• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.928-937
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• 2012

The purpose of this study was to analyze inquiry activities in high school chemistry II textbooks on the revised 2009 curriculum. It also compared them to the textbooks based on the 7th curriculum, which were published by the same companies. The results in this study turned out to be as follows: First, the number of the activities and rate of inquiry activities per total pages were quite different from each publisher, and all of them decreased. Second, there were too many activities for specific inquiry process elements. Third, the types of inquiry activities differ slightly between each publisher. Experimenting and thinking were the most used while practicing was the least. Fourth, in the inquiry context, activities in scientific context were prevalent and activities in usual context were the second most common. Comparing to the text book on the 7th curriculum, the use of technical-social context increased, however, the technical-social context as well as the natural-environmental context were not used enough, as they constitute less than 10% of the activities. From these results, chemistry teachers should introduce a variety inquiry activities in chemistry curriculum for resolving those problems. Also, textbook developer should accommodate the results of research about science textbooks.

• Journal of the Institute of Electronics Engineers of Korea TE
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• v.37 no.4
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• pp.47-56
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• 2000

Because of the junior college students' learning ability stands on a relatively low level, this research is accomplished to inspire students with further desires, considering students' learning ability and desire. The curriculum of junior college is organized with three parts(electronic communication tool, micro processer, integrated circuit design): the electronic communication tool and micro processer is carried out, and the training for the design skill on semiconductor devices will be focused. The main focus is reflected on the worldwide trend on the design engineering of semiconductor devices and considered for the market establishment on design engineers trained by the lab-oriented practice as well as fundamental of semiconductor technology.

• Journal of the Korean Society for Library and Information Science
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• v.39 no.1
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• pp.59-80
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• 2005

In the era of knowledge and information society, specialists with a specific concentration are more appreciated than broad knowledge. Therefore, it is a growing trend that universities and departments restructure their vision and plans to foster specialized professionals. While responding to the needs of working libraries and adhering to the basic educational goals, the Programs of the library and information science sector should be flexible to the external changes. In this sense, each university should develop customized curriculum based on its related policies, resources, and surrounding circumstances, with an emphasis on specialization over standardization. This paper discusses how to build specialized education programs in line with specific environments that each university is surrounded with, and by doing so, raise information professionals with specialized concentrations.

• Proceedings of the Korea Information Processing Society Conference
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• 2017.04a
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• pp.649-652
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• 2017

프로그래밍 교육에서 실습교육은 소스 코드를 직접 작성해보는 과정을 통해 이론적인 지식을 보완할 수 있는 매우 중요한 과정이다. 따라서 대부분의 프로그래밍 교과과정은 실습교육을 포함하고 있다. 그러나 실습교육을 통해 학습 성취도를 평가하는 일은 시간과 비용이 많이 소모되는 작업이다. 그래서 많은 교육기관에서는 평가를 효율적으로 하기 위해 자동 평가 시스템을 운용하고 있다. 자동 평가 시스템은 학생들의 실습 결과를 정확하고 신속하게 평가하는데 효과적이다. 그러나 실습교육에 필요한 실습문항은 대부분의 경우 교사가 수작업으로 생성하며 이 과정에서 많은 인적 시간적 비용이 발생하게 된다. 이러한 문제를 해결하기 위해서 문항 생성을 자동화하려는 연구가 진행되고 있으나 아직까지 초기 단계이며 새로운 문항을 생성하지 못하는 등의 제약 사항이 많아 적용하기에 무리가 있다. 따라서 본 논문에서는 하나의 문항으로부터 다양한 문항들을 변형하여 생성할 수 있는 방법을 제안하고 이를 지원하는 프로그래밍 실습용 문항 생성기의 구조를 설계한다.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.19-39
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• 2019

The purpose of this study is to explore the main characteristics regarding of implicating competence-based curriculum in Finland's home economics curriculum by analyzing curriculum documents and related literature. The research findings are categorized into four main characteristics. First, home economics in Finland belongs to the 7-9 grades. The key content areas are composed of 'food knowledge & skills and food culture', 'housing & living together' and 'consumer & financial skills' at an integrated approach. Secondly, the subject competences of home economics are not presented; however, the general objectives of transversal competences are defined in Finland's curriculum document. Transversal competences describe the aspects of the objectives that are emphasized in grades 7-9 and strengthens the connectivity with each subject. Thirdly, the objectives of home economics included in the instructions in Finland consist of a content system that links learning skills, content areas, and transversal competences. Both learning skills as a role of subject competences and content areas as objectives support teachers who restructure an curriculum. Fourth, in terms of achieving subject objectives, the assessment criteria in Finland home economics is to evaluate the achievement of good knowledge and skills through actual performance. Based on the research findings, the main features of the revised curriculum in Finland include encouragement of flexibility in education systems and learner's uniqueness in schools. If the implementation of subject competences in home economics is to be strengthened, it is necessary to intergrate the knowledge and competence, require a curriculum system for implements' subject competence, carryout assessment as learning to learn, and facilitate school community and teacher community for deeper co-operation.

• School Mathematics
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• v.11 no.4
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• pp.643-664
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• 2009

This study was aimed to understand the problems that students experience during the self--directed study of a mathematics digital textbook and to find the implications for the design of digital textbook. For this study, we analyzed the process of self-directed learning on 'division of fractions with same denominator' using digital textbook by eight 6th graders. Students asked to use think aloud method while they study the unit. Their learning process was videotaped and analyzed by researchers after the experiment. After the self-directed learning, students filled out a test items and participated interview with a researcher. The result showed that students experienced several misconceptions and errors while using a digital textbook. The types of misconceptions and errors were cataegorized as "misconceptions and errors caused by a mathematics textbook" and "misconceptions and errors caused by a digital textbook". Especially, students showed several important misconceptions and errors because of the design factors. This implies we need to consider the causes of misconceptions for the design of a digital textbook.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.61-79
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• 2010

The purposes of this study were to develop lesson plans of library assisted practical problem-based teaching-learning for 'life and career planning' unit in high school Technology Home Economics Subject and to compare the learning effect of this lesson plan with that of practical problem-based teaching-learning in class. The change in student's perception about home economics subject was also compared after two types of teaching-learning process. The contents of the high school Technology Home Economics textbooks and curriculum guide book for the year of 2007 curriculum revision were analyzed. Based on these analysis 10 library assisted practical problem-based teaching-learning lesson plans on 'life and carrer planning' unit were developed. The high school students living in Gyeonggi province as an experimental group participated in library assisted practical problem-based teaching-learning. The control group of students who had same condition with the experimental group were taught by same lesson plans in class. After the experiment, the changes in attitudes toward life and career planning and in perception about Home Economics subject were analyzed using Analysis of Covariance. The more significant positive attitudes toward life and career planning were found in the experimental group of students compared with those of the control group of students. And compared with the control group of students, the experimental group of student perceived more positively about characteristics of Home Economics subject. Thus, the following conclusion was made that the library assisted practical problem-based teaching-learning could be one of the useful teaching-learning methods to improve attitude toward life and career planning and perception about Home Economics subject.

• 전기의세계
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• v.24 no.4
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• pp.42-51
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• 1975

전기공학은 그 분야가 광범위하면서 세분된 여러 소분야로 구성되어 있기 때문에 이를 간단한 몇마디로 표현하기는 불가능하다. 그러나 전기기술자는 전하를 위시하여 전하간의 힘 및 전하간의 에너지 교환에 관하여 주로 관여하게 된다. 즉 전기기술자는 전기적 에너지 및 정보의 발생, 전송, 기억 및 제어를 최적화할 책임이 있고, 그 분야는 부단히 팽창일로에 있으며 변해가고 있다. 즉 학문적인 기초이론 뿐만아니라 실제 응용분야인 산업분야에서도 눈부신 발전과 변화를 가져왔다. 현대산업 및 기술구조의 질적개선은 기술 반감기의 감소, 막대한 양의 정보처리, 시스템의 대형화, 복잡화 현상을 가져왔으며 기술자체가 사회경제활동에 미치는 영향을 극대화시켰다. 그러므로 오늘날의 모든 전기기술자들은 신뢰성을 고려한 보다 넓은 의미에서의 책임을 느껴야 한다. 조국의 근대화와 방위산업육성 과정에서 중추적 역할을 담당할 이러한 전기공학분야의 중견연구원 및 기술자를 양성하는 공과대학전기공학과의 교과과정 역시 부단히 변하는 각종 환경에 적응될 수 있는 dynamic한 것이 되어야 한다. 즉 공과대학 전기공학과이 교과과정은 어떤 특정되고 고정된 기술 또는 설계에 대한 교과목으로 치우치는 것보다 수명이 길고 강력한 응용력과 창의력을 발휘하여 우리의 기술을 토착화하여 이를 우리의 것으로 만들 수 있는 것이 되어야 한다. 이러한 국내외적인 현실을 고려하여 당학회에서는 1974년도 조사연구사업의 일환으로 교과과정조사회를 구성하여 국내의 여러대학의 전기공학과 교과과정편성에 다소의 도움을 주고저 일차적인 시안으로서 다음과 같은 특징을 갖는 교과과정을 작성하였다.{3}$N$_{4}$등의 산화물 및 질화물로 대표되는 분자성 비정질 물질로서 금지대는 2eV보다 큰 세종류로 크게 분류할 수 있다. 분류할 수 있다. 한다. 단 개개의 문제에 관한 구체적인 해석 또는 검토에 관하여는 다음 기회에 미루기로하고, 우선 여기서는 당면문제로서 대처하지 않으면 안될 자동주파수제어문제및 계통의 경제운용문제만에 한정하여, 이것을 우리나라의 현상과 관련시켜 개설하고, 이들의 자동화에 관한 기본적인 문제를 간단히 적어 보겠다. 가능하다. 제작완료된 ASIC은 기능시험을 완료했으며 실제 line-of-sight(LOS) 시스템 구현에 적용중이다. 시대를 살아 갈 회원들이다. '컨텐츠의 시대'가 개막되는 것이며, 신세기통신과 SK텔레콤은 선의의 경쟁 과 협력을 통해 이동인터넷 서비스의 컨텐츠를 개발해 나가게 될 것이다. 3배가 높았다. 효소 활성에 필수적인 물의 양에 따른 DIAION WA30의 라세미화 효율에 관하여 실험한 결과, 물의 양이 증가할수록 그 효율은 감소하였다. DIAION WA30을 라세미화 촉매로 사용하여 아이소옥탄 내에서 라세믹 나프록센 2,2,2-트리플로로에틸 씨오에스터의 효소적 DKR 반응을 수행해 보았다. 그 결과 DIAION WA30을 사용하지 않은 경우에 비해 반응 전환율과 생성물의 광학 순도는 급격히 향상되었다. 전통적 광학분할 반응의 최대 50%라는 전환율의 제한이 본 연구에서 찾은 DIAION WA30을 첨가함으로써 성공적으로 극복되었다. 또한 고체 염기촉매인 DIAION WA30의 사용은 라세미화 촉매의 회수 및 재사용이 가능하게 해준다.해준다

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.65-77
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• 2018

The purpose of this study is to investigate how to strengthen the formation of relationship competence through the lesson in the housing of the 2015 revised Technology Home Economics curriculum. In order to achieve this goal, we analyzed curriculum documents, achievement standards of curriculum, achievement standards of assessment, and assessment standards of the 2015 revised Technology Home Economics curriculum. Then, we analyzed whether or not the curriculum could be truly reflected in the school site by comparing and analyzing verbs of the assessment standards and curriculum content system. In addition, we suggested the plan to ensure that 2015 revised curriculum can be implemented well by proposing a method of teaching-learning and assessment standards to cultivate the formation of relationship competence among the housing lessons. The results of the study are as follows. First, the 2015 revised Technology Home Economics curriculum are categorized into three subject competences according to the content, but eventually show the content is not mutually exclusive with the three subject competences. It can be said to demonstrate the characteristics of human ability development, that is, one learning can't be related only to one competency. Second, it is difficult to reflect the assessing subject competencies system in school education, where evaluation is carried out based on the assessment standards. This is because the skills of the 2015 revised curriculum documents are partially reflected in the assessment standards. Therefore, this study shows that teachers need to cultivate various subject competencies. In order to overcome the fundamental limitations of the competency-centered curriculum, it is necessary to retrain the teachers as well as to improve teaching and learning methods for operating the curriculum.

• Journal of the Korea Society of Computer and Information
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• v.14 no.8
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• pp.97-106
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• 2009

ABEEK, an independent non-governmental organization, is the recognized accreditor for the educational programs in engineering and related disciplines. ABEEK has developed the standard accreditation criteria to meet diverse needs of the engineering and related communities in Korea. A student attending at the accredited program has to complete the required courses and elective courses according to the curriculum flowchart to meet the accreditation criteria for a bachelor. Therefore an efficient and effective tool is necessary to support the adviser to monitor the completion of the required courses and elective courses according to the curriculum flowchart. In this paper, we describe an adviser tool developed. To develop an adviser tool. we established databases which contain the information of courses and their relations according to the curriculum flowchart. Adviser tool was developed to analyze student's DegreeAudit and represent the current completion information on the curriculum flowchart for effective monitoring. A closed test was performed and showed the increase of efficiency to meet the accreditation criteria for a bachelor.