• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.99-114
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• 2018

Textbooks are one of the most crucial variables that determine the quality of education and one of the most influential sources for education. Textbooks should be designed with inquiring tendencies so as to help students to practice self-directed learning. inquiring textbooks can not only intrigue students but also enhance the quality of class. Here, this author is going to analyze the inquiring tendencies of a core construct, 'management', in 12 different types of high school Technology & Home Economics textbooks reflecting the 2015 revised national curriculum based on the Romey method. According to the analysis results, only one type of textbook shows inquiring tendencies in the text, which means that the text is more oriented to delivering knowledge rather than to pursuing students' inquiry learning. Because analysis indexes for figures and diagrams fall under the range of desirable inquiring tendencies in 10 types of textbooks, the figures and diagrams presented in Home Economics textbooks are intended to induce particular learning activity. Learning activity indexes reveal 9 types of textbooks' inquiring tendencies, which means that Home Economics textbooks present a reasonable amount of learning activity in general in order to intrigue students and stimulate their inquiring mind. In terms of evaluation indexes, only 2 types of textbooks show inquiring tendencies. According to the results of examining each individual textbook, some of the Home Economics textbooks reflecting the 2015 revised national curriculum include inquiring elements in the text, figures and diagrams, activities, and evaluation all; however, some still need improvements. Regarding how to better the Home Economics textbooks, this researcher will suggest the following implications and complements. Home Economics textbooks should include inquiring elements to induce interactions properly in the class, and when they write the textbooks, the text, figures and diagrams, activities, and evaluation should be designed balancedly, and the questions need to be expressed in a way to develop students' inquiring mind.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.31 no.3
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• pp.29-50
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• 2020

The purpose of this study is to analyze the characteristics of the media contained in textbooks for students with disabilities based on the information processing model, and to find ways to utilize library materials for class improvement for them. To this end, the media included in the in-depth learning activities of the Korean language textbooks of the 2015 revised special education basic curriculum were analyzed. As a result of the analysis, it was found that students with disabilities received information mainly through vision, process information through understanding, and use language intelligence to produce results. Specifically, they accepts learning contents through illustrations and texts, processes the contents based on understanding such as reasoning and explanation, and then uses linguistic intelligence such as writing and speaking to produce results. Based on the results of this analysis, a practical method to utilize library materials in the Korean language class of students with disabilities was proposed as follows. Developing a variety of input mediums based on reading stages and collection mapping for students with disabilities. Providing book materials through reading and listening. Teaching appropriate methodological knowledge to self-directly solve advanced learning activities. In addition, developing types of writing and writing strategies that can help various production activities.

• Journal of the Institute of Electronics and Information Engineers
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• v.50 no.11
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• pp.153-161
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• 2013

Recently, there has been a tremendous increase in the availability of educational materials for foreign language learning. As part of this trend, there has been an increase in the amount of electronically mediated materials available. However, conventional educational contents developed using computer technology has provided typically one-way information, which is not the most helpful thing for users. Providing the user's convenience requires additional off-line analysis for diagnosing an individual user's learning. To improve the user's comprehension of texts written in a foreign language, we propose an intelligent learning tool based on the analysis of the user's eyeball movements, which is able to diagnose and improve foreign language reading ability by providing necessary supplementary aid just when it is needed. To determine the user's learning state, we correlate their eye movements with findings from research in cognitive psychology and neurophysiology. Based on this, the learning tool can distinguish whether users know or do not know words when they are reading foreign language sentences. If the learning tool judges a word to be unknown, it immediately provides the student with the meaning of the word by extracting it from an on-line dictionary. The proposed model provides a tool which empowers independent learning and makes access to the meanings of unknown words automatic. In this way, it can enhance a user's reading achievement as well as satisfaction with text comprehension in a foreign language.

• Journal of Internet Computing and Services
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• v.16 no.5
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• pp.99-105
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• 2015

Currently robots are widely used in schools for educational purpose. With wide spread of robot-based education, it is known that major advantage of robot-based education is to enhance creativity and logical thinking of students. Although robots can be very useful tools for assisting students' study activities, there have not been lots of teaching-learning models for robot-based education.In this paper, a teaching-learning model is presented for robot-based education. The proposed model is designed based on constructivism. The proposed model consists of 6 stages: preparation, design, assembling, demonstration run, evaluation, and application & extension. The proposed model has the following characteristics. First, the proposed model is designed to enhance creativity and logical thinking ability of learners. Learners are supposed to be involved in self-directed activities and required to provide results based on their own ideas. Teachers are supposed to mediate students only if necessary. Second, learners are encouraged to participate in activity via diverse interaction. The interaction in this model includes learner-to-learner interaction, learner-to-teacher interaction, and learner-to-expert interaction. The proposed model encourages learners to solve the problem with cooperating each other. Also, teachers are supposed to guide students if necessary and observe and monitor behavior of students all the time. Third, motivation is provided in the beginning stage of the instruction. Fourth, in the proposed model, both study results and study process are equally important. In the model, study process is reviewed at the final stage.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.357-370
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• 2014

The purpose of this research was to develop the tools needed to evaluate the effectiveness of using digital textbooks and smart education. We then developed the tools to evaluate the effectiveness of smart education and digital textbook utilization, which were an identification of 1) seven essential 21st century skills, definitions of each, and prerequisite abilities; 2) five 21st century teacher competencies, definitions of each, and prerequisite abilities; To develop the questionnaire, we conducted a literature review in this area, consulted experts, observed classes, interviewed members of focus groups, and met with policy makers from the Ministry of Education and KERIS. The student questionnaire(26 Questions developed) included; creativity and innovation, critical thinking and problem solving, communication, collaboration, ICT literacy, self-directed learning, and adaptability. The teacher questionnaire(24 questions developed) included; 21st Century Skills, ICT Literacy, Rapport building with learners, Instructional design, Evaluation and reflection. The tools we developed will be able to use for evaluating the effectiveness of smart education and digital textbooks.

• Journal of Korean Classical Literature and Education
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• no.35
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• pp.153-193
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• 2017

This study explores the creation and enjoyment of Kuwoonmong (九雲夢) using a reference system called the cultural imagination, which is related to the Yin-Yang (陰陽) and Wu Xing (五行). When Kim Manjung wrote Guwoonmong, he may have composed figures and events based on this imagination. In particular, when he designed the eight seonnyeo (팔선녀), he set the order such as Gap (甲), Eul (乙), Byeong (병), Jeong (丁), etc. and characterized them according to the celestial stem (天干). Thus it was easy to avoid overlapping of characters and to construct various stories and relationships between them. The table below shows the characters of Kuwoonmong corresponding to the celestial stem. In not only the individual person but also the narrative world, Kuwoonmon demonstrates Yin-Yang and Wu Xing's imagination. In this respect, Kuwoonmon can be considered a large symbol encompassing the abstract theory of Yin-Yang and Wu Xing. Of course, the writer, Kim, Manjung would not have tried to symbolize the principle intentionally. However, he was also present in the environment of the cultural imagination that has been formed over the years. The same is true for the contemporary recipients of Guwunmong. They would have had a pleasant experience applying the cultural imagination and strengthening their familiar world view and human view.

• Journal of Venture Innovation
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• v.7 no.3
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• pp.183-228
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• 2024

This study aimed to develop a competency evaluation scale tailored to the specific needs of key talent in the ICT startup sector. Existing competency assessment tools are mostly designed for environments in large corporations or traditional small and medium-sized enterprises, failing to adequately reflect the dynamic requirements of rapidly evolving startups. For startups, where a small number of individuals directly impact company success, key talent is a critical asset. Accordingly, this study sought to create a scale that measures the competencies suited to the challenges and opportunities faced by startups, helping domestic startups establish more effective talent management strategies. The research initially selected 71 items through a literature review and in-depth interviews. Based on expert feedback that emphasized the need for more precise and clear descriptions, the item descriptions were revised, and a total of 65 items were developed through four rounds of content validation. Following preliminary and main surveys, a final set of 58 items was developed. The main survey conducted further factor analysis based on the three broad competency factors?knowledge, skills, and attitude?identified in the preliminary survey. As a result, 10 latent factors emerged: 6 items for task comprehension, 6 items for practical experience (tacit knowledge), 6 items for collaboration, 9 items for management and problem-solving, 9 items for practical skills, 4 items for self-direction, 5 items for goal orientation, 5 items for adaptability, 5 items for relationship orientation, and 3 items for organizational loyalty. The developed scale comprehensively covers the multifaceted nature of competencies, allowing for a thorough evaluation of essential skills such as technical ability, teamwork, innovation, and leadership, which are critical for startups. Therefore, the scale provides a tool that helps startup managers objectively and accurately assess candidates' competencies. It also supports the growth of employees within startups, maximizing the overall organizational performance. By utilizing this tool, startups can build a strong internal talent pool and continuously enhance employees' competencies, thereby strengthening organizational competitiveness. In conclusion, the competency evaluation scale developed in this study is a customized tool that aligns with the characteristics of startups and plays a crucial role in securing sustainable competitiveness in rapidly changing market environments. Additionally, it offers practical guidance to support the successful growth of domestic startups and help them maintain their competitive edge in the market, contributing to the development of the startup ecosystem and the growth of the national economy.

• Journal of Korean Philosophical Society
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• v.130
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• pp.305-335
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• 2014

Counseling is conducted through dialogue in relation to counselor and client. Therefore the philosophical counseling first must consider the circumstances, prescribe the main concepts and proceed to the specific methodology in order to be the practical study. The philosophical counseling includes the six necessary concepts-subjects, time, place, object, method, and purpose-because of its behavioral concepts. The subjects are counsellor and client, the place is where public institutions authorize officially for counseling, the time is when the two parties are meeting face to face, the object is the client's facing problems right now, the method is the philosophical assistance, and the purpose is to dissolve the client's problems. The client's facing problems here are the developmental tasks according to the developmental stages and the maladaptive behaviors related to the cognitive distortions appearing in the process. And the philosophical assistance methods are the types to make the facilitating environment and dispute the wrong thoughts and the irrational beliefs. However, the client's problems in counseling often appear in the causes combined between the cognitive elements and the emotive elements which are treated mainly in the psychological counseling. In that case, the way to solve the problems in the philosophical counseling should be applied to with the psychological methods in parallel or in regular succession. Therefore the six necessary concepts of the philosophical counseling are not the absolute meanings but the meanings in general. If so, the concept of the philosophical counseling can be defined as the process in which counselor and client meet face to face and dissolve the client's facing problems through mainly the philosophical methods with the counselor's assistance. If the main concepts of the philosophical counseling can be prescribed as mentioned above, post study needs to proceed to the specific methodology.

• Convergence Security Journal
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• v.13 no.5
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• pp.187-196
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• 2013

Recently, school violence has come to the fore as a social phenomenon. "Comprehensive countermeasures for eradication of school violence" as a policy safety are created by Safety Administration bureau and Ministry of Education, Science and Technology under the chairmanship of the Office of Prime Minister on Feb,2012. This policy is supposed to be test-operated for a year from March, 2012. but voices of concern about effectiveness have been brought up by some critics greatly. So 172 teachers in high school in Seoul were surveyed in order to examine the effectiveness of "Comprehensive countermeasures for eradication of school violence" with a questionnaire composed of 5 point Likert-type. Among the fundamental measures, there were a total of 12 countermeasures about 'Practices for personality education' (with the exception of unrelated one question). 'Expanding opportunities of various art education and Supporting reading activities' of them ranked highest on average. Then, 'Reflecting results of special feature related to character develops to the Selection of Admission officers and Self-directed learning was the next. And among the three countermeasures about 'Reinforcement of roles of the family and society', 'Pan governmental conducting annual campaign related to broadcast, press, civic group to combat school violence was highest. Finally, among the 7 countermeasures about 'Countermeasure about harmful factors of games and internet addiction', 'Reinforcement of preventive discipline about game and internet addiction' was highest and 'Development and Promotion of various educational contents for preventive discipline about game and internet addiction' was the next.

• The Journal of Information Systems
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• v.22 no.2
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• pp.51-83
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• 2013

Personal creativity is critically important for organizations seeking to survive and thrive in today's highly turbulent business environments. Organizations must effectively identify and mobilize the creative resources of their members. When organizational members perceive a work environment that restricts or fails to encourage individual creative expression, a gap may exist between the level of individual creative potential and the actual amount of individual creativity practiced within the organization. In this situation, this paper will examine the impact of role conflict, role ambiguity, creative self-efficacy, and personal initiative on personal creativity. Creative self-efficacy is the subjective belief in one's personal ability to be creative, that is, a personal assessment of one's own creative potential. A strong internal belief in one's ability to successfully engage in creative behaviors is generally considered an important part of the creative process. Personal Initiative refers to behaviors, mainly directed toward work and organizational issues, that are characterized by the following aspects: self-starting, proactive, and persistent in overcoming barriers. Creativity-related creative self-efficacy and personal initiative are critical components to understand motivation that coordinates the relationship between perception and behavior of individual employees. Based on role theory, researchers have focused on role conflict and role ambiguity as the two key ingredients of role stress. Role ambiguity is defined as an evaluation about the lack of salient information needed to perform a role effectively. Role conflict results from two or more sets of incompatible demands involving work-related issues. Employees are usually pursued work-roles more than one in work-focused organization. Too many work-roles and perceived uncertainties at employee's work can be obstacles to personal creativity. In an analysis of results, while role conflict is not negatively related significantly to creative self-efficacy, role ambiguity is negatively related significantly to creative self-efficacy. While role conflict is significantly related to personal creativity, role ambiguity is negatively related significantly to personal creativity. Creative self-efficacy mediates the relationship among role conflict, role ambiguity, and employee creativity. Personal initiative mediates the relationship between creative self-efficacy and employee creativity. This paper shows that creative self-efficacy and personal initiative are the driving force behind personal creativity. Organizations can get some implications of creative-related role conflict and role ambiguity that employees have experienced. As a result, organizations must not only encourage creativity of employees by greater involvement but also encourage their input towards their-focused own works and tasks. And employees should be developed to pace with the organizational needs and development. Management must enable employees to think of new ideas and practices that promotes personal creativity.