• 대한수학교육학회지:수학교육학연구
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• 제22권4호
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• pp.517-534
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• 2012

이 논문에서 연구자는 중학생들의 수학 학습을 삼 년간에 걸쳐 관찰하면서 그들이 유리수 범위에서 형성한 개념적 지식과 절차적 지식 사이의 발달 관계에 대하여 조사하였다. 특히, 아래의 두 상황에서 학생들의 개념적 지식과 절차적 지식 사이의 불균형한 발달이 이후의 지식 발달에 어떤 영향을 미치는 지에 관하여 조사하였다: (a) 상대적으로 강한 개념적 지식과 약한 절차적 지식을 가진 경우; (b) 상대적으로 약한 개념적 지식과 강한 절차적 지식을 가진 경우. 연구 결과는 개념적 지식과 절차적지식이 균형적인 방식으로 (즉, 아주 근접하게 되풀이되거나 동시에) 발달될 때 가장 생산적이라는 것을 시사하며 또한 어느 한 가지 유형의 지식이 다른 유형의 지식보다 우위에 있다는 가정에 의문에 제시한다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제7권2호
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• pp.91-99
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• 2003

Isik & K$_1$l$_1$c (1998: Mathematics Education and its Appraising in the Primary School Teacher Certificate) found that many prospective mathematics teachers for primary schools who attended at newly established certificate programs made significant misconception on mathematics education because they were not graduates of education faculties. The levels of conceptual knowledge and procedural knowledge of students from a secondary school in Erzurum, Turkey were investigated in order to reveal how serious misconception the teachers have been made so far. The conceptual knowledge is very important to students, however in this research, it was found that procedural knowledge was much more important than conceptual knowledge.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제26권4호
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• pp.349-368
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• 2023

본 연구의 목적은 수학적 모델링 수업에서 학생들이 개념적 지식과 절차적 지식을 연결하는 방안을 탐색하는 것이다. 이에, 초등학생들이 개념적 지식과 절차적 지식을 연결하는 데 어려움을 보이는 학습 내용 중 최대공약수를 선정하고. 개념적 지식과 절차적 지식을 연결하면서 최대공약수 관련 문제를 해결할 수 있도록 수학적 모델링 수업을 설계하여 실행하였다. 분석 결과, 해당 수학적 모델링 수업은 학생들이 개념적 지식과 절차적 지식을 연결하여 문제를 해결하는 데 긍정적인 영향을 미친 것으로 나타났다. 또한 실제 수업 적용을 통해 수학적 모델링 수업에서 개념적 지식과 절차적 지식을 의미 있게 연결하기 위한 교수학습 방안을 도출하였다.

• Korean Journal of Mathematics
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• 제27권3호
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• pp.743-765
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• 2019

Conceptual and procedural knowledge of integration is necessary not only in calculus but also in real analysis, complex analysis, and differential geometry. However, students show not only focused understanding of procedural knowledge but also limited understanding on conceptual knowledge of integration. So they are good at computation but don't recognize link between several concepts. In particular, Riemann sum is helpful in solving applied problem, but students are poor at understanding structure of Riemann sum. In this study, we try to investigate understanding on conceptual and procedural knowledge of integration and to analyze errors. Conducting experimental class of Riemann sum, we investigate the understanding of Riemann sum structure and so present the implications about improvement of integration teaching.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제8권2호
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• pp.81-93
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• 2004

This study investigated three preservice teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of preservice teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권1호
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• pp.13-24
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• 2001

Using computer technology in teaching school mathematics creates new instructional environments. The emphases on the use of computer technology in the classrooms and in particular the use of computer-based exploration as a context of mathematics instruction have been reflected in the recommendation of the NCTM (Curriculum and Evaluation Standards for School Mathematics, 1989). Although the power of using computer technology in the exploration of mathematical problems has been recognized and stressed by many educators, we do not have many research studies on mathematics in computer-based explorations. Especially research has failed to clarify how computer technology can contribute to the construction of procedural and conceptual knowledge of mathematics. Up to now most researches on procedural and conceptual knowledge in computer environments have only focused on classifying programming languages which program language has more random access and rich interrelationship characteristic in relation to conceptual knowledge in humans, and which computer language has more characteristic flavor of procedural knowledge. How computer-based explorations affect the knowledge construction of mathematics, therefore, emerges as an issue of research on teacher education program for theoretical framework. This situation leads to do research on the effectiveness of using computer explorations in pre-service teacher education in terms of procedural and conceptual knowledge construction.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2004년도 추계 종합학술대회 논문집
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• pp.564-569
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• 2004

기존 온톨로지는 지식의 공유와 재사용에 적합한 형태로 개발되어 왔다. 하지만 이는 가상세계에서 에이전트의 행위제어나 추론에 필수적인 절차적 지식에 대한 표현방법이 부족하고 또 정형화된 틀의 범위를 벗어나는 개체들을 표현하기에는 어려움이 있다. 이 논문에서는 이러한 다양한 상황의 절차적 부분과 다형적으로 표현되는 지식에 대한 표현력을 증강시키고 에이전트의 행위, 추론의 토대가 될 수 있는 지식구조로 적합한 형태를 띠는 cyber-microcosm ontology(CMO)를 제안한다. 제안된 온톨로지는 여러 요소를 통해 정보를 지니는 action frame과 정형적인 형태뿐만 아니라 quantifier/qualifier에 기반을 둔 개체의 다변화에 따라 다형적으로 표현할 수 있는 개체의 틀을 이용함으로 이러한 문제점을 해결한다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.213-231
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• 2011

The purpose of this study was to investigate knowledge types which the elementary science gifted students would use when solving a science problem, and to examine characteristics and types that were shown in the science problem solving process. For this study, 39 fifth graders and 38 sixth graders from Institute of Education for the Gifted Science Class were sampled in one National University of Education. The results of this study were as follows. First, for science problem solving, the elementary science gifted students used procedural knowledge and declarative knowledge at the same time, and procedural knowledge was more frequently used than declarative knowledge. Second, as for the characteristics in the understanding step of solving science problems, students tend to exactly figure out questions' given conditions and what to seek. In planning and solving stage, most of them used 3~4 different problem solving methods and strategies for solving. In evaluating stage, they mostly re-examined problem solving process for once or twice. Also, they did not correct the answer and had high confidence in their answers. Third, good solvers had used more complete or partially applied procedural knowledge and proper declarative knowledge than poor solvers. In the problem solving process, good solvers had more accurate problem-understanding and successful problem solving strategies. From characteristics shown in the good solvers' problem solving process, it is confirmed that the education program for science gifted students needs both studying on process of acquiring declarative knowledge and studying procedural knowledge for interpreting new situation, solving problem and deducting. In addition, in problem-understanding stage, it is required to develop divided and gradual programs for interpreting and symbolizing the problem, and for increasing the understanding.

• 기술혁신학회지
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• 제21권3호
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• pp.1021-1049
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• 2018

본 연구는 절차적 공정성과 분배적 공정성을 포함하는 조직의 공정성이 업무몰입과 지식공유를 통하여 조직 내 종업원들의 혁신행동을 향상시키는지 여부, 그리고 업무몰입과 지식공유가 조직의 공정성과 혁신행동 간의 관계에 간접효과가 있는지 여부를 알아보기 위해 수행되었다. 본 연구의 가설검증을 위해서는 Hayes(2018)의 PROCESS Macro를 활용하였다. 분석결과 혁신행동에 영향을 주는 것은 절차적 공정성과 업무몰입 그리고 지식공유로 나타났고 업무몰입에 영향을 주는 변수는 절차적 공정성과 분배적 공정성 그리고 지식공유로 나타났다. 또한, 지식공유에 영향을 미치는 변수는 절차적 공정성과 업무몰입이었다. 절차적 공정성과 혁신행동 사이의 관계에서는 모든 경로에서 간접효과가 확인되었으며, 분배적 공정과 혁신행동 간의 관계에서는 지식공유를 경유할 경우에만 간접효과가 없음이 확인되었다. 더불어 PROCESS Macro 분석을 통하여 매개변수 간 다양한 경로의 간접효과의 크기를 알아보았다. 결론적으로 조직의 공정성은 업무몰입을 통해 혁신행동에 이를 때 가장 큰 효과를 거둘 수 있는 것으로 나타났다. 본 연구는 온라인을 통한 자기기입방식으로 인해 표본 통제가 미흡하다는 점이 한계점으로 남으며, 향후 다양한 산업 간 차이분석 등 조직의 특성에 따라 추가적 연구가 필요하다.

• 대한산업공학회지
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• 제22권3호
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• pp.399-412
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• 1996

With respect to the effects of types of knowledge on human diagnostic performance, the results of several experiments claimed that training with procedural knowledge is more effective than training with principle knowledge. However, more useful results would be attained by investigating when and how the principles of system dynamics is valuable for diagnosis. Accordingly, we conducted an experiment to reevaluate the value of principle knowledge in two problem situations. A simulator system, named DLD, to diagnose an electronic device was created. It is a context-free digital logic circuit which includes forty-one gates of three basic types. The experiment investigated the effects of principle knowledge over common procedural knowledge. The experimental results showed that the effects of principle knowledge is dependent on the complexity of diagnostic situations. This adds up on experimental evidence against the presumed ineffectiveness of principle knowledge and forward reasoning in fault diagnosis. The results also suggest the source of the usefulness of principle knowledge.