• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.582-598
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• 2000

There are many bioethical issues in line with the rapid advance of biology. In this situation, it is important for students to make a rational decision on value problem. In this study 'value inquiry in biology education' is defined as 'the process of rational value judgement and wise decision-making in the biology-related value problem' and the model was developed. To develop the model, value inquiry models were reviewed. Value clarification model is helpful for the formation of the personal value as the process of individual value inquiry, but it isn't helpful for clarifying the value conflicts. Value analysis model focuses on the rational solution of value problem through the logical procedure. But it has the limitations that overemphasizing the logical and systematic aspects results in devaluating students' affective aspects. So it is necessary to coordinate psychological and logical aspects of value inquiry. In this regard, the model was developed, including identifying and clarifying value problem, understanding biological knowledge related to conflict situation, considering on the related persons, searching for alternatives, predicting the consequences of each alternative, selecting the alternative, evaluating the alternative, and final value judgement and affirming it. The educational objectives of value inquiry were selected in consideration of the ability to carry out the steps of the developed model. And the selected contents were animal duplication, test-tube baby, genetic engineering, growth hormone injection problem, brain death, organ transplant, animal to be experimented and were organized on the basis of the 6th and the 7th science curriculum. And the suitable instructional models for the value inquiry education were selected: bioethical value clarification decision-making model, group presentation according to the value analysis model, role play and debate, and discussion through web forum. And the interview was considered to be suitable to evaluate the students' value inquiry ability and the rubric was made to evaluate the attainment of the educational objectives for value inquiry.

• Proceedings of the Korea Technology Innovation Society Conference
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• 1998.05a
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• pp.10-10
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• 1998

생명공학의 혁신적 발명성을 매우 잘 보여주는 성공사례의 하나가 사람락토페린을 함유한 형질전환 젖소의 개발이다. 우유의 모유화를 내걸고 있는 본 연구는 국내·외에 막대한 잠재시장 규모가 예상되고 있다. 그러나 생명공학 제품은 ‘생물 재해(Bio Hazard)’에 대한 우려와 윤리문제를 제기할 수 있기 때문에 대중인식(Public Acceptance)에 대한 연구가 매우 중요한 의미를 가지는 것이다. 이러한 상황인식하에 사람락토페린을 함유한 유제품에 대한 소비자행태분석(Consumer Behavior Analysis)을 수행하게 되었다. 본 연구에 사용된 연구방법은 비시장가치평가법 중 임의가치평가법(CVM)을 사용하고 있다. 임의가치평가법은 선진국 특히 본 이론의 발상지인 미국에서 환경재기 가치를 측정하는 방법으로 사용되어 오고 있는데 이를 신상품 및 과학기술의 가치평가법으로 확대하여 연구하여온 필자의 일련의 연구중의 한 시도이다. 좋은 CVM 연구를 수행하기 위해서는 CVM이 요구하는 가치평가방법에 맞추어 설문서가 구성되고 분석되는 일이 무엇보다도 중요한 일이다. 본 연구에서는 CVM의 연구방법에 맞추어 사람락토페린 강화우유에 대한 소비자지불의향(Consumer Willingness to Pay) 조사와 더불어 사람락토페린 강화우유에다가 DHA, 칼슘 등 새로운 기능성 물질을 추가하여 더욱 좋은 기능을 첨가한 경우의 구입할 용의와 지불의향에 대한 조사를 수행하였다. 본 연구에서는 과학기술에 의해 탄생된 신상품에 대한 임의가치평가법의 적용이라는 새로운 시도의 연구라는점을 감안하여 본 연구를 바탕으로 더욱 새로운 문제제기와 추가적인 연구가 필요하다고 생각된다.적인 자세를 견지한다. 한편, 적응의 원리에 입각한 교육은 문화와 전통에 대한 피동적 전승을 넘어서 사회의 변화에 따라 교육체제와 내용을 바꾸는 등 적극적으로 변화에 대응하고, 이러한 변화를 주도할 인간육성에 힘을 기울이는 교육방식을 취한다. 시대적 변화의 소용돌이 속에서 교육은 이제 기왕의 많은 교육적 신화들을 타파하고 뉴 밀레니엄을 준비해야할 기로에 서 있다. 현재의 변화를 슬기롭게 대처하고 미래의 변화에 능동적으로 적응하는 인간을 육성하기 위한 오늘날 교육의 사명은 우선 미래사회를 위한 교육정책의 방향을 수립하는 일이다. 교육정책은 국가의 교육방침으로서 현실 교육문제의 해결도 중요하지만 미래의 발전을 기약할 수 있는 장기적인 비젼과 목표 속에서 정립될 필요가 있다. 이러한 의도하에 본 연구는 21세기를 대비한 교육정책의 방향을 탐색하고 그에 따른 정책적 과제를 제시하는 데 그 목적이 있다. 이러한 목적하에 본고는 \circled1 과거 우리 나라의 교육정책을 반성적으로 회고하고, \circled2 미래사회에 대한 전망과 교육적 시사점을 분석하며, \circled3 마지막으로 21세기의 변화에 적응하기 위한 교육정책의 방향과 과제를 내용으로 제시하고자 한다.탄산염으로의 전환이 진행되고 있다. 이러한 배경으로부터 Uchida그룹에서 개발한 FeiCr/AVTi재료와 현재 분리판 재료로 사용증인 SUS 310, S SUS 316재료에 대해. 산화성 분위기의 5기압까지의 가압하에서, Li-K, Li-Na탄산염에 대하여 부 식거동을 검토한 결과, 가압하에서 내식성이 향상되는 것이 발견되었다. 이유로서는 가압하에서 용융탄산엽의 증가된 산화력으로 보다 치밀한 내식성 산화물 피막

• The Journal of Korean Association of Computer Education
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• v.18 no.5
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• pp.15-24
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• 2015

The purpose of this study is to analyze variables affecting parents' and elementary school students' value of computer science after creative computer science education, through multiple regression. Many researches on Informatics subject have focused on the effect of the subject contents on students but hardly dealt with parents' recognition. Thereupon, this study pays attention to the value of computer science recognized by parents and analyzes variables substantially affecting value variables of computer science related to parents' support for learning Informatics subjects. This paper did not verify the difference in recognition of parents and students but calculated more concrete influence by conducing multiple regression on the variables affecting the value recognized by each group. This is one of the reasons why this study is meaningful. According to the result of the analysis, variables affecting the value of parents on computer science the most are interest and satisfaction, and in students' case, self-efficacy is the variable affecting the value of computer science the most.

• Journal of Christian Education in Korea
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• v.65
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• pp.29-54
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• 2021

In Europe, the diversity in religions, cultures, languages and historical backgrounds is enormous. World War II and the Soviet Regime have played a large part in this and the flow of refugees from other continents increases the pluralism. How can religious education add to bridging between differences? The language across European countries is different, literally between countries, but also figuratively speaking and even inside individual countries. These differences occur in cultural sense and across age groups as well. Secondary education has the task to form young people to become firmly rooted people who can hold their own in society. It is essential that they learn to examine their own core values and their roots. Recognising their values should be a main focus of religious education. However, schools are currently accommodating increasing numbers of non-religious pupils. What role do religious values still play in this situation? How do pupils feel about active involvement in religious institutions, and about basing life choices on religious beliefs? Can other, non-religious values be detected which could form the basis for value-oriented personal formation? Research of these subjects has been ongoing in the Netherlands for more than twenty years and is currently being expanded to the Czech Republic and(former East) Germany. These are also secularized countries but have a very different history. Does the history and context of these countries play a role, and does this show in the values that are important to pupils? A comparative pilot study is being conducted as start of this broadening perspective geared towards greater insight into the values of pupils in these three European countries. This information helps to design appropriate new forms of religious value-oriented worldview education.

• The Journal of the Korea Contents Association
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• v.15 no.6
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• pp.547-564
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• 2015

These days, corporations which are eager to improve employees' performance and focus on consistent management highlight core values and core value education. The purpose of this research is to present a case study on the core value education administered by large corporations, to analyze and compare them, and finally present implications for the core value education. For this purpose, 5 large corporations in Korea have been selected. The data was collected from secondary sources and through interviews with the present and former educators in charge of core value education of those corporations. This study found that 5 large corporations commonly considered their core value as a main source of competitiveness and focused on the systematic core value education. But at the same time, each of them chose its own way to educate employees. Their strategies, management methods, and connection to the personnel policy differed in details. 5 large corporations were shown that they reached the level of understanding and empathy, but only 2 large corporations were interviewed as to reach the level of practice. To make core value internalized in the employees' thoughts and acts, it is required to strengthen alliance between core values and work which encourages worker's real practice in their daily lives, to have a diverse curriculum according to the work categories and regions, and to emphasize the connection with other policies especially evaluation policy.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.277-297
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• 2020

The purpose of this study was to identify and compare the mathematics educational values of pre-service and in-service elementary school teachers. For this purpose, we implemented a questionnaire investigating mathematics educational values and used principal component analysis which resulted in six components. These components were named as fun, problem-solving, representation, computation, ability, and explanation through systematic labeling processes. Both pre-service and in-service elementary school teachers considered problem-solving the most important and there was no statistical difference between the teacher groups. They also considered fun the least important and in-service elementary school teachers regarded it more important than pre-service counterparts did. All value components except explanation were regarded as important by in-service elementary school teachers, fourth-year pre-service teachers, and first-year pre-service teachers in order. The result of noticeable differences between pre-service and in-service elementary school teachers implies that actual teaching experience may affect teachers' mathematics educational values more than teacher preparation programs. Based on these findings, we need to discuss what should be regarded as important and worthwhile in teacher preparation programs to establish mathematics educational values for pre-service teachers. We also need to confirm whether the mathematics educational values by in-service elementary school teachers may be in line with what has been pursued in the national mathematics curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.107-114
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• 2019

The objective of this study was to understand factors of occupational ethics affecting occupational value and educational belief of preservice childcare teachers. In order to achieve this objective, a questionnaire survey was conducted targeting a total of 270 preservice childcare teachers in A city. Study results found that preservice childcare teachers highly perceived the ethics in young children and family out of the occupational ethics, the intrinsic value out of the occupational value, and the maturism and interactionism out of the educational belief. Second, the occupational ethics, occupational value, and educational belief of preservice childcare teachers showed statistically significant correlations. Third, the occupational ethics of preservice childcare teachers had positive effects on the occupational value and educational beliefs. Based on these results, it is necessary to conduct diverse research studies for the formation of clear and appropriate occupational values and positive educational beliefs, so that childcare providers could perceive the importance of occupational ethics and provide high-quality childcare services.

• The Journal of Korean Philosophical History
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• no.50
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• pp.333-361
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• 2016

The purpose of this study is to delve into reinterpretation and categorization of normative meaning of tradition. The normative meaning of tradition which plays a key role of the action-guiding power is the main source of morality. According to ecological cultural approach to diachronic transition of traditional value, traditional value leads its dynamic life: its origin, acculturation, transformation, distortion of traditional value depending upon periodic social change. It is necessary for traditional value to be reinterpreted and categorized, with a view to contributing to attribute & competency of democratic citizen in future society. The normative meaning of traditional value applicable for Korea's future society can be reinterpreted from its origin revealed in the classic. The order of discussion in this paper runs as follows. Firstly, we will investigate into dynamic change of the traditional value on the basis of the ecological cultural perspective and seek the possibility of modern reinterpretation of loyalty & filial piety as representative traditional value. Finally, we will treat the categorization and its significance of traditional value in the frame of Korean value including both western value and Korean traditional value.

• Journal of the Korean earth science society
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• v.44 no.6
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• pp.611-628
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• 2023

This study aimed to explore the geo-educational value of Deokmyeong-ri in Goseong-gun, Gyeongsangnamdo, through field research. The study area comprises well-exposed outcrops, which can be used as field sites during field trip for studying sedimentary structures (normal grading bedding, cross bedding, ripple, and desiccation crack), coastal depositional environments (coastal cliff, shore platform, and gravel beach), basic principles of relative dating (unconformity, fault, intrusion, and xenolith), and columnar joints. This study evaluated the field sites based on the achievement standards and textbooks used in the science curriculum. The field sites have a high educational value because they exhibit typicality, as mentioned in the textbook, and provide study materials for enrichment learning. Furthermore, Deokmyeong-ri Area has well-developed tourist and educational infrastructures; thus, it is a safe place for geological education.

• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.87-95
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• 2020

Previously, there were no studies that were not aware of the importance of video, were interested in the educational value of Flipped Learning, and there were many wrong experiments because they did not understand Flipped Learning. Therefore, an accurate understanding of Flipped Learning is needed. This study proposed the caution of video learning of Flipped Learning and presented the papers and grounds to support to examine the educational value of Flipped Learning. A video of the lecture should be produced with a core content of 10 to 15 minutes, and found that the educational value of Flipped Learning lies in self-directed learning, cooperative learning, habruta, overcoming the oblivion curve and metacognition. It is hoped that this study will provide good guidance and direction of education for teachers who have difficulty Flipped Learning.