• Journal of the Korean earth science society
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• 제24권5호
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• pp.378-392
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• 2003

The purpose of this study is to investigate the depth of earth science teachers' concern over the 7th Science Curriculum and levels of their use of it in reality, using the tools "Concern" and "Levels of use" which are two important tools use in CBAM. The results of the study are as follows. How much concern do the earth science teachers have over the 7th Science Curriculum? There are seven stages (from 0 stage to 6 stage) of teachers' concern over the curriculum. o stage represents teachers' indifference to the curriculum and 98% teachers are placed in this stage. According to the study on teachers' teaching experience, teachers having from 10 to 14 years of teaching experience are the most indifferent to the 7th Science Curriculum, compared to other teachers. Which levels of use of the 7th science curriculum do earth science teachers choose in reality? There are five levels of use (from 1 to 5) of the 7th curriculum. 43.97% of teachers are placed in the 3rd level called "Mechanical level", which represents a teacher-concerned learning method with consideration of learners' response. According to the study on teachers' frequency of level of use in the fields of "Instruction objects, Instruction contents, Instruction methods, Instruction materials and Evaluation.", teachers chose high levels of use in the fields of "Instruction objects and Instruction contents" and low levels of use in the other three fields. What factors are barriers for earth science teachers to perform the 7th Science Curriculum in reality? 80.9% of teachers have trouble performing the 7th Science Curriculum in reality because of too much routine work, official papers, and lack of instructional materials, laboratories, training systems and workshops. The two biggest barriers among the above are routine work and of official papers. According to the study on teachers' teaching experience, teachers having from 0 to years of teaching experience have the most trouble in performing the curriculum in reality, compared to other teachers.

• International Commerce and Information Review
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• 제16권4호
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• pp.363-384
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• 2014

The adequate measurement of government expenditure efficiency for Energy Technology Development is a difficult empirical issue and the literature on it, particularly when it comes to aggregate and international data. Contribution in this study is threefold: first this study analyze the adequate measurement of government expenditure efficiency on Energy Technology sector of 24 OECD countries and korea. Second this study reconstruct efficiency composite indicators, named "Energy Technology Development Interest level indicator". Third this study assesses the efficiency of government expenditure for Energy Technology Development. The results can be summarized as follow: Korea's government expenditure efficiency for Energy Technology Development is highly ranked among 25 OECD countries based on Energy Technology Development R&D Budgets and Energy Technology Development R&D Budgets per thousand units of GDP indicators. However, Korea's ranking has fallen to 20th. The assessment suggests that government will be have to provide more government expenditure to enhance the efficiency on Energy.

• Journal of Korean Home Economics Education Association
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• 제24권2호
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).

• Journal of The Korean Association For Science Education
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• 제27권9호
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• pp.893-906
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• 2007

The purposes of this study are to understand pre-service science teachers' areas of practice concern and reflections on the science classes during student-teaching, and to grasp the factors affecting their concerns and reflections. Four pre-service science teachers participated in this study. Data were collected from four pre-service science teachers' practice journals, instructional materials, and semi-structured individual interviews after their student-teaching. The results are as follows: firstly, the pre-service teachers' concern is focused on the teaching environment and strategies, particularly classroom atmosphere and class management. On the other hand, they pay little attention to science content. Secondly, pre-service teachers' reflections are confined within the limited areas such as classroom management, the proper role as science teachers, or various teaching materials. The level of their reflections is low, mostly concentrated on 'routine' or 'technical' level. Higher levels of reflections, such as 'dialogic' or 'transformative' are not revealed at all. Thirdly, the mentor teachers have the biggest influence upon the concerns and reflections of pre-service teachers during student-teaching.

• KDI Journal of Economic Policy
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• 제22권1_2호
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• pp.285-362
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• 2000

남북 정상회담 이후 남북경협 활성화에 대한 기대가 높아지면서 기업의 대북진출에 대한 관심도 크게 증가하고 있다. 우리 기업들이 대북투자에 대하여 커다란 관심을 가지는 이유로는 시장선점, 북한의 낮은 임금 이용, 국내의 유휴설비 이용 등 여러 가지가 있으나 그중 가장 직접적인 요인은 북한의 낮은 임금을 이용하고자 하는 것이라 할 수 있다. 그러나 대북투자의 주요 목적이 북한의 저임 노동력의 활용에 있음에도 불구하고 북한의 임금수준이 얼마나 낮은 것이며, 노동력의 수준은 어떠한지, 또한 이런 상황에서 대북진출시 북한 노동력을 어떻게 활용해야 할 것인지에 대해서는 충분한 검토가 이루어져 있지 않다. 따라서 본 연구에서는 북한 노동력의 임금 및 질적 수준을 분석하고 구체적인 사례에 대하여 살펴본 후 대북진출시 노동력 활용방안에 대하여 검토한다. 우선 북한의 임금수준은 이론적 측면, 동남아 국가 등 경재국과의 비교, 기업의 견해 등을 통해서 살펴볼 때 저렴한 것으로 보기는 어렵다. 질적 수준의 경우에도 일반적으로는 북한 노동력은 우수한 것이라고 인식되고 있으나, 교육수준, 작업규율, 노동생산성 등의 측면에서 분석한 결과 우수한 것으로 판단하기는 곤란하다. 실제 사례에 있어서도 많은 문제를 보이고 있는바, 북한 정책의 문제점, 계약 및 규정에 문제점, 기능 및 교육훈련의 문제점, 근로관습 및 의식의 문제점 등으로 나누어 볼 수 있다. 이러한 상황에서 대북진출은 기대한 만큼의 수익을 거두기가 힘들 것으로 예상된다. 그러나 현재 여건이 어렵다고 무작정 대북진출을 지연할 수도 없고, 기업의 입장에서는 선점 등의 목적으로 현 단계에서 투자를 실행하려고 할 수도 있을 것이다. 또한 일부 분야의 경우에는 이익의 창출이 가능한 사업도 있을 것이다. 본 연구에서는 대북진출에 대비해서 효율적인 북한 노동력 활용방안을 질적 수준 향상방안과 임금관리 방안으로 나누어 살펴보고 있다.

• Korean Security Journal
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• 제14호
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• pp.261-283
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• 2007

In recent studies for explaining the causation of crime fear shows interest and effort in studies attempting microscopical individual level and macroscopical local level of sex, age, economic level, crime damage level and etc. However, in this study, it is considered that interest and analysis of individual on characteristics of these local level may has its difference depends on crime damage experience in the past, fragility precision of crime damage and interest on crime relating information and processed positive analysis on characteristics of individual and relation of crime fear on individual level before making an attempt of connecting microscopical level and macroscopical level. Therefore, the purpose of this study is on positive verification of how people feel about crime fear depends on individual's characteristic and also how much effect would they receive. As the result of this study, it is shown that first, population statistical characteristics that crime damage experience is statistically meaningful of its difference of each group are age, status of marriage, final education status and residential area and for the fragility precision of crime damage was sex and status of marriage and for the interest about the crime relating information has meaningful difference statistically of each group depends on sex, age, final education status, income of the house and location of residential area. Second, after processing correlation analysis on individual characteristic primary factor and crime fear, the result of 3 primary factor independent variable all shows statistically meaningful correlation with crime fear and especially fragility primary factor on crime damage showed the most high correlation with crime fear. Lastly, fragility of crime damage, interest on crime information and crime damage experience has effected as characteristics of individual and especially fragility of crime damage which the person thought to be the most fragility on crime damage out of these individual characteristic primary factor showed to have the most effecting primary factor.

• Proceedings of KOSOMES biannual meeting
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• 해양환경안전학회 2017년도 공동학술발표회
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• pp.37-37
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• 2017

• Proceedings of the Korean Information Science Society Conference
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• 한국정보과학회 2001년도 봄 학술발표논문집 Vol.28 No.1 (B)
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• pp.664-666
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• 2001

학생들에게 흥미와 관심을 가지게 하면서 수학수업을 효과적으로 할 수 있는 방법론에 대한문제는 수학교육의 관심사중 하나이다. 그러나 실상 교사들이 현장에서 쉽게 이행할 수 있는 학습자료의 개발이나 그 활용은 미진한 상태이다. 본 연구에서는 아동들의 발달수준에 맞는 적절한 경험을 제공하여야 한다는 입장엣 수학적 힘을 기르기 위해 수준별, 개인별 수학학습에 바탕을 두고 학습자 중심의 학습능력을 키울 수 있는 웹 기반 게임형 초등 수학 학습 프로그램을 개발한다. 이 시스템은 학습자 진단평가로 학습자 수준을 판단한 다음 단계로 수준 결과에 따라 Story 학습을 통하여 단계별 학습내용의 기본원리를 설명한다. 그 다음에는 story학습에서 배운 기본원리를 응용하여 학습할 수 있도록 설계된 게임학습을 하게 함으로써 학습자는 능동적인 학습참여와 다양한 수학적 사고를 육성시킬 수 있고, 보다 쉽게 학습목표에 도달할 수 있다.

• Journal of The Korean Association of Information Education
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• 제22권5호
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• pp.535-543
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• 2018

The purpose of this research is to analyze the current status of elementary pre-service teachers' concern on SW education using the Concern-Based Adoption Model, and to investigate issues to be considered in pre-service teacher education. The participants were 137 senior students enrolled in a university of education. A survey was conducted using the Stages of Concerns Questionnaire(SoCQ). Elementary pre-service teachers' concern on SW education was turned out to be the highest at the awareness stage, and the lowest at the consequence stage, and thus showed the 'nonuser' pattern. It also showed a 'positive nonuser' pattern by indicating a little more concern at the collaboration and refocusing stages than the consequence stage concerning the impact of SW education. In addition, no significant difference was found according to pre-service teachers' gender. In comparison with that, significant differences were found according to their programming level at the awareness, personal, consequence and collaboration stages. Based on the results of the research, suggestions were made for the improvement of the pre-service teachers' SW education program concerning the presentation of related information and the enhancement of programming capabilities.

• Journal of the Korean Society of Costume
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• 제37권
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• pp.5-15
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• 1998

본 연구의 목적은 노년층 남성과 여성의 인구통계적 특성이 의복태도, 의복행동, 쇼핑행동에 미치는 영향을 규명하는 것이다. 설문지를 통하여 나이 55세 이상의 미국 남부에 거주하는 67명의 남성과 75명의 여성이 자료분석에 이용되었다. 의복 및 쇼핑과 관련된 변수로 의복태도, 유행의사 선도력, 기성복에 대한 만족, 쇼핑관심, 점포충성도가 사용되었으며, 인구통계적 특성은 수입, 결혼여부, 사회참여도, 학력, 나이, 성으로 구성되었다. 결과로 의복태도는 미혼일수록, 사회참여도가 높을수록, 학력이 높을수록 그 수치가 높은 것으로 낱났다. 기성복에 대한 만족은 수입과 학ㄱ력이 높을수록 또 남성이 여성에 비해 만족도가 큰 것으로 나타났다. 쇼핑에 대한 관심의 정도는 결혼여부, 학력, 성과 관련이 있었다. 즉 미혼일수록 교육수준이 높을수록 남성보다는 여성이 쇼핑에 관심이 큰 것으로 나타났다. 그 외 유해의사선도력은 오직 성에 의해서만 영향을 받았으며, 점포충성도 역시 학력에 의해서만 영향을 받았다. 남성과 여성 각각의 차이에 대한 분석에서는 남녀에 따라 인구통계적 특성이 의복태도, 의복행동, 쇼핑행동에 미치는 영향이 다르게 나타나 남녀간의 차이를 보여주었다. 예로 남성에게 있어 결혼여부는 쇼핑관심에 영향을 미치는 중요 변수이나 여성의 경우 교육수준이 쇼핑관심에 영향을 미치는 것으로 나타났다. 따라서 유통업 종사자들은 노년층 남성 중 미혼자를, 노년층 여성 중 고학력자를 주요 표적으로 삼아 마케팅 전략을 세울 필요가 있다 하겠다.