• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.9-16
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• 2022

This study attempted to analyze the achievement criteria of the 2015 special curriculum middle school physical education curriculum based on Bloom's new education goal taxonomy. To this end, 184 sentences based on the common curriculum and basic curriculum achievement standards of the relevant curriculum were analyzed into a total of 24 combinations of 4 dimensions of Bloom's new education goal taxonomy and 6 dimensions of cognitive courses. The results of the study are as follows. First, in the case of the special curriculum physical education and middle school achievement standards, unlike the analysis of the basic curriculum of elementary schools shown in previous studies, the 'procedural knowledge-applying' combination was the most common, and it was confirmed that there was a hierarchy by school level. In addition, the dimensions of knowledge and cognitive processes were relatively diverse, confirming the key points of physical education and middle school classes for disabled students. Second, in the case of the common curriculum among the lower curriculum, knowledge and cognitive process dimensions were relatively diverse except for cognitive process dimensions such as 'remember', and higher knowledge and cognitive process dimensions such as 'metacognitive knowledge' and 'creative'. Third, in the case of the basic curriculum among the lower curriculum, the 'procedural knowledge-applying' combination was excessively concentrated at 60.7%, which was analyzed to require improvementsary.

• IE interfaces
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• v.13 no.1
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• pp.44-53
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• 2000

While knowledge management (KM) needs to be introduced in order to enhance the competitiveness of Korean firms, most of the current literature focuses on defining the concept of KM and developing its framework. This research attempts to develop an introduction methodology of KM, based on four dimensions such as organization, information technology, process, and culture. The methodology was applied to firm L, which recently adopted KM. A result from the analysis of this case study shows that firm L performed well in the dimensions of organization, information technology, and culture.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.353-364
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• 2024

The purpose of this study is to analyze the achievement standards for grades 3-4 of the 2022 revised science curriculum and identify the goals of science education for grades 3-4 of the 2022 revised curriculum, as well as provide implications for the development of the science textbooks for grades 3-4 and the direction of teaching for teachers in the field. For this purpose, 57 achievement standards of the Science Department 2022 revised curriculum for grades 3-4 were analyzed as to their knowledge dimensions and cognitive processes according to Bloom's Taxonomy of the New Educational Objectives. In cases where an achievement standard is a double sentence or combines two or more knowledge dimensions or cognitive process dimensions, we separated the sentences after having consulted with a group of experts and divided the achievement standards into 57 sentences. We then analyzed the frequency of the categorization of concepts and descriptors by comparing them with the previously studied elementary science standards from the 2015 revised curriculum. The main findings of the study are as follows. First, in the knowledge dimension, the "factual knowledge" accounted for 50 items (86%), compared to "conceptual knowledge" (10%), and "procedural knowledge" (4%), and "metacognitive knowledge" was not analyzed at all. Second, in terms of the cognitive processes, "Understanding" was the highest at 60% with 34 items. It was followed by "applying" with 11%, "creating" with 19%, "evaluating" with 15%, and "analyzing" and "remembering" with 6%. Third, when analyzing the descriptors, "I can explain" was the highest with 9%, followed by "comparison" with 6%, and "practice" and "classification" with 5%. Fourth, compared to the 2015 revised curriculum, "conceptual knowledge" was reduced and "factual knowledge" was overwhelmingly increased. Fifth, in the cognitive process dimension, "understanding,' has increased significantly, while the other cognitive process dimensions have decreased. Conclusions and implications based on these findings are as follows: the focus of the Science Department for grades 3-4 in the 2022 revised curriculum is heavily weighted toward the "factual knowledge," with "understanding" dominating the cognitive process dimensions. As a result, many concepts and applications have been reduced. Based on the results of the comparison of the descriptors with the results of the 2015 revised curriculum, the implications for the development of the science textbooks for grades 3-4 of the 2022 revised curriculum were discussed, and so were the implications of the curriculum for the field.

• Journal of the Korean Society of Clothing and Textiles
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• v.25 no.5
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• pp.933-944
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• 2001

The purpose of this research was to classify service dimensions for each apparel product which was thought to be important to consumers and to examine what kind of service dimensions are assessed to be more important than others. Furthermore, whether there were significant differences in the service dimensions and importances of services dimensions were examined by apparel product type(casual, formal products). Data were collected from women who were over 20 years old that live in Seoul. A questionnaire developed based on the previous researches and data were analyzed by factor analysis, t-test, ANOVA, frequency analysis. The results of this study were as follows: First, services of salesperson were divided into six dimensions: \"focused on customers\", \"knowledge/competency\", \"courtesy\", \"appearance/image\", \"purchasing induction\", and \"concerning\". As to service dimension importance, consumers think that \"service focused on customers\" is the most important dimension of service. Second, results of examining the importance according to apparel product type showed that five of the six service dimensions in formal product sales were more important except for the \"knowledge\" related service. Last, as to demographic characteristic variables, people who were over 40 years old were likely to think \"purchasing induction\", \"appearance/image\", \"concerning\" service dimensions more important than the other ages. And it was found that consumers who spend less money on purchasing clothing in a month thought \"focused on customers\" service was more important than the other consumers. In conclusion store managers could apply these results to service education of salesperson and use on preservation and improvement of customer relationship. And according to apparel product types, the results will give some implications to various service policies.

• Asia pacific journal of information systems
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• v.25 no.4
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• pp.642-661
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• 2015

Interpersonal trust has become essential for online communities because people have managed to be in a situation without face-to-face encounters. To identify the structural relationships between interpersonal trust and learning performance, we analyzed the relationship between two types of trust, namely, cognitive and affective, as well as two dimensions of learning performance, namely, learning satisfaction and knowledge application. We also identified the moderating role of social norms in the relationship between trust and learning performance. Results of analysis are as follows. First, cognitive trust significantly affected the two dimensions of performance. Second, affective trust exhibited a significant effect on learning satisfaction, but did not affect knowledge application. Third, the relationships between the two performance factors were significant and direct. Lastly, social norms appeared to moderate the effects of cognitive trust on knowledge application and affective trust on satisfaction. These findings suggest that organizations, which would like to optimize task-oriented performance of their learning communities, should consider linking strategies between community satisfaction and practical knowledge application.

• Journal of Information Technology Services
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• v.15 no.1
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• pp.131-152
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• 2016

Group social capital can be defined as an intangible asset that promotes knowledge sharing and social interaction. It is posited here that the group social capital raised and nurtured among group members positively influences on team performance in IS (Information Systems) development projects. And communication effectiveness is selected as a critical antecedent and its detailed relationships with the dimensions of group social capital are analyzed. Effective communication plays important role in ISD project teams by integrating knowledge from different areas. Moderating effects of project phase between the sub-dimensions of social capital and project performance are investigated. Hypotheses are tested using data from 131 project teams of 85 manufacturing firms. The results indicated that Communication effectiveness positively impacted sub-dimensions of social capital (social ties, trust, and shared vision). Moreover, the team performance is influenced by shared vision and trust, leaving social ties as a leading subcontract, as theoretically proposed in prior research. The project phase moderates the impact of shared vision on team performance.

• Korean Journal of Computational Design and Engineering
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• v.1 no.2
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• pp.122-132
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• 1996

Features are generic shapes with which engineers associate certain attributes and knowledge useful in reasoning about the product. Feature-based modeling systems support additional levels of information beyond those available in geometric modelers. The objective of this study is to develop a PC level feature-based modeling system which explicitly represents dimensions of the part. The feature-based modeler retains all the benefits of traditional B-rep. solid models, and represents the dimensions at a high level of a abstraction so that dimension driven geometry can be achieved.

• Management & Information Systems Review
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• v.36 no.5
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• pp.175-193
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• 2017

This study examines the effect of social capital formed on B to B inter - firm transactions on firm's performance through a research model developed around the mediating effect of knowledge absorption capacity. In other words, we examined how each level of social capital affects firm performance. by examining the dimensions of social capital that are not presented in previous studies, we have identified how each element of social capital affects corporate performance. in addition, the effects of knowledge absorption on firm performance are analyzed and presented in various ways. The results of the study are summarized as follows. First, social capital is divided into three dimensions. In other words, the relationship between structural elements, relational dimensions, and cognitive dimensions was verified. First, the structural dimension influenced the relational dimension, and the relational dimension had a positive effect on the cognitive dimension. this is meaningful in that it solved what is pointed out as a limit in previous studies. this is meaningful in that it verified what was pointed out as a limit in previous studies. secondly, the structural dimension influenced the cognitive dimension. Second, each component of social capital has a positive impact on knowledge absorption capacity. Finally, it was found that knowledge absorption capacity had a positive effect on the corporate culture, and it was confirmed that knowledge absorption capacity was important. the extent to which social capital is absorbed in BtoB transactions means that the performance of the two companies can be quite different.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.570-579
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• 2007

Instructional objectives clearly show what teachers should teach in the class and how they lead the class, focusing on a certain activity for their students in the class. Clear instructional objectives are a prerequisite for teachers to accomplish effectively their curriculum. The revised Bloom's taxonomy table of educational objectives has been introduced in 50 years since the publication of his original taxonomy table in 1956. Bloom's revised taxonomy table of educational objectives has two-dimensions, the "cognitive process" dimension and the "knowledge" dimension, and it classifies class objectives more elaborately and clearly. This study was designed to classify instructional objectives stated in elementary science guidebooks for teachers into Bloom's revised taxonomy table, and see how the objectives of elementary science classes were categorized by grade level and areas. In addition, this study examined how the objectives of elementary science classes by study area were classified into the new taxonomy table. This study classified 618 elementary science instructional objectives of third- to sixth-grade science guidebooks for teachers into Bloom's revised taxonomy table. The results showed that the objectives of elementary science classes emphasized disproportionately some of the knowledge and cognitive process dimensions. In the area of subjects while the percentages of factual knowledge were very high, those of meta-cognitive knowledge were low.

• The Research Journal of the Costume Culture
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• v.24 no.6
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• pp.709-724
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• 2016

The purpose of this study is to develop a multi-dimensional scale measuring consumers' perceived challenge in shopping fashion products online, and to verify its validity and reliability. Relevant literature is first reviewed to identify possible dimensions of perceived challenge. Next, Study 1 is conducted in order to explore the dimensions empirically and to see whether the dimensions that emerged were consistent with prior findings. A total of 190 responses to an open-ended question was qualitatively analyzed by using content analysis. The findings of Study 1 generate 26 items reflecting four dimensions (i.e., product knowledge, previous experience, website functionality, and product availability), which correspond to the dimensions suggested in literature review. Study 2 is subsequently conducted to refine the items so that the perceived challenge scale establishes cross-validation, convergent validity, discriminant validity, reliability, and predictive validity. A total of 238 responses is quantitatively analyzed by using exploratory factor analysis, confirmatory factor analysis, and structural equation modeling. In the results of Study 2, the perceived challenge scale is found to consist of a total of 16 items reflecting three dimensions: E-commerce Challenge (corresponding to Previous Experience reported in Study 1), Retailer Challenge (corresponding to Website Functionality), and Product Challenge (corresponding to Product Knowledge); all Product Availability items have been eliminated through the item refinement process. Specifically, E-commerce Challenge and Retailer Challenge are found to predict flow, supporting flow theory, while Product Challenge fails to lead to flow significantly. Implications, limitations, and suggestions for future studies are also discussed.