• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.137-145
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• 1999

This study investigated the influences of the cooperative and the individualistic learning strategies on the academic achievement and the attitudes toward science instruction and science by the level of achievement. These two learning strategies endowed students with the responsibility of learning and emphasized student-centered learning which included higher order thinking activities. Cooperative learning group students studied the tasks through small group discussion, and individualistic learning group students solved the same ones individually. In the traditional group. teacher-centered expository lesson was used. The subjects of this study were 7th graders of coed middle school, and were taught about separation of mixture for 10 class periods. Two-way ANCOVA results revealed that the test scores of academic achievement for cooperative learning group were significantly higher than those of individualistic and traditional learning groups. The attitudes toward science instruction and science were also more positive in cooperative learning group than the others. No interactions between the treatment and the level of previous achievement indicated that the cooperative learning strategy was effective regardless of the level of achievement.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.327-335
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• 2004

The purpose of this study was to investigate the effect of cooperative skill training on problem based learning for elementary school science class. Two experiment groups were involved, in which problem based learning model was used and control group, in which traditional instruction was employed. One of experiment groups was trained in cooperative skills before the instruction. The results demonstrated a significant main effect in the scores of achievement and a significant interaction effect between the instructional strategies and learning ability level. The performance of high-level students in the two experimental groups was higher than that of control group. However, the performance of medium and low-level students trained with cooperative skills training was higher than that of students without cooperative skills training. A significant main effect was also found in self-esteem, but there was no significant interaction between instructional strategies and learning ability. Therefore, this study suggests that cooperative skills training is of great importance for minimizing the free-rider effect and increasing collaborative interaction in cooperative learning.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.61-70
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• 1998

This study investigated the effects of grouping (group composition) in cooperative learning strategy upon students' achievement, the attitude toward science instruction, the perception of learning environment, and the self-esteem. Three different groups were used in this study. For the two treatment groups with cooperative learning strategies, High-Medium-Low ability grouping (HML) and High-Low I Medium-Medium ability grouping (HL/MM) were used. For the control group, traditional instruction was used. Before the instructions, the short-version Group Assessment of Logical Thinking, the test of attitudes toward science instruction, the perception questionnaire of learning environment, and the questionnaire of self-esteem were administered, and their scores were used as covariates. Mid-term examination score was used as a blocking variable. After the instructions, a researcher-made achievement test consisting of three subtests (knowledge, understanding, and application), the test of attitude toward science instruction, the perception questionnaire of learning environment, and the questionnaire of self-esteem were administered. The ANCOVA results revealed that there were significant interactions between the instruction and the level of prior achievement although there were no significant differences in all subtest scores of the achievement test. The high-level students in the HL/MM cooperative group performed better than those in the control group and the HML cooperative group. The low-level students in the HL/MM cooperative group also performed better in the subtest of knowledge than those in the other groups. However, the medium-level students in the HML cooperative group scored better than those in the control group and the HL/MM cooperative group. Significant main effect was also found in the perception of learning environment but not in the attitude toward science instruction and self-esteem. The cooperative groups, regardless of grouping, exhibited more positive perception than the control group.

• Corrugated packaging logistics
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• v.2 no.6
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• pp.38-41
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• 1995

• KOREAN POULTRY JOURNAL
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• v.13 s.144
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• pp.75-81
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• 1981

• 월간낙농육우
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• v.27 no.8 s.304
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• pp.133-135
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• 2007

미군용 치즈와 S식품에서 제조된 치즈만이 주로 유통되던 1970년대, 서울우유 협동조합은 향후 치즈소비의 증가를 예상하고 제품기술의 개발과 제조시설의 도입을 서두르게 된다. 1984년 용인공장에서 피자 치즈생산을 개시한 지 5년후 이곳 안산공장의 시설에서는 대부분의 자연치즈와 일부 가공치즈의 제조공정이 이뤄지게 되었다. 총 $936m^2$ 면적에 회당 $10,000\ell$ 를 처리 할 수 있는 생산라인 3대를 갖추고 있는 안산공장에서는 1일 $100,000\ell$의 원유처리가 가능하다. 그러나 가공치즈의 경우 수요량에 비해 상산시설과 저장공간의 부족으로 최근('07.3.7) 거창공장에 기존의 시설을 모두 이전한 상태로 현재 안산공장은 자연치즈 생산에 주력하고 있다.

• Corrugated packaging logistics
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• v.8 no.40
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• pp.66-73
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• 2001

농수산물유통공사는 농산물센터 등 10개 업체를 대상으로 수출농산물의 골판지상자 및 파렛트 등에 대하여 포장개선시범사업을 시행, 올 11월말까지 시행기간을 만료하고, 12월 5일까지 수출업체로부터 사업추진 결과보고 및 증빙서류를 제출받아 각 업체별로 포장개선시범사업비를 정산할 예정에 있다. 아울러 골판지포장조합의 품질검사 및 사후관리를 통해 수출농산물포장에 대한 품질강화를 통한 국내 수출 농산물의 상품성 제고를 지원하고 있다.

• Proceedings of the KAIS Fall Conference
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• 2001.05a
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• pp.229-232
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• 2001

대학은 국가 경쟁력을 좌우할 수 있는 70% 이상의 고급인력을 가지고 있는 거대한 지식제공처이다. 이런 대학의 도움 없이 산업경쟁력을 갖추어 세계 시장과 경쟁을 한다고 하는 것은 한계가 있다 따라서 대학은 가지고 있는 연구결과나 지식을 통하여 경제적인 가치를 만들어야 한다. 그럼에도 불구하고 우리나라의 산학협동을 통한 연구와 그 성과를 실시했던 기간에 비해 낮다고 볼 수밖에 없다, 그 이유를 체제나 제도의 미비보다는 그 체제를 운영하는데 필요한 거래 비용이 높아서라고 보고 이것을 낮추므로 활성화가 될 수 있다는 사회과학적 측면에서 접근해 보았다.

• The Journal of the Korea Contents Association
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• v.9 no.4
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• pp.65-71
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• 2009

In this paper a new space-time diversity relaying strategy using cooperative communication technique is proposed. More than one relaying terminals are included in one cooperative group to share their state information, such as frame error rate and channel state information. The best terminals are selected to send bit information using space-time diversity relay system. An implementation for the proposed scheme is also presented using the TDMA cooperative protocol. The resulting receive signal to transmit signal ratio and computer simulation demonstrate that the proposed strategy outperforms the conventional cooperative system.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.295-303
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• 2005

현재 제 7차 교육과정에서는 1학년부터 정보통신소양교육이 이루어지고 있다. 그러나 컴퓨터 교수-학습방법에 대한 체계적인 논의가 다른 일반 교과에 비해 대단히 부족하다. 따라서 본 연구에서는 컴퓨터 교육의 특수성을 고려하여 교육현실에 맞는 교수학습방법 가운데 하나로 STAD협동학습모형을 적용한 정보통신소양교육의 교수학습 방안을 제시 하였다. STAD협동학습모형을 적용한 교수학습방법과 전통적 교수학습방법을 서로 비교하기 위해 학업 성취도, 활용도 면에서 어떠한 영향을 미치는지 살펴보고자 한다.