• East Asian mathematical journal
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• 제40권2호
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• pp.149-166
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• 2024

This study is to establish the domains and the standards of instructional evaluation on the teacher knowledge dealing with the knowledge of 'teaching and learning methods and assessment'. Especially, in this study, the instruction assessment standards are developed focused on the five types of mathematics competencies such as problem solving, communication, reasoning, connection, information and handling, which were emphasized in the mathematical curriculum revised in 2022. By the result, ten domains such as an instruction involving instruction goal and content, problem-solving competency, data treatment competency, learners' achievement level and attitude, communication competency, reasoning competency, connection competency, the assessment method and procedure based on the competency, the assessment tool development based on the competency, assessment result based on the competency were new established. According to those domains, the total 20 instructional evaluation standards were developed. This study is limited to consider the domain of 'teaching and learning methods and assessment' among the domains of teacher knowledge, while dealing with the elements of mathematics competencies in the standards. However, instructional evaluation standards reflecting these competencies should be developed in the other diverse domains of teacher knowledge.

• 대한수학교육학회지:수학교육학연구
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• 제22권3호
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• pp.331-352
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• 2012

이 연구는 비례문제 해결에 영향을 주는 인지적 변인이 무엇인지 확인하는 것을 궁극적인 목적으로 한다. 이를 위해 비례 문제를 구조화 정도에 따라 잘-구조화된 문제, 구조화된 문제, 비-구조화된 문제로 분류하고, 이론적 고찰을 통해 비례문제 해결에 영향을 주는 인지적 변인으로 사실 알고리즘 지식, 개념적 지식, 문제유형 지식, 양의 변화 인식, 메타인지를 추출하였다. 중다회귀분석 방법을 사용해 구조화 정도가 다른 문제를 해결하는데 유의하게 영향을 주는 인지적 변인이 무엇인지를 분석하였다. 분석 결과 구조화 정도가 다른 문제를 해결하는데 서로 다른 인지적 변인이 영향을 주었다. 즉 잘-구조화된 문제 해결에는 사실 알고리즘 지식과 문제유형 지식, 그리고 구조화된 문제 해결에는 개념적 지식, 문제유형지식, 양의 변화 인식, 마지막으로 비-구조화된 문제해결에는 메타조절, 개념적 지식, 양의 변화 인식, 문제유형지식이 영향을 주었다. 이처럼 문제 유형에 따라 다른 인지적 변인이 영향을 미치기 때문에, 수학수업에서는 문제 유형에 따라 다른 교수학습 방법과 다른 평가 틀을 적용할 필요가 있으며, 더불어 학생들의 비례 문제 해결 능력을 계발하기 위해서는 수학 수업에서 구조화된 문제와 비-구조화된 문제를 적극 활용할 필요가 있다는 결론을 도출할 수 있었다.

• 지식경영연구
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• 제15권4호
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• pp.15-34
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• 2014

Creative problem solving has become an important issue in many fields. Among problems, dilemma need creative solutions. New creative and innovative problem solving strategies are required to handle the contradiction relations of the dilemma problems because most creative and innovative cases solved contradictions inherent in the dilemmas. Among various kinds of problem solving theories, TRIZ provides the concept of physical contradiction as a common problem solving principle in inventions and patents. In TRIZ, 4 separation principles solve the physical contradictions of given problems. The 4 separation principles are separation in time, separation in space, separation within a whole and its parts, and separation upon conditions. Despite this attention, an accurate definitions of the separation principles of TRIZ is missing from the literature. Thus, there have been several different interpretations about the separation principles of TRIZ. The different interpretations make problems more ambiguous to solve when the problem solvers apply the 4 separation principles. This research aims to fill the gap in several ways. First, this paper classify the types of contradiction relations and the contradiction solving dimensions based on the Butterfly model for contradiction solving. Second, this paper compares and analyzes each contradiction relation type with the Butterfly diagram. The contributions of this paper lies in reducing the problem space by recognizing the structures and the types of contradiction problems exactly.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권4호
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• pp.371-388
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• 2007

This is a case study trying to understand from the view of affordance which certain three middle school students perceive an activation of previous knowledge in the course of problem solving when they solve algebra word problems with a previous knowledge. The results of this study showed that at first, every subjects perceived the text as affordance which explaining superficial similarities, that is, a working(painting)situation rather than problem structure and then activated the related solution knowledge on the ground of the experience of previous problem solving which is similar to current situation. The subject's applying process for solving knowledge could be arranged largely into two types. The first type is a numeral information connected with the described problem situation or a symbolic representation of mathematical meaning which are the transformed solution applied process with a suitable solution formula to the current problem. This process achieved by constructing a virtual mental model that indicating mathematical situation about the problem when the solver read the problem integrating symbolized information from the described text. The second type is a case that those subjects symbolizing a formal mathematical concept which is not connected with the problem situation about the described numeral information from the applied problem or the text of mathematical meaning, which process is the case to perceive superficial phrases or words that described from the problem as affordance and then applied previously used algorithmatical formula as it was. In conclusion, on the ground of the results of this case study, it is guessed that many students put only algorithmatical knowledge in their memories through previous experiences of problem solving, and the memories are connected with the particular phrases described from the problems. And it is also recognizable when the reflection process which is the last step of problem solving carried out in the process of understanding the problem and making a plan showed the most successful in problem solving.

• 한국지구과학회지
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• 제40권4호
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• pp.436-445
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• 2019

This study presents how two types of integrated science and engineering lessons affect students' engineering problem solving skills and their perceptions of engineering. In total, 146 middle school students participated in this study. Eighty-six students participated in the Type I lesson (complete engineering design lesson with a science knowledge application) and 60 students participated in the Type II lesson (engineering design without a science knowledge application). Two main datasets, (1) students' Creative Engineering Problem Solving Propensity (CEPSP) measurement scores and (2) open-ended survey questions about students' perceptions of engineering, were collected before and after the lessons. The results of this study show that after participating in the Type I lesson, students' CEPSP scores significantly increased, whereas the CEPSP scores of the students who participated in the Type II lesson did not increase significantly. In addition, students who participated in the Type I lesson perceived engineering and the engineering integrated science lesson differently compared to the students who participated in the Type II lesson. The results of this study show that engineering integrated science, technology, engineering & mathematics (STEM) lessons should include a complete engineering design and a science knowledge application to improve students' engineering problem solving skills.

• Educational Technology International
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• 제16권2호
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• pp.183-200
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• 2015

This study investigated the effect of learning achievements and cognitive load according to different types of presenting learning materials and epistemological beliefs (EB). Learning achievements in this study were composed by retention and transfer of ill-structured problem. A total of 80 college students participated in the study. Prior to the learning, students were guided to fill out a questionnaire regarding epistemological beliefs and a prior knowledge test. The students of each group studied with a different type of reading material: full text (FT), full text including key questions (KeyFT) and full text including a concept map (CmFT). After a session of study was finished, they were asked to complete the posttest: retention and transfer. The results showed that there was a significant difference in transfer achievements. CmFT outperformed higher scores than the other types. There was no significant difference in retention among the groups. It is strongly believed that the types of presenting learning materials may have affected the understanding of ill-structured problem solving skills. Students with sophisticated EB showed higher achievements on retention and transfer than naive-EB and mixed-EB. Even though the data showed decrease of the cognitive load on the type of materials and EB, there were no significant differences on the cognitive load. We should consider a positive effect of types of presenting learning materials and EB enhancing capabilities of solving ill-structured problems in real life.

• 한국유통학회지:유통연구
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• 제4권2호
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• pp.93-115
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• 1999

The main purpose of this study is to develop a framework of knowledge management and knowledge management systems(KMS) for retail firms. The framework of knowledge management developed in this paper is based on six components: knowledge worker, KMS, leadership of CEO, knowledge management strategy, culture, evaluation and reward systems. The knowledge management process can be divided into four stages: preparation stage, initiation stage, expansion stage and completion stage. The major activities performed to implement effective knowledge management are also identified for each stage. The knowledge base of KMS for retail firms should store three types of knowledge: knowledge for management activity, knowledge for management activity, knowledge for strategic analysis, and knowledge for problem solving. Finally, the technical characteristics of KMS are also examined in terms of information technology.

• 한국정보과학회논문지:데이타베이스
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• 제31권3호
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• pp.205-218
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• 2004

시공간 데이타관리를 위한 데이타베이스 기술이 발전함에 따라 방대한 시공간 데이타 집합으로부터 의미 있는 시공간 지식 탐사를 필요로 하는 시공간 응용 서비스가 증대되고 있다. 이 논문에서는 시공간 지식 탐사 기법 개발을 지원하기 위하여 시공간 3계층 지식탐사 프레임워크를 제안하였다. 프레임 워크에서는 시공간 지식 탐사 문제 정의를 위한 기반 모델을 제시하여 시공간 지식에 대한 정의 및 관계를 표현할 수 있도록 하였다. 또한 시공간 지식 탐사 시스템의 구성요소 및 구현 모델을 제시하였다. 이 논문에서 제안한 시공간 지식 탐사를 위한 프레임워크는 앞으로 새로운 유형의 시공간 지식 탐사 기법 개발에 적용될 수 있는 특징을 포함하고 있다. 제안한 프레임워크는 시공간 이동 패턴과 같은 새로운 유형의 지식 탐사 기법 개발 지원에 있어 시공간 데이타 집합, 정보 및 지식에 대한 관계 규정과 각 요소에 대한 표현 모델을 제공함으로써 지식 탐사 문제를 형식화하고 단순화할 수 있다.

• Asia pacific journal of information systems
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• 제7권1호
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• pp.85-97
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• 1997

This paper is concerned with knowledge representation schemes best suited for human resource management (HRM) problem domains including human resource planing, selection, placement, compensations, performance evaluation, training and labor-management relations. In order to suggest the scheme we consider two research gods. First, we evaluate and prioritize. The knowledge representation techniques of frames rules, semantic nets and predicate logic that hove been recommended to managerial domains. The combined Analytic Hierarchy Process technique is employed to combine individual judgments effectively between two different expert groups. As a result if we are to select a single knowledge representation technique, a frame representation is best for most HRM domains and to combine frames with others is another choice. Second as a strategy for knowledge representation schemes we show some examples for each damn in terms of labeled semantic nets and two types of rules derived from the semantic nets. We propose nine knowledge components as ontologies. The labeled semantic nets con provide some benefits compared with conventional one. More clearly definea node rode information maces it easy to find the ac information. In the rule sets, the variables are the node of the semantic nets. The consistency of rules is validated by the relationship of the knowledge components.

• 한국수학교육학회지시리즈A:수학교육
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• 제60권2호
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• pp.229-247
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• 2021

학생의 수학적 사고는 다양한 형태의 산출물로 나타나며, 교사는 이를 통해 학생의 수학적 사고를 추론하고 반응할 수 있어야 한다. 본 연구는 이분모 분수의 덧셈과 뺄셈을 중심으로 오류가 포함된 문제해결전략에 대한 39명의 현직 초등교사의 노티싱 역량을 분석하였다. 그로부터 다음과 같은 연구 결과를 도출하였다. 첫째, 교사의 노티싱 역량은 식별하기, 해석하기, 반응하기 순으로 낮아지는 경향을 보였다. 둘째, 반응하기는 교사의 의도와 문제 유형에 따라 범주화할 수 있었다. 이를 바탕으로 교사 노티싱 연구의 시사점을 제언하였다.