• Journal of the Korean Chemical Society
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• v.66 no.5
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• pp.390-404
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• 2022

The purpose of this study was to analyze the characteristics and changes in epistemic thinking when an argument-based inquiry science class was applied in no face-to-face and face-to-face situations. Participants of this study were 113 8th grade students of four classes from a coed educational middle school in a metropolitan city. Data collection was made over one semester during which ten argument-based inquiry science lessons on five subjects were conducted in both no face-to-face and face-to-face context. As a result of comparing and analyzing students' epistemic thinking in the argumentation of each group's generating question stage, the no face-to-face classes showed higher understanding of contents and more evidence suggestion validity than face-to-face classes did. Claim validity and categories of process in argumentation were higher in face-to-face classes than No face-to-face classes. Students were able to improve their understanding of knowledge through writing by discussing rather than direct communication in no face-to-face situations, and in face-to-face situations, students showed that their thoughts were influenced by interpersonal relationships with the group members.

• The Journal of the Korea Contents Association
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• v.19 no.12
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• pp.38-56
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• 2019

Climate change is tough global issue with human being to tackle in cooperative manners, because climate change affects globally and has long-term detrimental impacts. To get a clue to this intricate problem, vertical governance (global, regional, national, and local) with horizontal governance should be well orchestrated. In this research, we analyzed about 24,000 articles in Korean daily newspapers from 1990 to 2018 to find out vertical and horizontal governance characters of Korean climate change. The result showed that Korean government followed the global issues but lacks relations with neighbor countries. and found a little actions in local government. In horizontal governance aspect, Korean government approached the climate change as a tool for economic development and lead the issues without communication with other two player which are market and civil society. We proposed to use market mechanism to facilitate the participation and Climate Change Framework Act to setup the mechanism for cooperation.

• Journal of the KSME
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• v.49 no.11
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• pp.57-60
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• 2009

이 글에서는 고체산화물 연료전지(SOFC: Solid Oxide Fuel Cell)의 주요 구성요소인 셀, 스택 및 시스템에 대한 세계적인 기술수준 및 기술 개발 주요 이슈에 관하여 논의한다. 더불어 국내의 기술 수준에 대한 고찰을 통해 향후 국내 SOFC 관련 기술개발 전략을 수립하고자 한다.

• ETRI Journal
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• v.10 no.3
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• pp.4-8
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• 1988

본 고에서는 컴퓨터 아키텍쳐의 최근 발전동향을 프로세서 아키텍쳐 기술과 병렬처리 기술의 관점에서 기술하였고 이에 대응하는 우리나라의 기술수준과 추진전략에 대하여 논의하였다.

• Journal of the Korean hospital association
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• v.31 no.5 s.279
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• pp.4-6
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• 2002

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.337-348
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• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.

• KDI Journal of Economic Policy
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• v.33 no.2
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• pp.81-110
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• 2011

Credit rating agencies(CRAs) are accused of failing to provide accurate and fair credit ratings and hence being responsible for the crisis. This paper tries to add on to the literature on credit rating reform through examining the CRAs in a model where rating quality is unobservable. We show that unobservability of rating effort results in the sub-optimal level of quality. Then the paper extends the model to incorporate ancillary services, competition and reputation. We show that ancillary services worsen the conflict of interests of the CRAs and that competition and reputation may not be strong enough to discipline the CRAs. Hence regulatory oversight and imposition of liability may be necessary in order to increase the accuracy of ratings.

• School Mathematics
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• v.7 no.1
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• pp.33-54
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• 2005

One of the major results of National Assessment of Educational Achievement in 2003 is that the final test results were reported by four levels such as Advanced, Proficient, Basic, and Below Basic. We used it to investigate into the characteristics of students according to achievement levels, and finally we listed them. We think that these results will be a help to instructions according to achievement levels.

• Journal of Science and Technology Studies
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• v.13 no.2
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• pp.1-35
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• 2013

The aim of this article is to criticize the discourses and practices of the appropriate technology for international development cooperation in Korea which focus narrowly on the technologies and are oriented to the providers of technologies. To present an alternative, we will discuss the appropriate technology by the insights from 'socio-technical system' studies which underline not only technological side but also the social, institutional and user's side, and analyze the interactions between them. This research deals with several cases mainly regarding small scale's renewable energy from Laos, Thailand, Bangladesh, Mongolia and Nepal. We put out some suggestions to improve the discourse and practices of appropriate technology in field of international cooperation by Korea.

• Journal of Korea Technology Innovation Society
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• v.15 no.1
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• pp.129-162
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• 2012

This study analyzed the institutional characteristics of large scale national R&D policies in Korea. The analysis examined the continuity and change of the policy institution. It dealt with G7 Project, 21C Frontier Project, and Next Generation Growth Engine Project as the major large scale national R&D policies in Korea. The theoretical approach of this study is to the continuity and change or evolution of policy institution from the perspective of new institutionalism. Based on the theoretical analysis, it emphasized the analysis of the institutions in three different levels: macro, meso, and micro level. In the analysis, the research examined the idea of policy institution or policy goal, participants in the policy institution, and policy instruments in different levels. The outcome of the analysis shows that the policy of large scale national R&D in Korea has the institutional continuity in the macro level. In the meso level, however, the policy institution changes due to the administration change and the influence of political economic environment. In the micro level, the policy institution changes based on the symbolic influence of policy goal and the interest of bureaucrats. The research finds that the micro and meso level institutional changes cause the evolution of policy institutions and the major change of policy institution.