• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.1-16
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• 2023

This study investigated the level of academic passion for pre-service elementary teachers' science pedagogical content knowledge (PCK) and the factors that influence the passion. To this end, 182 first to fourth grade students in advanced non-science majors who were taking science-related courses in the second semester were selected, and two tests were then administered to evaluate their academic passions for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participants. It was found that the factors such as "importance" and "harmonious passion" for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. On the other hand, the factors such as "like" and "investment of time and energy" were slightly higher than normal, and the factor such as "obsessive passion" was slightly lower than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to the high school track than the grade. The pre-service elementary teachers selected more often the factors such as "individual interests", "high school track", "contents of science-related courses at the university of education", "characteristics of professor in charge of science-related courses at the university of education", and "experience in teaching practicum" as the factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. However, there was a slight difference in the selection ratio depending on the high school track.

• 한국벤처창업학회:학술대회논문집
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• 2017.04a
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• pp.33-33
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• 2017

최근 세계경제의 중장기적 불황과 성장률의 하락을 경험하고 있는 가운데, 새로운 상품이나 서비스를 탄생시키고 생산방식의 변화와 혁신을 통해 경제적 효율성을 높이는 창업에의 관심이 날로 높아지고 있다. 이러한 분위기에서 중소기업 및 소상공인의 창업은 한 국가경제에 미치는 영향이 매우 크다는 것을 모두 공감하고 있으며, 이러한 중소기업 및 소상공인들이 생계형 창업을 넘어 기업의 성과를 높일 수 있도록 하기 위한 다양한 노력들이 지속되고 있다. 본 연구의 목적 역시 창업가들의 경험적 특성과 사업성과간의 상관관계를 조사하여 중소기업들의 성과에 미치는 영향변수를 분석 하는데 있다. 특히, 본 연구에서는 창업자의 개인적인 특성 중 사업성공에 필요한 경험적 특성을 중점적으로 고려하여 연구를 진행하였다. 창업자가 사업성공을 위해 가져야 할 특성에는 창업자의 배경적 특성(학력, 창업관련 강좌 수강, 가족이나 지인의 주변창업, 창업자의 과거 창업경험 등) 창업자의 심리적 특성(성취욕구, 위험감수성향, 모호함에 대한 인내력), 창업자의 관리적 역량(창업자의 관리적 능력, 기업가적 능력, 기술적-기능적 능력) 창업자의 전략적 성향(제품-서비스 혁신 차별화 전략 성향, 마케팅 차별화 전략 성향, 비용 우위 전략 성향)이 있다. 이러한 다양한 변수들 중 창업가의 배경적 특성에 속하고 있는 개인의 경험적 특성이 사업성과에 미치는 영향을 중점적으로 연구를 진행하였다.

• Korean Journal of Human Ecology
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• v.16 no.6
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• pp.1119-1130
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• 2007

The purposes of this current study were to develop a pre-parent education class for university students and to examine the difference in their beliefs after the program. The subjects of this study were 86 students who were selected from one university in Kyunggido, South Korea. Students had pre-test and post-test to measure the changes caused by the program. Two instruments were used: Beliefs of Appropriate Education and Child Rearing Attitudes. The results of this study were as following: In the post-test, students showed higher scores on affectionate child rearing attitudes. More specifically, students endorsed expression of affection toward a child, positive mother-child relationship, emotional involvement, giving a child equal right after having pre-parent education class. In terms of beliefs on appropriate education, in the post-test students became put more value on process, child, play, experience- oriented learning compared to their pre-test scores. In sum, this pre-parent education class is an effective one, which improve future parents' beliefs and attitudes on appropriate education and child rearing practices.

• Journal of the Korean Home Economics Association
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• v.44 no.5 s.219
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• pp.119-128
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• 2006

This study used a questionnaire survey to investigate the effect of nutrition education on nutritional knowledge and dietary attitudes during a 'Diet and Health' one-semester lecture taken by non-major university students. The study subjects were 504 students of K University. Body mass indices (BMIs) of the male and female students were 22.3 and 20.1, respectively, with 58.2% and 65.9% being normal weight, 13.8% and 1.5% being obese, and 7.3% and 20.2% being underweight, respectively. The nutritional knowledge score significantly increased from 13.51 to 15.97 in male subjects (p<0.001) and from 13.88 to 16.38 in female subjects (p<0.001) after attending the lecture. Dietary attitude scores increased from 47.15 to 49.72 in males and from 48.65 to 50.97 in females after the lecture, but the increase was only significant in the males (p<0.01). There was a significant and positive correlation between nutritional knowledge score and dietary attitude score in both male and female student who had taken the 'Diet and Health' one-semester lecture.

• The Journal of Korean Association of Computer Education
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• v.6 no.1
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• pp.19-28
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• 2003

In this paper, we propose a development methodology based on the component architecture to develop the LMS that follows ADL's SCORM standard, which is interested internally and externally in the e-learning contents standardization research. In like manner, we designed the SCORM core module and implemented the EJB component based on J2EE through the sugested methodology for the conversion of SCORM Conformance LMS, from iOneLMS which was developed based on distributed object component like JSP, EJB, etc. The SCORM component modules were implemented by three modules - content importing, course registering, and taking course and gathering the learning data. In the process of implementation, we used the part of the class library that was supported by the ADL and AICC again.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.303-312
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• 2009

In order to establish an air force e-learning system, we analysed previous researches on air force education systems and conducted a survey on 3,597 air force trainees. Most of trainees have little experience on e-learning and do not understand it. But if they were given an opportunity, they would like to take a e-learning course. They had a lot of requests about function improvement for learning management systems, preferred individual education rather than collective education, and did not wanted to take an e-learning class at a computer laboratory. In this study, we found four elements that need to establish e-learning system for air force. They are content, trainer, trainee and service. Also, we suggested improvement plans for each elements.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.33-42
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• 2016

This study aimed to understand the differences of the factors for learning satisfaction (learning content, system, interaction, instructor personality, and instructional context) between males and females in online graduate university settings. To examine the research objectives, a total of 88 graduate students attending online universities in Seoul, Korea participated in the survey. Among them, 66 valid responses were used for the analyses using the SPSS 21.0 statistical package. In order to figure out the differences of the factors in gender, Multivariate Analysis of Variance(MANOVA) was conducted with the five dependent factors. As a result, interaction was found to be a significant variable implying that females more actively participated in communication process. Finally, possible reasons for the results were described and suggestions were raised.

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.3-14
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• 2010

This paper examines what kind of writing ability KEC2005 requires for upper grades of engineering college. According to KEC2005, they need writing ability in the field of majors, especially capstone design subjects as well as general communication skills. An experience on preparing a quasi-research paper has some potential to be better for these demands than other writing training forms. The contents of assignments submitted by the students taking a class 'Writing in Science & Technology' in Seoul National University in 2009 supported this point of view. This paper is about a case study discussing the detailed relationship between KEC2005 and writing, and helps engineering colleges to design their own writing programs.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.372-374
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• 2019

Recent college education in the face of the Fourth Industrial Revolution highlights problem-solving skills or creativity over the passing of professional knowledge. In addition, the need for convergence education is growing further as high-tech information and communication technologies are converging to create innovative changes. In this study, after IT convergence education was conducted and after general convergence education was conducted, the difference in creative problem solving capabilities was compared and analyzed. The study found that students who received IT convergence education had higher creative problem solving capabilities than general convergence education, and showed a statistically significant difference. In order to foster creative problem-solving skills, universities will need to promote IT convergence education in various courses.

• The Mathematical Education
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• v.63 no.2
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• pp.123-138
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• 2024

This study described the utilization of ChatGPT in teaching and students' learning processes for the course "Introductory Mathematics for Artificial Intelligence (Math4AI)" at 'S' University. We developed a customized ChatGPT and presented a learning model in which students supplement their knowledge of the topic at hand by utilizing this model. More specifically, first, students learn the concepts and questions of the course textbook by themselves. Then, for any question they are unsure of, students may submit any questions (keywords or open problem numbers from the textbook) to our own ChatGPT at https://math4ai.solgitmath.com/ to get help. Notably, we optimized ChatGPT and minimized inaccurate information by fully utilizing various types of data related to the subject, such as textbooks, labs, discussion records, and codes at http://matrix.skku.ac.kr/Math4AI-ChatGPT/. In this model, when students have questions while studying the textbook by themselves, they can ask mathematical concepts, keywords, theorems, examples, and problems in natural language through the ChatGPT interface. Our customized ChatGPT then provides the relevant terms, concepts, and sample answers based on previous students' discussions and/or samples of Python or R code that have been used in the discussion. Furthermore, by providing students with real-time, optimized advice based on their level, we can provide personalized education not only for the Math4AI course, but also for any other courses in college math education. The present study, which incorporates our ChatGPT model into the teaching and learning process in the course, shows promising applicability of AI technology to other college math courses (for instance, calculus, linear algebra, discrete mathematics, engineering mathematics, and basic statistics) and in K-12 math education as well as the Lifespan Learning and Continuing Education.