• School Mathematics
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• v.16 no.4
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• pp.691-708
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• 2014

In general, the intuitive knowledge that can use in mathematics problem solving is one of the important knowledge to teachers as well as students. So, this study is aimed to analyze the elementary preservice teachers' intuitive knowledge in relation to intuitive and counter-intuitive problem solving. For this, I performed survey to use questionnaire consisting of problems that can solve in intuitive methods and cause the errors by counter-intuitive methods. 161 preservice teachers participated in this study. I got the conclusion as follows. preservice teachers' intuitive problem solving ability is very low. I special, many preservice teachers preferred algorithmic problem solving to intuitive problem solving. So, it's needed to try to improve preservice teachers' problem solving ability via ensuring both the quality and quantity of problem solving education during preservice training courses. Many preservice teachers showed errors with incomplete knowledges or intuitive judges in counter-intuitive problem solving process. For improving preservice teachers' intuitive problem solving ability, we have to develop the teacher education curriculum and materials for preservice teachers to go through intuitive mathematical problem solving. Add to this, we will strive to improve preservice teachers' interest about mathematics itself and value of mathematics.

• 대한공업교육학회지
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• v.31 no.2
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• pp.177-202
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• 2006

The purpose of this study was to determine the present teaching competency level and the educational needs of electricity electronic communication technical teachers. The population was electricity electronic communication technical teachers, 750 teachers were sampled for this study. A survey questionnaire consisted of teaching competencies scale including 3 domains based on Performance-Based Teacher Education Modules. The professional competencies scale consisted of 5-point Likert-type 30 items for them to rate the importance and also to indicate the teaching competency level. A questionnaire was mailed to the sample and 443 returned questionnaires were analyzed after data cleaning. The educational needs of teachers were calculated by using the Borich's needs assessment formula. The findings of this study were as follows. 1) electricity electronic communication technical teachers perceived all the thirty competencies as highly important ones. 2) They perceived that their current teaching competency level was just beyond the ordinary level but was lower than the good level. 3) The highest needs were 'determining learning level & interests of students', 'applying problem solving techniques', 'reconstructing lesson contents', 'establishing lesson objectives'. 4) They have a different level of educational needs on the competencies according to their gender, terminal education level, year of teaching experience, practical work experience, school type(national public school/private school), and school location.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.229-236
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• 2022

The goal of this research is to understand the extent to which active seniors' mobile app usage level affects their lifestyle and life satisfaction. For this, we surveyed for 15 days in early December 2021 targeting about 150 users nationwide. As the questionnaire content, the independent variable was "mobile app usage level", the parameter was "lifestyle", and the dependent variable was "life satisfaction". As a result of empirical analysis, reliability and exploratory factors between each variable were verified, and it was confirmed that internal consistency was secured. It was investigated that the concentration validity of each item was generally well confirmed. As a result of hypothesis testing by the structural equation, 'App usage level ⇨ Lifestyle' was 0.244, 'Lifestyle ⇨ Life satisfaction' 0.707, and 'App usage level ⇨ Life satisfaction 0.141' was adopted. This study shows that the higher the level of mobile app usage of active seniors, the higher the lifestyle. Also, the better the lifestyle, the better the quality of life. It is analyzed that life satisfaction will improve as the level of mobile app use increases. Therefore, in order to improve life satisfaction, it seems necessary to increase the level of app use and lifestyle.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.790-797
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• 2006

The purpose of this study was to examine the effects of the level-differentiated laboratory activities suggested by the 7th national curricula compared to the in-depth level activities only and supplementary level activities only. Two hundred 7th grade students attending a coed middle school were selected for this study and divided into three groups; level-differentiated, in-depth, and supplementary group. In each group, the students were subdivided into the in-depth level and the supplementary level by the formative test after completing the basic learning course. The in-depth and the supplementary laboratory activities were developed and engaged to the respective students in the level-differentiated group for one semester, while only the in-depth activities were engaged to the in-depth group and only the supplementary activities were engaged to the supplementary group. To examine the effects of treatments, the science knowledge test and the inquiry process skill test were administered before and after treatments and the students' opinions about the level-differentiated instruction were surveyed. The results showed that there were significant differences in the science knowledge achievements between the groups while no significant difference was found in the inquiry process skills. Post hoc analysis showed these differences were found between the level-differentiated group and the supplementary group. After the activities, most students in the level-differentiated group responded positively on doing level-differentiated activities except a few students in the supplementary level, These results justify the effectiveness of the level-differentiated laboratory activities compared to the supplementary only laboratory activities in middle school science classes.

• Korean Journal of Social Welfare Studies
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• v.44 no.3
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• pp.237-269
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• 2013

The purposes of the study are to describe the feature of the program components, and to identify their changes in the process of designing the social work programs in the community service agencies in Korea. In order to achieve these purposes, the researchers constructed an analytical framework including 24 program components derived from the related literatures. Data was collected by questionnaires answered by the social workers who were in charge of the program development and implementation. Descriptive statistics analysis and factor analysis were applied to exam the features of the program components in 195 social service programs developed by the funds from the Community Chest of Korea and a private funding foundation. As the result of the analysis, the three noticeable features are found; (1) the agencies have very actively involved in the designing work in the process of developing practice guideline, however they have less involved in the designing work in the process of implementing program; (2) program components which are low level in design activities are intervention models, staff education, and practical ethics; (3) 8 categories of components derived from the theoretical perspective are reduced to 6 categories in the process for developing practice guidelines, finally to 4 categories in the process for implementing the programs. The implications of major findings were discussed in academic and practical perspectives in Korea, including future research works in the area.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.903-927
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• 2012

The study aimed to analyze middle school students construction of physics inquiry problems for open inquiry from the viewpoint of variable isolation and clarification, and investigate students' difficulties during the processes of variable isolation and clarification to get implications for teaching and learning strategies for small group open inquiry activities which have been included in the 2007 national curriculum. The participants were 4 students who had attended an outreach program for the science gifted run by a university institution located in Seoul area. They performed an open inquiry on egg drop for 13 lessons for 30 hours. Level descriptions for variable isolation and clarification have been developed and applied to analyze students' inquiry problems and variables included by the problems. Students iterated inquiry processed 5 times and the inquiry problem showed progress gradually. Dependent variables have been isolated ahead and the levels of variable isolation and clarification showed higher than the independent variables. Many kinds of independent variables isolated extensively and the independent variables and control variables have been mingled. One of the reasons why students had some difficulties in isolation of independent variables could be the absence of theoretical models. The realities of school lab could restrict the variable isolation and clarification as well as topic selections. Some sensory or extensive variables such as broken eggs and drop height seem to be salient to be focused on as core variables. Lack of background knowledges could be one of the reasons for students' difficulties in variable clarification, such as theoretical definitions and operational definitions. As a result of lacking background knowledges, students could not construct theoretical models even though they could isolate and clarify variables as scientific lexical definitions. Some perceptions of inquiry as trial and error or reckless establishment of causal relations between variables could be accounted as one reason.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.759-770
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• 2005

The purpose of this study is to examine the Earth science content relevance of the 7th national science curriculum. For this purpose, we (1) analyzed science curriculum or content standards of Korea, California, England and Japan, (2) compared science textbooks of Korea and Japan, (3) conducted a nationwide survey to gather opinions from students, teachers, professors and textbook authors about the relevance of the science curriculum and textbooks. According to the results, the Earth science contents of the 7th national science curriculum were not appropriate in terms of the objectives of science curriculum and the needs of students and society. The main reasons include the equal division among physics, chemistry, biology and earth science, iack of connection due to fractionation of units, overly strict application of spiral curriculum, and redundant amount of activities and concepts to cover in the textbook. Major suggestions fir securing the relevance of Earth science contents are as follows: First, the science contents and the size of units at each grade level should be determined according to the students' characteristics, not by equal portion rule. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoided. In addition, the number of activities should be reduced and the quality of required science activities should be improved. Third, to raise students' interest in Earth science, real-life applications and real-world Earth science contents should be emphasized including natural disasters, safety, universe and space exploration, and natural resources. Lastly, considering one of the relevance criteria is feasibility, supports for schools and science teachers are needed to realize the goal of the intended science curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.6
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• pp.521-530
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• 2019

With a view to respond to urban climate change issues and improve the urban environment in a qualitative manner, the strategy of multi-dimensional greening of the traditional markets in the City of Seoul to secure the multi-dimensional green spaces can result in a significant effect in terms of landscaping, environment, and spatial aspect. The purpose of this study is to examine the elements of multi-dimensional greening for the multi-dimensional greening of buildings in order to enhance the greening function within urban phenomena and, with this, establish the criteria for success introduction of multi-dimensional greening and its qualitative expansion. For this, a total of 569 consumers of traditional markets have been interviewed, and the data from their questionnaires were analyzed through SPSS and AMOS software. The result of the analysis showed that the elements of the multi-dimensional greening of traditional markets, such as the economical, physical, functional, visual, and facility aspects all affected the consumer expectation in a positive manner. Also, depending on the gender of the customers of traditional markets, the ecological aspect among the elements of multi-dimensional greening had a significant difference. And, by the age, the functional, physical, and visual aspects of the elements of multi-dimensional greening showed a significant different. And, the expectation on the multidimensional greening of traditional markets also showed a statistically significant difference. By the level of education, there were significant differences in terms of the physical and visual aspects of the multi-dimensional greening elements. And, the level of expectation on the multidimensional greening also differed significantly.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.6
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• pp.441-452
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• 2021

This work verifies the effect of Job Crafting on organizational commitment through innovative actions, and analyzes the regulatory effect, by setting up knowledge sharing among members as factors that promote Job Crafting and Innovative Action. Depending on the level of knowledge sharing, the indirect effects of Job Crafting from organizational commitment of the members through innovative actions are expected to vary, and the controlled mediated effects are analyzed. Totally, 463 individuals were surveyed, including start-ups, small and medium-sized enterprises, public institutions, and large enterprise workers. The hypothesis was subsequently verified through analysis by applying SPSS 18.0 and SPSS Process Macro. Our results reveal that Job Crafting has a positive impact on the innovation behavior of the members. Secondly, a higher level of knowledge sharing had a greater positive outcome in the member's innovation behavior. Third, all innovative actions positively impacted the organizational commitment of the members. The fourth notable point was that innovation behavior imparted only a moderate impact on the association between Job Crafting and Organizational Commitment. Finally, it was determined that there was no significance in the controlled mediated effect of knowledge sharing on the indirect effects of Job Crafting affecting organizational commitment through innovative actions. Based on the data verifying the hypothesis, we present here the theoretical and practical implications of this study.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.