• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.351-368
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• 2023

The scientist-led Research and Education (R&E) program aims to strengthen gifted science students' research capabilities under the guidance of scientists. Students' actual research experiences in scientist-led R&E activities range from understanding how scientists conduct research to actively participating in research. To develop R&E that promotes student agency, i.e., student participation, this study aimed to identify the pedagogical characteristics that supported gifted science students' agentic participation in the scientist-led R&E program. We conducted interviews with learners and scientists in three teams undertaking R&E activities every three months. The interview covered their perceptions of R&E activities, student participation, and scientists' support for the activities. The recordings and transcripts of the interviews were used as primary data sources for the analysis. The trajectory of each team's activities, as well as the learners' and scientists' dynamic positioning were identified. Based on this analysis, we inductively identified the pedagogical characteristics that emerged from classes in which the scientists supported the students' learning and engagement in research. Regarding agency, three types of student participation were identified: 1) the sustained exercise of agency, 2) the initial exercise and subsequent discouragement of agency, and 3) the continuous non-exercise of agency. Two pedagogical characteristics that supported the learners' agentic participation were identified: 1) opportunities for students to take part in research management and 2) scientist-student interactions encouraging learners to present expert-level ideas. This study contributes to developing pedagogies that foster gifted science students' agentic participation in scientist-led R&E activities.

• School Mathematics
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• v.15 no.1
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• pp.77-99
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• 2013

The purpose of this study is to develop authentic assessment model of school mathematics completed an integral part of the classroom in the real situation to do authentic assessment about students's mathematics learning ablity. To do this, it is performed literature researches on authentic assessment system of school mathematics, situation cognition class design model, Lincoln & Guba's the forth generation assessment model, NAEP high ability assessment model, Guliker & Bastiaens & Kirschner's authentic assessment model. And it is extracted authentic assessment elements of school mathematics from them, and it is developed authentic assessment model completed an integral part of the classroom in the real situation. This authentic assessment model of school mathematics is confirmed the proper model in assessing mathematical activities and achievement by applying authentic assessment tasks with class's integrated part, and each factor and phase was regarded as the proper thing in the teaching and learning for experts in studies of mathematical education.

• The Journal of the Korean dental association
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• v.29 no.1 s.260
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• pp.69-72
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• 1991

본문은 일본치과대학 다까스기 교수가 1988년 9월부터 1989년 6월까지 중국사천성을 위시한 몇몇 지역의 치과대학 구강의학원을 방문, 근대 중국의료의 실제를 중국의사와 함께 체험한 것 중 치과의료에 관한 부분만 발췌 요약하여 소개한다

• 전기의세계
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• v.39 no.12
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• pp.33-40
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• 1990

퍼지에 관한 응용은 1974년 Mamdani교수에 의한 steam엔진 제어 연구가 성공한 이래, 1980년에는 지하철 운전 제어등 실제 산업 현장에 이용되기 시작하였다. 특히 최근 1,2년 사이에는 일본을 중심으로 가전제품을 비롯한 많은 곳에서 퍼지 응용 예가 나타나기 시작하였으며 이와같은 추세로 당분간 더욱 활발히 진행되리라 본다. 본 원고에서는 최근에 국내외적으로 개발되고 있는 각 분야에서의 퍼지 응용예를 개괄적으로 설명하고자 한다.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.05a
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• pp.81-84
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• 2006

• The Microorganisms and Industry
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• v.13 no.2
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• pp.22-23
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• 1987

최근 몇년사이 국내 여러 대학의 박사과정 학생수가 눈에 띄게 늘어나고 있음을 볼 수 있다. 실제로 몇몇 학교는 외국대학 못지않게 그 기반을 다져가고 있다고 생각된다. 그러나 국내 박사과정을 세계적 수준으로 끌어올리는데 있어 교수진 부족, 연구시설및 연구비부족, 축적된 연구경험부족, 그리고 학생들에 대한 후생복지 및 학위후의 대우등이 여전히 문제로 남아 있는 것이다. 이들 각각에 대해 좀더 자세히 살펴보고자 한다.

• The Korean Publising Journal, Monthly
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• s.104
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• pp.4-5
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• 1992

설화의 분류체계는 논리의 명징성, 자료의 포괄성, 이용의 효율성을 두루 갖추어야 하나, 설화의 세계에는 서로 이질적인 자료들이 어지럽게 뒤섞여 있어 실제 작업에 있어서는 그중 어느 한 측면이 부실해질 위험이 크다. 그같은 위험을 피하기 위해 서교수는, 자료의 실상에 바탕을 두는 분류체계를 제시한다.

• Sim-seong Yeon-gu
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• v.38 no.2
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• pp.305-307
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• 2023

• Sim-seong Yeon-gu
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• v.38 no.2
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• pp.308-310
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• 2023

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.15-27
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• 2006

The purpose of this research was to develop and analyze the effects of ICT based teaching learning process plans for 'Designing My Home' unit of Technology Home Economics subject in High School. The seven housing contents were selected from 8 textbooks and 8 teaching resources at the analyses stage. A specific homepage(ieduhome.cafe.com) was built to utilize the eight ICT teaching learning process plan as well as many other resources at the planning & development stages. The number of 68 highschool students have participated for the application stage during September 4-26, 2003 and the same number have studied the same contents through regular teaching learning plans as a comparison group. Experimental groups have significantly more increased in the knowledge and understanding of the housing contents than have comparison groups. The same results occurred in the interests in Home Economics, Housing, and Internet utilized study. The Design reports were not statistically differed between two groups based on the objective evaluation criteria. The results of this study generally supported previous research and showed that the In teaching learning plans were more effective in various aspects than were the regular plans.