• Journal of Korean Academy of Nursing
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• v.16 no.1
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• pp.89-104
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• 1986

복잡한 사회문제해결에 유용한 접근방법의 하나인 계층분석과정은 수학자인 사티(Saaty)가 개발한 것으로서 이미 사회과학의 여러 분야에 적용되고 있다. 본 논문의 목적은 이 계층분석과정을 간호교육과 관련된 문제에 적용해 봄으로써 이 방법이 실제 문제해결을 위한 유용한 접근방법이 될 수 있는가를 고찰해 보는데 있다. .현대사회문제들은 다양한 관련요소, 그 요소들간이나 다른 문제들과의 복잡한 상호관계, 다수의 의사결정자의 참여, 무한한 대안, 문제의 결과에 대한 불확실성 등으로 인하여 단순한 모델이나 간단한 논리적 혹은 직관적인 판단에 준하여 일시에 해결하기 어려운 경우가 많다. 이러한 상황 하에서 문제와 관련된 요소들을 찾아내고 그 요소들을 계층적으로 분석하여 단계적으로 문제해결에 접근하는 계층분석과정을 활용함으로써 사회과학분야의 문제해결에 유용한 수단이 될 수 있다. 또한 문제와 관련된 요소를 규명하고 계층적으로 분화하는 과정에서 그 문제에 대한 보다 명확한 이해, 분석 및 현상의 흐름을 더 잘 인해하게 된다. 계층분석과정은 1) 계층구조의 설정 2) 구성요소들의 중요도 측정 3) 중요도에 따른 우선 순위의 산정 4) 우선 순위의 일관성 검토과정으로 요약된다. 본 논문에서는 이러한 과정을 통하여 미국 간호계에서 심각한 문제로 대두되어온 기본교육제도상의 쟁점(Issue of Entry into Practice）에 대한 문제 해결책이 마련되는지를 시도하였다. 즉, 기본교육 제도에 영향을 미칠 수 있는 요인들을 규명하여 계층화하고 계층내에 위치하는 구성요소들의 수평적 관계와 계층간의 수직적 관계를 체계적으로 검토하여 간호교육의 미래를 예측해 보았다. 간호교육제도에 영향을 미칠 수 있는 주요 요인들의 계층화는 거시적 환경차원(factors), 관련 이해자 집단차원(actors), 이해자 집단의 목표차원(objectives), 목표달성을 위한 정책차원(Policies), 그리고 간호교육제도의 미래를 예견한 시나리오(scenario)로 이루어졌다. 각 계층을 따라 단계적으로 중요도를 비교하여 최종적으로 각 시나리오의 우선순위 중요도(priority weight)를 구하였다. 각 시나리오의 우선순위 중요도를 간호교육과 관련된 4가지 차원들(학생, 교수, 교육기관, 직업)을 구성하고 있는 특성들에 가중하여 결과를 해석 하였다. 간호교육의 미래에 정치적(55%)과 경제적(25%) 요인이 가장 강한 영향을 미치고, 관련자중에서는 병원(38%) 의사(33%) 그리고 정부(23%)의 순으로 영향을 미친다고 분석되었다. 의외로 간호원 자신들은 큰 영향력이 없는 것으로 보여졌다. 4개의 시나리오 중에서는 그 우선순위 중요도가 현상유지(33%) 자발적4년제(32%), 강제 4년제(19%), 그리고 2~3년제의 우위(18%) 순으로 나타났다. 최종 시나리오 결과를 요약하면 1) 전체 학생수는 감소하나 양질의 간호학생수는 증가하며 2) 박사학위를 소지한 간호학 교수 및 전체 교수의 수가 증가할 것이다. 3) 전체 간호교육기여의 수는 약간 줄 것이며 그중 4년제 기관이 증가하고 반면에 2~3년제의 기관은 감소할 것이다. 4) 전문간호원이 되기 위한 입학용이도에는 별차이가 없겠으나 간호원들의 보수, 지위 및 자율성이 증가하면서 전반적인 간호의 질이 향상될 것이다. 계층분석과정의 적용으로 미국 간호교육계의 가까운 미래를 위와 같이 예견하여 보았으나 이 과정은 예견 뿐 만 아니라 일반적인 의사결정이나 문제 해결의 도구이외에도 복잡한 사회문제의 본질을 분석, 이해함으로써 보다 정화한 정책문제를 규정하는 데에도 유용할 것이다.

• Journal of Convergence for Information Technology
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• v.11 no.3
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• pp.229-235
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• 2021

Artificial intelligence technology is influencing across all areas as technology advances and social needs change. Therefore, Korean universities have actively developed and operated classes related to artificial intelligence, and have emphasized the importance of artificial intelligence not only in major education but also in liberal arts education. However, there is a lack of research on the development of educational methods and educational programs because artificial intelligence education in liberal arts is in its early stages. SSI is an education that can apply social and ethical problems related to science to open problems that can creatively and reasonably present solutions. SSI can be applied to make AI education more effective. In this study, an artificial intelligence liberal arts curriculum applied SSI was developed with three purposes: First, it is designed is designed so that students subject to education can access it by considering its characteristics as actors of the intelligent information society. Second, it is designed so that students can experience artificial intelligence programs themselves and deal with science technology and social relevance in depth, focusing on various examples of real life. Third, it is designed and approached so that students can participate and cooperate for the purpose of solving common problems to develop cooperative problem-solving skills.

• Korean Journal of Social Welfare
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• v.39
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• pp.290-321
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• 1999

This Study has two research interests: First, to give a new perspective in searching for the identifying features of social welfare studies in Korea where social welfare is recognized as an independent discipline through an examination of german research trends in social policy, where social policy is not recognized as an independent discipline, but as a field of study. The reasons of non-recognition of social policy studies as an independent discipline in Germany are value problems, vagueness of research objects, and the position of social welfare in relation to another social sciences. Second, to show the trends of german studies in social policy from diverse disciplines, i. e. sociology, political science, law, history, pedagogics etc. and the common points in these studies. The results of this study are as follows. First, the common feature of german Studies on the social policy from diverse disciplins is above all the interest in the improvement of Lebenslage, i. e. conditions of life. Second, the value problems in social sciences are not solved till now, but the interests in the improvement of Lebenslage don't mean studies of social policy must handle with values. The interests in the applicability of social policy don't mean values must be improved in the studies either. Third, the vagueness of the objects can be found also in other social sciences and is not unique in social policy studies. Fourth, the studies, which focuses on the improvement of Lebenslage and can contribute to construct theories such as raising the effectiveness of state intervention must be recognized as studies of social policy, even though they are written by social scientists from other disciplines. This means the theories of social policy to pursue are connected with theories of middle range, i. e. with lower degree of abstraction.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.974-990
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• 2012

The purpose of this study was to explore practical meanings of convergence education and to seek ways of implementing it in school science education. The study adopted focus group interview method in order to elicit science teachers' perceptions and practical knowledge related to various ways of integrating educational aims and contents from the perspectives of science education. Two focus group interviews were held with four science teachers with the themes of the concept and potential of convergence education, and the implementation and systemic support, respectively. The qualitative data was analyzed by deriving major themes comprising teachers' perception on convergence education: they are 1) related concepts and rationales, 2) contents, methods, and assessment, 3) the characteristics of the science subject that make it suitable for convergent education, 4) teacher perception and professionalism required for implementing convergent education, and finally 5) environmental conditions for putting the idea into practice. Based on this result, the study discusses conceptual and practical issues for implementing convergence education in ways that contribute to overcoming the problems of the traditional educational system and reorienting science education towards the future society.

• Korean Journal of Cognitive Science
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• v.31 no.3
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• pp.55-76
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• 2020

Sociability is an inherent part of human life and also possesses an important value as a comprehensive ability. While the lack of sociability has been pointed out as a representative problem of game use in general, this paper analyzed studies on the relationship between online video games and social competence. In this field, the view that the relationship in the online game may replace or complement the actual relationship and will potentially hinder the development of sociability currently faces a conflict with the opinion that online video games may not directly have a negative effect on sociability but rather result in a positive outcome by providing a social learning space. In a large scale survey that measured the use of online games, psychological characteristics, and social competence, no distinct relationship between game use and degradation of sociability was observed. Based on this analysis, we suggest that efforts are necessary to break away from the stereotype that online game play may cause a decline in sociability and to improve the validity of related research.

• Journal of Science and Technology Studies
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• v.4 no.1 s.7
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• pp.1-30
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• 2004

In this paper, I have attempted to show how the environmental controversy surrounding the Saemangeurn Reclamation Project in Korea has been framed as narrow scientific debates. First of all, science, or specifically the Expert Review Pane, has played dual roles in the controversy. On the one hand, it has contributed to illuminating the future environmental impacts of reclamation, by so doing, to providing a momentum to reconsider the project. This has significant meaning that environmental concerns successfully checked the symbolic national project of developmental era through adopting a joint-investigation scheme that guaranteed participation of environmental groups on an equal footing with the government. On the other hand, by limiting the scope and participants of discussion, it fundamentally blocked the possibilities of public debates and deliberative decision-making with full considerations of the political, social, and cultural aspects of the controversy. I have shown that this is due to the realist belief shared by both the developers and the environmentalists in Korea that 'proper' science would disclose the truth. Environmental groups, in particular, were naive in evaluating the role of scientific expertise in the controversy and neglected the political role of the Expert Review Pane as a ritual. In opposition to the realist argument, I have shown through the analysis of the water quality debates concerning the future fresh water lakes that scientific 'facts' were not discovered but constructed through complex negotiations, conflicts, and compromises among related actors. The framing of the controversy as an experts' debate has resulted in the exclusion of an important actor from the discussion. Little attention has been paid throughout the controversy to the very people who have lived in the Saemangeum area for generations and will lose their livelihood all together soon. About 20,000 fishermen are living on the Saemangeum tidal flats.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.209-223
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• 2023

This study was conducted to evaluate the effectiveness of a polar literacy education program for elementary and middle school students, and to derive implications for new education to respond to climate change. We developed modular education programs based on the seven principles of polar literacy established by the Polar-ICE team. We divided them into two courses, one emphasizing science concepts and another emphasizing humanities and sociological issues. We then selected and structured detailed programs suitable for the two courses. These two courses were applied to 26 elementary and middle school students for approximately 69 hours in a Saturday science class hosted by the Department of Science Education at a university in Seoul. The 26 students were divided into three groups. Two groups completed the science education program for polar literacy and a humanities and social studies education program for polar literacy, respectively. The third group, the control group, received general science education unrelated to polar literacy. Before and after running the programs, all three groups responded to a polar literacy test and questionnaires that used vocabulary and presented scenes associated with polar regions. The test results were expressed using Wilcoxon signed ranks, which is a non-parametric test method, and improvements made upon completion of the program were analyzed. From a cognitive aspect, all three groups showed improvement after completing the program in the knowledge area; however, the experimental groups showed a greater degree of improvement than the control group, and there was a clear difference in the contents or materials explicitly covered. From an affective aspect, the difference between before and after the program was minor, but the group that focused on humanities and social issues showed a statistically significant improvement. Regarding changes in polar imagery, the two experimental groups tended to diverge from monotonous images to more diverse images compared to the control group. Based on the above results, we suggested methods to increase the effectiveness of polar literacy education programs, the importance of polar literacy as appropriate material for scientific thinking and earth system education, measures to improve attitudes related to the polar region, and the need to link to school curriculums.

• Journal of Teachers' Pension
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• v.4
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• pp.175-205
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• 2019

본 연구의 목적은 폐교로 인해 퇴직한 사립학교 교직원을 대상으로 사학연금의 재해보상기금을 활용하여 실업급여를 제공하는 방안을 모색하는데 있다. 이를 위해 먼저 폐교 퇴직 교직원 현황 및 사학연금에서 폐교로 인한 퇴직 시 연금 지급규정, 재해보상 관련 쟁점, 고용보험 임의가입방안 관련 쟁점 등에 대해 고찰하였다. 다음으로 폐교로 인한 퇴직 교직원에 대한 정책방안들로 현행안, 재해보상기금을 활용한 구직급여 제공방안, 고용보험 임의가입안에 대한 재정추계를 실시하였다. 주요 분석결과는 다음과 같다. 첫째, 불과 5년 뒤인 2024학년도부터는 대입가능자원이 대학입학정원을 크게 밑돌 것으로 전망되고 이로 인해 대학의 통·폐합과 구조조정 등이 발생하여 현재보다 훨씬 더 많은 대학이 폐교될 것으로 예상된다. 둘째, 현행 사학연금법 상연금지급개시연령은 65세이나, 공무원연금법을 준용하고 있는 사학연금에서 폐교로 인해 퇴직하는 경우 퇴직 때부터 5년이 경과한 때 연금을 지급하는 규정으로 인해 여러 문제점들이 발생하고 있다. 셋째, 폐교로 인한 비자발적 퇴직 교직원의 소득활동 중단에 따른 소득 대체 및 생활안정을 위한 방안마련이 시급하다. 넷째, 산재보험과 공무원연금·군인연금 등 공적 재해보상제도들은 모두 업무상 또는 공무상 사고나 질병으로 부상·질병·장해·사망이 발생하면 재해로 정의하고 있어 사학연금에서 폐교를 재해로 포함시키는 것은 적합하지 않으며, 실업에 대응하는 사회보장제도인 고용보험에 포함시키는 것이 보다 타당할 것으로 보인다. 다섯째, 사립학교 교직원에 대한 고용보험적용 여부를 논의하기 위해서는 대학교수의 법적 지위와 근로기준법의 적용가능성이 중요한데, 향후 대법원이 대학교수를 근로기준법상 근로자로 판단한다면 사학 교직원의 고용보험 가입도 가능하게 될 것이다. 여섯째, 사학연금가입자들을 위한 고용보험 도입이 바람직하나, 이것이 단기간 내에 실행되기 어렵다면 고려 가능한 대안으로 공무원연금과는 다른 사학 교직원 직무에서 발생하는 재해의 특성을 고려하여 사학재해보상제도에서 폐교로 인한 퇴직을 재해보상에 포함시키고 구직급여를 제공하는 방안을 검토해 볼 수 있다. 또한 재정추계결과는 다음과 같다. 첫째, 현재 폐교로 인한 퇴직 시 제공되는 연금 대신에 재해보상기금으로 구직급여를 제공할 경우 사학연금기금에 재정적으로 상당히 긍정적 효과가 있을 것으로 예상된다. 둘째, 폐교로 인한 2018년 현재 연금수급자(285명)의 예상 연금급여액 추계에 의하면 2050년까지 누적해서 볼 경우, 재해보상기금을 활용하여 구직급여를 제공하는 방안이 폐교로 인한 퇴직 시 연금을 지급하는 현행안보다 2018년 현재가치로 123억 원 정도 유리한 것으로 나타났다. 셋째, 현재 수급자와 미래 수급자의 예상 연금급여액 추계에 의하면 2028년까지 누적해서 볼 경우, 재해보상기금을 활용하여 구직급여를 제공하는 방안이 현행안보다 2018년 현재가치로 747억 원 정도 재정적으로 유리한 것으로 나타났다.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.79-93
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• 2013

This study examined value-judgement and decision-making process of middle school students on three biotechnology related socioscientific issues (SSI) (i.e. designer baby, amniotic fluid test, and embryonic stem cell research). In particular, it focused on the level of consistency in their value application to the decisions. Twenty 8th grade students participated in the SSI program. The participants were asked to mark their positions on each issue before and after the debates. All classroom and sub-group debates were audio-recorded. The researcher conducted individual interviews with 10 students after the program. The results show three patterns emerging. First, five students applied their personal values in a consistent manner when making decisions on the three consecutive issues. Second, three students demonstrated incremental resoluteness in their value application as the sessions proceeded and had tendency to be oriented towards a specific value, more so towards the end of the program than the beginning. And third, four students gradually showed ambivalence in their decisions as they participate in the program. The results suggest that science teachers addressing SSI need to encourage students to be aware of their own values and to engage in internalized decision-making in light of those values. They also need to be aware of the possible challenges that students might feel in their decision-making process caused by the complexity of SSI.

• Journal of Technology Innovation
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• v.23 no.2
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• pp.1-31
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• 2015

Various concepts and practices of public deliberation have been exercised over the last three decades in western countries for science and technology (ST) governance. There has been a general social consensus for the need of such new governance notwithstanding, ends and means to achieve it varied. Among various rationales, while normative and substantive perspectives are explicitly claimed in public as reasons for public engagement in ST policy making, instrumental perspectives tend to be implicitly arranged by interested parties and still affecting policy significantly. This paper therefore, examines the implications of such instrumental perspectives in public engaged ST governance. To do so, this paper analyses the discourses and practices of public deliberation for ST governance in the UK from the late 1990's until the mid 2000's. It examines the proposals made by various policy institutions and two real public deliberations- the GM Dialogue for commercialization of genetically modified crops and the Committee on Radioactive Waste Management(CoRWM)'s programme. This study finds that policy institutions tried to employ public deliberation as strategic instrument for their policy interest, which contrasted with their outwardly claimed rationales of democratic policy making and better quality in decision for ST governance.