• Journal of Digital Convergence
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• v.19 no.1
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• pp.361-371
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• 2021

Communication education research has focused on the effects of instructor characteristics on learning. It is necessary to consider student characteristics as well to develop an effective teaching strategy. The current study tries to classify students into multiple distinct groups depending on their personality traits and communication characteristics and investigates differences in effects of teacher characteristics between those groups. A survey on unversity students was conducted to collect data. A cluster analysis was carried out to identify distint sub-groups of respondents by their personality traits and communication characteristics. The analysis yielded two distinct groups. The two groups were named stable-reticent group', and 'neurotic-talkative group' respectivley. Series of multiple regression were carried out in order to investigate differences in the effects of instructor characteristics. The analyses found different patterns of effects between the two sub-groups. The findings suggest that it is necessary to adopt different communication styles and teaching strategies depending on student types.

• The Science & Technology
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• v.31 no.4 s.347
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• pp.20-21
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• 1998

국산 핵자기공명영상(MRI)개발의 주역인 조장희 박사는 첨단의료장비 연구개발의 세계적 권위자 이다. 서울대 전자공학과를 나온 조박사는 스웨덴에서 박사학위를 받았고 '78년 초빙과학자로 귀국해 한국과학기술원 교수로 활동했으며 현재는 미 캘리포니아 (어바인소재)방사선물리학과 교수로 재직중이다. 한국국적 학자로는 선출된 조박사는 "새 정부에서는 과학문화야 말로 우리민족이 문화민족임을 세계에 알릴 수 있고 과학문화의 발전이 경제기반이 될 수 있다는 걸 깨달아 좀더 전문성 있는 과학정책을 펴길 기대한다"고 말했다.

• The Science & Technology
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• v.32 no.1 s.356
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• pp.80-81
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• 1999

고3때 인문계에서 자연계로 대입 진학계열을 바꾼 이후 수학을 혼자 공부하면서 수학에 흥미를 갖게 되었다는 건국대 금종해교수는 수학분야중 비교적 역사가 짧은 대수기하학분야 신진학자들의 리더 역할을 하는 주목받는 수학자이다. 금교수는 K3곡면의 대창성에 관한 연구를 집중적으로 연구하고 있는데 97년에는 K3곡면의 일종인 Kummer 곡면의 대칭군에 관한 연구를 권위있는 해외학술지에 발표하여 관심으로 모으기도 했다.

• The Science & Technology
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• v.33 no.2 s.369
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• pp.18-19
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• 2000

포항공대 성영철 교수는 최근 에이즈의 DNA백신을 개발, 원숭이에서 방어면역이 발생함을 증명해내 에이즈 완치에 청신호가 되고 있다. 세계 최초로 개발에 성공한 이 이에즈 DNA백신은 미국 식품의약국(FDA)에서도 안전하다고 인정하고 있는 순수 DNA만으로 제조된 것이어서 사람에 대한 임상실험이 신속히 이루어질 수 있는 것이다. 이번 연구결과는 이미 특허출원했으며 소동물(생쥐) 실험결과는 백신분야의 세계적 권위지 "vaccine"지에 발표되었다.

• The Science & Technology
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• v.32 no.9 s.364
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• pp.28-29
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• 1999

지난 94년 한국과학재단의 지원으로 대전 한국과학기술원에 설립된 광전자연구센터는 광전자기술의 기반기술과 광정보통신망의 부품ㆍ회로기술을 집중적으로 연구 개발하고 있다. 이 연구센터는 한국과학기술원을 비롯한 9개 대학의 교수 18명과 석ㆍ박사과정 학생 70여명이 활동하고 있으며 매년 광전자분야의 석ㆍ박사를 20명씩 배출하고 있다. 또 미국과 러시아 등의 권위있는 연구소와 기술협력 협정을 맺고 연구원들의 교류 방문과 공동 워크숍 등을 추진하고 있다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.1
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• pp.256-263
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• 2014

This research aims is to confirm the influence of a teacher's teaching style and teaching career on instructional analysis. Through this, the differences in the relevant elements' view points on a class and those in teachers' analysis view points on class criticism and instructional analysis at the education field can be investigated. For this study, the teaching styles of 198 elementary school teachers were categorized, their teaching careers were checked as teaching career and set them as covariate, and the differences in the view points on the analysis of the class climates were verified depending on each teaching style. As the research result, meaningful differences were found in four areas of the elements of class climates analysis, that is, creativity, vitality, precision, and gentleness. In the analysis of the class climates, the teachers with a professional style among the teaching styles gave the highest grades to creativity in the same class, those with a facilitating style to vitality, those with a role model style to precision, and those with a facilitating and role model style to gentleness. On the other hand, those with an authoritative and a delegating style were proved to give the lowest grades in general class climates. It means that teachers with different teaching styles have different viewpoints when analyzing a class, and those with a professional, a role model and a facilitating style have a relatively stronger intention to analyze a class through reflective introspection and permissive recognition.

• The Safety technology
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• no.196
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• pp.16-17
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• 2014

우리나라 안전 역사를 이끌어가고 있는 주역이자 기계안전분야의 최고 권위자 중 하나인 이근오 서울과학기술대학교 교수가 최근 새로운 도전을 시작했다. 국내 안전 관련 학술단체의 대표라 할 수 있는 한국안전학회의 15대 회장에 선출된 것이다. 이근오 신임 회장은 행정안전부 승강기 사고조사 판정위원회 초대위원장, 노사정위원회 산업재해예방시스템 선진화위원회 위원, 서울시 안전감사 옴부즈만, 한국가스안전공사 사고조사위원회 위원 등 그간 정부와 기업, 지자체를 넘나들며 안전 분야의 성장과 발전을 주도해왔다. 또한 30여 년간 강단에서 예비 안전인들을 육성하는 데에도 헌신해왔다. 이런 큰 발자취를 남긴 그가 이제는 안전분야 학자와 지식인들을 하나로 모으기 위해 본격적인 움직임에 나섰다. 이에 따라 안전학회의 향후 행보에 각계의 시선이 집중되고 있다. 이근오 회장을 만나 앞으로의 계획과 그만의 안전칠학에 대해 이야기를 나누어 봤다.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.519-531
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• 2021

This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.283-292
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• 2016

This paper is intended as an investigation of 5 sentence patterns which have exerted a strong influence on the English education in Korea. The 'learning grammar', which is defined as the grammar in learning materials, was compared with 'reference grammar' derived from linguistic grammar with theoretical accuracy and validity. Although the notion of 5 sentence patterns has been assumed to be vestiges of old Japan textbooks, the classification system was originally established in 1929 by C. T. Onions. Particularly, new explanations regarding 'obligatory adjuncts' and 'marked construction' were provided in the learning materials, which could be seen as examples of the reflection of linguistic grammar theories on sentence patterns. If reference grammarbooks and the fruits of linguistic grammar research are used actively, material writers can avoid the errors of grammar description and more correct learning grammar can be taught to advanced learners.