachers develop balanced TPK and TCK and eliminate the hindrance factors of the TPACK development of pre-service teachers about technology-using classes.