주거생활문화공간으로서 아파트의 소비자 지식 구조에 대한 연구

박성용(Park, Seong Yong),배민철(Bae, Min Chul) 한국문화산업학회 2013 문화산업연구 Vol.13 No.3

기존 소비자 지식 연구는 소비자 지식의 구매의사결정 과정에서 주요한 역할을 증명하였지만, 개념 및 실증연구 상의 문제점, 연구결과의 비교가능성 문제가 존재한다. 특히 기존연구에서는 주관적 지식에 대한 친숙도와 전문성 등에 의한 정의에 대한 문제점, 객관적 지식과 주관적 지식의 구분, 주관적 지식과 자기평가지식을 구분하지 않음 점, 지식의 하부구조에 대한 비고려, 하부구조의 상응문제 등이 있다. 이에 따라 본 연구에서는 제품대상으로 고관여 제품인 아파트를 이용하여 주관적 지식, 객관적 지식, 자기평가지식을 정의, 측정하고 이들이 어떻게 연관되어 있는 지를 고찰함으로써 기존의 연구가 가지고 있는 문제점을 극복하고자 한다. 이 연구에서는 주관적 지식과 객관적 지식을 구분하고 이들의 하부구조를 일치화시켰고 기존의 전문성을 주관적 지식과 자기평가지식으로 정의하였다. 주관적 지식과 객관적 지식간의 상관관계를 하부구조와 통합적 입장에서 연관성을 고려하였고, 주관적 하부지식과 객관적 하부지식이 자기평가지식에 어떻게 영향을 미치는 가를 알아보았다. 주거생활문화공간으로서 아파트를 이용한 본 연구결과는 주관적 지식과 객관적 지식의 관련성이 존재하지만 이들이 서로 다른 개념으로 이의 구분이 필요한 것을 보여주고, 하부구조가 일치된 주관적 지식과 객관적 지식이 경험과 더불어 자기평가지식에 영향을 미치는 것을 보여주었다. Consumer knowledge plays an important role in the purchase decision making process and the prediction of consumer choice. Previous research studies investigated and proved the critical roles of consumer knowledge. However, several problems exist in the conceptual framework and empirical aspects. As a result, comparison among research findings researches is very difficult. We define and measure subjective knowledge, objective knowledge, and self-assessed knowledge and consider the relationships among constructs overcoming the problems of previous research studies. In particular, the scope of expertise, the distintion between subjective knowledge and objective knowledge, the underlying structure of knowledge, knowledge structure matching are incorporated to avoid conflicting results. That is, we interpret expertise as the combination of subjective knowledge and confidence in their decision making. Subjective knowledge and objective knowledge are closely related but their roles in the consumer decision making and therefore, it should be investigated separately. Furthermore, underlying knowledge structures should be made in understanding the effects of knowledge and these should be matched for subjective knowledge as well as objective knowledge. In this study, we split consumer knowledge into subjective knowledge and objective knowledge and construct underlying structures of them. Also, we define expertise as subjective knowledge and self-assessed knowledge. From the perspectives of underlying structure and integration, we investigated the relationship between subjective knowledge and objective knowledge and the impact of these on self-assessed knowledge. Empirical results using apartment as a product showthat there exist some relationships between subjective knowledge and objective knowledge but it is necessary to distinguish these two constructs. These two constructs also affect self-assessed knowledge even after controlling for involvement and experience. 기존 소비자 지식 연구는 소비자 지식의 구매의사결정 과정에서 주요한 역할을 증명하였지만, 개념 및 실증연구 상의 문제점, 연구결과의 비교가능성 문제가 존재한다. 특히 기존연구에서는 주관적 지식에 대한 친숙도와 전문성 등에 의한 정의에 대한 문제점, 객관적 지식과 주관적 지식의 구분, 주관적 지식과 자기평가지식을 구분하지 않음 점, 지식의 하부구조에 대한 비고려, 하부구조의 상응문제 등이 있다. 이에 따라 본 연구에서는 제품대상으로 고관여 제품인 아파트를 이용하여 주관적 지식, 객관적 지식, 자기평가지식을 정의, 측정하고 이들이 어떻게 연관되어 있는 지를 고찰함으로써 기존의 연구가 가지고 있는 문제점을 극복하고자 한다. 이 연구에서는 주관적 지식과 객관적 지식을 구분하고 이들의 하부구조를 일치화시켰고 기존의 전문성을 주관적 지식과 자기평가지식으로 정의하였다. 주관적 지식과 객관적 지식간의 상관관계를 하부구조와 통합적 입장에서 연관성을 고려하였고, 주관적 하부지식과 객관적 하부지식이 자기평가지식에 어떻게 영향을 미치는 가를 알아보았다. 주거생활문화공간으로서 아파트를 이용한 본 연구결과는 주관적 지식과 객관적 지식의 관련성이 존재하지만 이들이 서로 다른 개념으로 이의 구분이 필요한 것을 보여주고, 하부구조가 일치된 주관적 지식과 객관적 지식이 경험과 더불어 자기평가지식에 영향을 미치는 것을 보여주었다. Consumer knowledge plays an important role in the purchase decision making process and the prediction of consumer choice. Previous research studies investigated and proved the critical roles of consumer knowledge. However, several problems exist in the conceptual framework and empirical aspects. As a result, comparison among research findings researches is very difficult. We define and measure subjective knowledge, objective knowledge, and self-assessed knowledge and consider the relationships among constructs overcoming the problems of previous research studies. In particular, the scope of expertise, the distintion between subjective knowledge and objective knowledge, the underlying structure of knowledge, knowledge structure matching are incorporated to avoid conflicting results. That is, we interpret expertise as the combination of subjective knowledge and confidence in their decision making. Subjective knowledge and objective knowledge are closely related but their roles in the consumer decision making and therefore, it should be investigated separately. Furthermore, underlying knowledge structures should be made in understanding the effects of knowledge and these should be matched for subjective knowledge as well as objective knowledge. In this study, we split consumer knowledge into subjective knowledge and objective knowledge and construct underlying structures of them. Also, we define expertise as subjective knowledge and self-assessed knowledge. From the perspectives of underlying structure and integration, we investigated the relationship between subjective knowledge and objective knowledge and the impact of these on self-assessed knowledge. Empirical results using apartment as a product showthat there exist some relationships between subjective knowledge and objective knowledge but it is necessary to distinguish these two constructs. These two constructs also affect self-assessed knowledge even after controlling for involvement and experience.

제7차 초,중등 생물 교육과정의 수업 목표 분석 : Bloom의 신 교육목표분류학에 기초하여

이혜숙,김영신 韓國生物敎育學會 2008 생물교육 Vol.36 No.1

This study was conducted with the aim of classifying the instructional objectives stated in elementary, middle, and high school biology guidebooks for teachers based on Bloom's revised taxonomy table, and of seeing how the objectives of biology classes was thus categorized by grade level. The classification of the instructional objectives of biology classes based on the new taxonomy table was also examined in the study. A total of 1,743 biology objectives of third- to tenth-grade science textbooks and eleventh-grade biology textbooks were classified based on Bloom's revised taxonomy table. The results showed that the instructional objectives of biology classes disproportionately emphasized some of the knowledge and cognitive-process dimensions. 73.5% of the elementary, 84.0% of the middle school, and 97.3% of the high school biology instructional objectives fell under the two categories of "factual knowledge" and "conceptual knowledge". The percentages of the instructional objectives that were categorized as remembering and understanding were 82.5% for the elementary instructional objectives, 86.4% for the middle school objectives, and 98.6% for the high school objectives. In comparison, the percentages of the biology instructional objectives that require higher-order thinking skills (e.g., analyzing, evaluating, and creating) were relatively low. The statements of the instructional objectives specified in biology classes lacked consistency. In the dimension of knowledge, while the percentages of factual and conceptual knowledge were very high in all the school years, those of procedural and metacognitive knowledge were low. The percentages of procedural and metacognitive knowledge were 26.5% for elementary, 16.0% for middle school, and 2.7% for high school. In the cognitive-process dimension, the statements of the instructional objectives of the elementary and middle school classes had some consistency, but those of the high school classes had none.

교과지식 영역에 따른 대안적 수업목표 분류 방안 탐색

신재한(Sin Jae-Han) 한국교육실천연구학회(한국교육포럼) 2005 韓國敎育論壇 Vol.4 No.2

본 연구에서는 교육목표와 수업목표의 개념, 수준, 기능 등과 Tyler, Mager, Gagne, Bloom 등의 수업목표 진술에 대하여 살펴보고, 서로 비교하여 공통적인 수업목표 진술방안을 도출함은 물론, 전통적인 수업목표 분류의 문제점을 찾아 교과지식 영역에 따른 대안적 수업목표 분류 방안을 제시하고자 한다. 이에 따른 결론은 다음과 같다. 첫째, 교과지식 영역에 따른 행동 목표, 문제해결 목표, 표현적 결과 목표 등으로 구분하여, 각 교과지식 특성에 적합한 수업목표 설정이 가능하다. 둘째, 지금까지의 양적 평가에 치우해왔던 문제점을 해결하기 위해 행동 목표, 문제해결 목표, 표현적 결과 목표에 적합한 양적ㆍ질적 평가를 제시하였다. 셋째, 문제해결 목표와 표현적 결과 목표는 표면적 교육과정에서 학습한 수업목표 뿐만 아니라, 잠재적 교육과정에서 학습한 수업목표를 더욱 정교화 시키고 발전적으로 변화시킬 수 있다. 그러나 본 연구는 실제로 수업목표를 교육과정이나 수업에서 비교ㆍ분석한 것도 아니라, 대안적인 수업목표 분류를 제시하는 이론적인 측면에서만 분석하였다. 따라서 교과지식 영역에 따른 대안적 수업목표 분류가 어느 정도 실제 교실 현장에 적용이 되는지 확인하고 그에 따른 오류점과 문제점을 찾아 수정ㆍ보완할 필요성이 있다. This study set out to review the concepts, levels, and functions of educational and instructional objectives along with the remarks of Tyler, Mager, and Gagne about instructional objectives, and to search for the ways to make common statements of instructional objectives by comparison. It also aimed to identify the problems with Bloom's category of instructional objectives and to suggest alternative categorizations of instructional objectives according to subject knowledge. As a result, the following conclusions were drawn: First, the instructional objectives were set to fit the characteristics of each subject knowledge according to behavioral, problem-solving, and expressive outcome objectives. Second, both quantitative and qualitative evaluations were suggested that were proper for the behavioral, problem-solving, and expressive outcome objectives in an attempt to resolve the problem of focusing on quantitative assessments too much. Third, the problem-solving and expressive outcome objectives turned out to refine and change those instructional objectives covered not only during the superficial curriculum but also the potential curriculum in a developmental manner. The study has its limitations in that it didn't include curriculums or lessons to compare and analyze instructional objectives and the analysis efforts were made only in the theoretical aspects of alternative categorizations of instructional objectives. Thus it's necessary in the future to examine how much those alternative categorizations of instructional objectives according to subject knowledge is applied to the field and to identify, revise, and complement errors and problems in the process.

Developing a Digital Object Identifier (DOI) Registration Management System for Korean Traditional Knowledge Resources

박재원,신진섭,심형섭 사단법인 한국융합기술연구학회 2024 아시아태평양융합연구교류논문지 Vol.10 No.1

Several countries are making efforts to preserve and utilize their traditional knowledge resources. By creating the Korean traditional knowledge portal, Korea has been exchanging information using traditional knowledge. Currently, the DOI registration management system for Korean traditional knowledge resources has become an accepted practice and has been already used in preserving traditional knowledge. This study explores the intricacies of a database using the Digital Object Identifier (DOI) registration system, which provides access to traditional knowledge resources by integrating traditional knowledge-related data from multiple domains. This is a descriptive study that involved investigating the status of traditional knowledge services in Korea and developing a DOI registration management system for the DOI registration of traditional knowledge data. In this study, the service system that links the registration system and academic information to assign DOIs to Traditional Knowledge (TK) content was reviewed to come up with an outcome that preserves traditional knowledge resources. This paper reflects the key outcome that can lead to improvements in the availability of Korean traditional knowledge resources, specifically the major problems that must be taken into account and fixed for the Traditional Knowledge (TK) related to genetic resources to be a necessary and workable feature of the suggested DOI registration management system.

의류 상품에 대한 소비자 지식의 척도에 관한 연구

이지연,박재옥 한국의류학회 2003 한국의류학회지 Vol.27 No.11

The level of consumer knowledge has been gradually increased with the growth of living standard of consumer and the development of communication technology. The purpose of this study was to investigate the structure and measure of consumer knowledge and to find out relationship between objective knowledge and subjective knowledge. The subjects of this study were female adults from theirs twenties to theirs forties who lived in Seoul, Kyunggi or Incheon areas and Quota sampling method was used age and areas. The data were obtained from 603 questionnaires. Data were statistically analyzed using SPSS 10 and major statistical methods are mean, frequency, Person correlation coefficient, and Cronbach's α coeffeicient. The results are as follows: 1. Objective knowledge consisted of the product knowledge, brand knowledge, purchase knowledge and usage knowledge, and subjective knowledge consisted of experience and self-evaluation knowledge. 2. Consumer knowledge was related to the subjective knowledge and objective knowledge. But, there was relatively a low relationship between subjective knowledge and objective knowledge of apparel.

물체의 움직임 현상에 대한 사전지식과 추론이 아동의 사후지식 형성에 미치는 영향

김은영 한국심리학회 산하 한국발달심리학회 2013 한국심리학회지 발달 Vol.26 No.1

The purpose of this study was to identify the influence of prior knowledge and reasoning about object movement phenomenon on children’s post knowledge formation. Forty 4-, 6- and 8- year-olds (a total of 120 subjects) were selected for this study. The subjects were chosen from three preschools and two elementary schools located in middle-class residential areas of Seoul and Kyoung-Ki province. Each child was asked to perform the tasks of “weight” and “size”. The child's prior knowledge, reasoning, and post knowledge of 3 object movement phenomena(buoyancy, free-fall, sloping) were observed. The influential variables for post knowledge of the three phenomena were both reasoning and prior knowledge. For the buoyancy phenomenon, the effect of the size task reasoning was found to be stronger than that of the weight task reasoning. For the free-fall phenomenon, the effect of the weight task reasoning was found to be the strongest, followed by the size task reasoning and the size task prior knowledge. Whereas, for the sloping phenomenon, the effect of the size task reasoning was found to be the strongest, followed by the weight task reasoning, and the size task prior knowledge. Thus, this study revealed that reasoning and prior knowledge about phenomena related to object movement affected the formation of post knowledge. 이 연구는 물체의 움직임 현상에 대한 아동의 사전지식과 추론이 사후지식 형성에 미치는 영향을 규명하고자 하였다. 이를 위하여 서울과 경기도의 중류층 거주지역 어린이집 3곳과 초등학교 2곳에 다니는 4, 6, 8세 아동 각 40명씩 총 120명을 연구대상으로 선정하였다. 그리고 물체의 움직임을 나타내는 부침(浮沈)현상, 낙하현상, 경사면이동현상에서 두 물체의 크기는 같고 무게가 다른 ‘무게과제’와 두 물체의 무게는 같고 크기가 다른 ‘크기과제’를 이용하여 아동의 사전지식, 추론 및 사후지식을 측정하였다. 이 연구의 주요 결과는 다음과 같다. 물체의 움직임 현상에 대한 아동의 사후지식 형성은 추론과 사전지식의 영향을 받았다. 부침현상 사후지식은 크기과제 추론과 무게과제 추론의 순으로 영향을 받았다. 낙하현상 사후지식은 무게과제 추론, 크기과제 추론, 크기과제 사전지식의 순으로 영향을 받았다. 경사면이동현상 사후지식은 크기과제 추론, 무게과제 추론, 크기과제 사전지식의 순으로 영향을 받았다. 이 연구는 물체의 움직임 현상에 대한 아동의 사전지식과 추론이 사후지식 형성에 영향을 미침을 밝혔다.

재무지식이 은퇴준비에 미치는 영향: 주관적 재무지식과 객관적 재무지식

김옥정,서용구 동국대학교 사회과학연구원 2019 사회과학연구 Vol.26 No.2

The study is to find out which financial knowledge is more important for understanding retirement preparation between the subjective one and the objective one. we investigated the relation between both financial knowledge, and relative impacts on retirement preparation. In order to do this, A survey was conducted on 591 people who were between 26 and 65 years old. As a results, firstly, there was the positive correlation between subjective financial knowledge and objective financial knowledge. Second, it was revealed that both financial knowledge have a positive influence on retirement preparation, independently. Third, the result of multiple linear regression and ANOVA showed that only subjective financial knowledge, not objective one, had significant impacts on the retirement preparation. finally, we concluded that subjective financial knowledge is more important factor than objective financial knowledge for the retirement preparation. 본 연구의 목적은 주관적 재무지식과 객관적 재무지식 중 은퇴준비를 이해하는데 더 중요한재무지식이 무엇인지 확인해 보는 것이다. 이를 위해 주관적 재무지식과 객관적 재무지식 사이의 관련성, 은퇴준비에 미치는 상대적 영향력을 살펴보았다. 실증은 26세~65세 사이의 일반인591명을 대상으로 설문조사를 실시하였다. 연구결과, 첫째, 객관적 재무지식과 주관적 재무지식 사이의 정(+)의 관계를 확인하였다. 둘째, 객관적 재무지식과 주관적 재무지식은 각각 은퇴준비에 긍정적인 영향을 미쳤다. 셋째, 다중회귀분석 결과, 객관적 재무지식은 영향을 미치지않고, 주관적 재무지식만 영향을 미쳤다. 넷째, 두 재무지식 수준을 기준으로 집단을 구분하여집단 차이를 분석한 결과, 객관적 재무지식에 의한 차이는 나타나지 않고, 주관적 재무지식에의한 차이만 유의하게 나타났다. 이를 종합하여 주관적 재무지식이 객관적 재무지식보다 은퇴준비에 더 중요한 요인으로 판단하였다.

국어 교과서의 학습 목표 분석 : Bloom의 신교육목표분류학을 바탕으로

서영진 한국어교육학회 2013 국어교육 Vol.0 No.140

The purposes of this study were to analysis of instructional objectives of high school Korean language in accordance with Bloom's revised taxonomy of educational objectives, and to examine which characteristics are show. For this study, 99 learning objectives of high school Korean language textbook were analyzed and categorized. The results are summarized as follows: The most objectives are classed as the "conceptual knowledge" category and the "understand" category. This shows one-sided phenomenon of learning objectives categories. In the knowledge dimension, the highest categories is "conceptual knowledge", followed by "proceduarl knowledge", "factual knowledge". There were not the "meta-cognitive knowledge" categories. In the cognitive process dimension, "understand", and "apply" were high, while "analyze", "evaluate", ‘create" were very low. In order to improve student's capability on creative and critical communication and develop higher thinking skills, it is required for teachers to raise awareness of taxonomy of educational objectives and pay more attentions to a variety of educational objective categories.

소비자의 주관적 금융지식과 객관적 금융지식이 금융태도 및행동에 미치는 영향력 연구: 금융 상품군 별 경로를 중심으로

이의선(Lee, Euisun) 한국소비문화학회 2016 소비문화연구 Vol.19 No.4

본 연구는 객관적 금융지식과 주관적 금융지식이 금융소비자의 긍정적 금융태도 및 합리적 금융행동에 미치는 영향력을 규명하기 위한 연구이다. 이를 규명하기 위해 첫 번째로 금융지식자신감을 중심으로 소비자 집단을 구분하여 각 집단별 금융태도 및 금융행동에 미치는 영향력을 분석했다. 그 결과 지식에 대한 자신감이 높은 소비자가 긍정적 금융태도를 형성하고 있었으며, 합리적 금융 행동을 하고 있었다. 두 번째로는 주관적 금융지식과 객관적 금융지식이 금융태도 및 행동에 미치는 전달경로를 규명하였는데, 객관적 금융지식은 주관적 금융지식 및 금융태도의 선행변수였고, 주관적 금융지식은 금융태도 및 금융행동의 선행변수인 것으로 나타났다. 다만 객관적 금융지식은 금융행동에 직접적 영향변수는 아니었다. 세 번째로 저축, 투자, 대출상품군의 금융지식의 전달경로를 비교한 결과, 저축 및 투자상품군의 지식전달경로는 영향력의 크기차이는 존재하나, 그 경로에는 큰 차이가 없었다. 그러나 대출상품의 경우 주관적 금융지식이 태도나 행동에 미치는 영향력이 유의하지 않은 것으로 나타났다. 마지막으로 설정된 지식전달경로가 성별 차이가 있는지를 알아본 결과, 유의한 차이를 발견할 수 없었다. 본 연구의 결과는 주관적 금융지식이나 금융지식자신감은 금융태도 및 금융행동에 긍정적인 영향을 주는 선행 변수라는 사실을 보여준다. 연구에서 새롭게 규명한 것은 금융상품군에 따라 지식의 전달경로가 상이할 수 있음을 제시한 것이다. This study aimed to present the influence of objective financial knowledge and subjective financial knowledge on positive financial attitude and behavior of financial consumers. It established four kinds of research topics in order to examine the path of financial knowledge. First, we analyzed an impact on the financial attitudes and financial behaviors dividing by the level of confidence in financial knowledge, which is substituted with the gap of objective knowledge and subjective knowledge. The result of this analysis shows that group of the consumers which ‘higher confidence in the financial knowledge’ leads positive financial attitude and a rational financial behavior. The second research topic was to identify the pathways of subjective financial knowledge and objective financial knowledge to financial attitude and behavior. The result shows that objective financial knowledge was a predictor of subjective financial knowledge and financial attitude, but it was not a direct predictor in financial behavior. The result also shows subjective financial knowledge was a predictor of financial attitude and behavior. Third, we examined the paths of knowledges by categories of financial product such as savings, investment and bank loan product. The result comparing between the pathways of savings & investment knowledge toward attitude and behavior were not significant differences. However we could find some differences in the path of the bank loan product.The results of this study show that subjective financial knowledge and confidence in financial knowledge are the leading variables positively affecting financial attitudes and behaviors. The new findings are that the path of knowledge may be different depending on the type of financial product.

Paul Ernest의 수학적 지식 구성과정에 대한 교수학적 고찰

박정선(Park Jeongseon),신재홍(Shin Jaehong) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.20

본 연구는 Ernest의 수학적 지식 구성과정 모델이 교실의 교수·학습 상황에서 동일하게 적용가능한가에 대한 의문에서 시작하였다. 연구의 목적은 학생의 수학적 지식 구성과정을 설명하는 대안적 모델을 제시하는 것이다. 이를 위해 Ernest의 모델 에 대한 이론적, 교수학적 고찰을 시도하였고 학생의 지식 구성과정을 명확히 하였다. 그 결과, 첫째, 학생은 주관적 지식을 구성하나 Ernest의 모델이 제시한 객관적지식을 스스로 구성한다고 볼 수 없다. 둘째, 교사의 개입 하에 학생은 주관적 지식 과 구별되는 객관성을 갖는 지식을 형성할 수 있고, 이를 Ernest의 객관적 지식과 구별하여 ‘1차-객관적 지식’으로 명명하였다. 셋째, 교실공동체의 가장 큰 특징은 교사의 존재로, 교사와 학생 간의 비대칭적 상호작용 과정을 통해 지식이 구성되고, 이를 ‘기울어진 협상’으로 표현하였다. 이를 반영한 ‘학생의 수학적 지식 구성과정 모델’을 제시하였다. This study begins with the question whether Ernest s mathematical knowledge construction process model is equally applicable in the teaching and learning situations of the classroom. The purpose of the study is to present an alternative model that describes a student s mathematical knowledge construction process. For this purpose, theoretical and pedagogical considerations on Ernest s model were attempted to clarify the process of constructing students’ knowledge. The results indicate that students construct their own subjective knowledge but do not construct objective knowledge of the Ernest’s model by themselves. Second, students are regarded to construct the knowledge entailing objectivity to a certain degree under teacher intervention and we name it as the first–order objective knowledge distinguished from the objective knowledge in the Ernest’s model. Third, one of the most salient features of the classroom community is the existence of a teacher, and thus we describe the asymmetrical interactions between a teacher and students as unequal negotiation . A model of student s mathematical knowledge construction process was presented.