• Korean Journal of Social Welfare Studies
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• v.47 no.4
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• pp.183-216
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• 2016

This study aims to investigate the career development experience of youth in late adolescence who entered a different university after taking a semester off (as known as Bansu in Korean), in depth, applying a phenomenological research method. For the research, this study selected seven adolescents as research participants to reveal the essential meaning of their experience, vividly. The data were analyzed by Giorgi's method to draw components of the experience of research participants. As a result of the research, the career development experience of youth in late adolescence who entered a different university after taking a semester off was systematized into 19 sub-categories and structured into four main categories: "high school years in which academic record was more important than aptitude", "the step away from the dream, being forced to proceed to college", "the time of study to take the exam again, which was an advantage and disadvantage at the same time" and "the wish unfulfilled even with the success of entering a different university." It turned out that the main topic was "the repeated way even after passing the repeat sign." They took the College Scholastic Ability Test (CSAT) once again and came back to the narrow way to enter a prestigious university, but they still compromised the standard made by the older generation. This study has significance for late adolescents' welfare and happiness in that it explored the in-depth meanings of the career development experience of youth who entered a different university by taking the CSAT again after taking a semester off. Lastly, based upon the situation of the increase in the number of students who take the CSAT again, this study suggested better measures for career development during adolescence and the promotion of their quality of life.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.531-540
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• 2009

The purpose of this study is to investigate the meaning and process of scientific observation. Hence, this study reviewed and discussed meanings and process of scientific observation described in philosophy, the philosophy of science and science education. Major researches on scientific observation are focused on a characteristic and type of scientific observation behavior. These research can suggest what is the characteristic of observation facts generated by observer. But it cannot show what is the meaning and process of scientific observation, it should be provide to students. According to the result in this study, scientific observation is affected by observer's subjective factors, such as experience, background knowledge, interpretation(not inference) and observation skill. All factor are integrated as an intellectual framework, and it is able to be changed by the observed facts. On the other hand, inference is excluded on scientific observation, but it have constantly affect on intellectual framework through feedback. This study on scientific observation provides a scaffold in various activities of scientific observation to be provided to students.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.2
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• pp.1-11
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• 2024

In the midst of the current turbulent global economy, traditional investment metrics are undergoing a metamorphosis, signaling the onset of what's often referred to as an "Investment cold season". Early-stage startups, despite their boundless potential, grapple with immediate revenue constraints, intensifying their pursuit of critical investments. While financial indicators once took center stage in investment evaluations, a notable paradigm shift is underway. Organizational culture, once relegated to the sidelines, has now emerged as a linchpin in forecasting a startup's resilience and enduring trajectory. Our comprehensive research, integrating insights from CVF and OCAI, unveils the intricate relationship between organizational culture and its magnetic appeal to investors. The results indicate that startups with a pronounced external focus, expertly balanced with flexibility and stability, hold particular allure for investment consideration. Furthermore, the study underscores the pivotal role of adhocracy and market-driven mindsets in shaping investment desirability. A significant observation emerges from the study: startups, whether they secured investment or failed to do so, consistently display strong clan culture, highlighting the widespread importance of nurturing a positive employee environment. Leadership deeply anchored in market culture, combined with an unwavering commitment to innovation and harmonious organizational practices, emerges as a potent recipe for attracting investor attention. Our model, with an impressive 88.3% predictive accuracy, serves as a guiding light for startups and astute investors, illuminating the intricate interplay of culture and investment success in today's economic landscape.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1158-1174
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• 2011

In this study, we examined the compositions, basic principles, and the area of the National Higher Education Entrance Examination (GaoKao) in 2009, we also analyzed the categories and characteristics of items. Also, the GaoKao was analyzed in terms of test specifications, the number of items, item patterns, difficulty levels, and implications of the College Scholastic Ability Test(CSAT) were explored. Results show Natural Science section of the National Test 1, 2 are 300 points per 150 min, and Natural Science, and Chemistry of Shanghai is 150 points each per 120 min. Also, the GaoKao contained multiple choice and fill in the blanks questions, and the description items are composed of experiments of various types. The GaoKao Natural Science section is composed of physics, chemistry, biology but not earth science, which is different from the CSAT. GaoKao requires basic understanding or the observation ability to reasoning, the complex thinking ability, especially emphasized on the experiment ability. The range of possible questions is in the examination outline, not the curriculum, and the ratio of questions from the University level is high. In the analysis of the behavioral domain, the ratios of the understanding and application items is higher than the CSAT, and inquiry items is lower, but the inquiry items are deeper. In case of the ratio of the expected correct answer, National Test 1 and National Test 2 is similar, but the difficult items or about 20~39% of the test is 4~5 times to that of the CSAT, making the GaoKao very difficult. The peculiar characteristics of GaoKao is the emphasis on the experiment, and even though the practical items is of lower ratio, they are very useful in life.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.573-587
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• 2016

This study is the one of the first full-scale subsequent research of a TV drama writer who has been out of scholarly pursuits. Along with the 5 advanced research, this study is to analyze Su-Hyeon Kim's difference and her underlying consciousness by applying the Bahktin's dialogism to the author's creating lines instead of existing speech research. Bahktin's dialogism, its core of polyphony, presents a definite purpose to a artistic creation of language. That is to require the author to have 'outsideness' 'boundary carried over' and 'excess of seeing' in a author relation with characters as it leads the characters to 'the whole'. It means an equal relations of mutual independency between the author and the characters. Also this relations accompany by 'unfinalizability of dialogue'. This study ascertains whether the dialogism actually being realized or not in her lines of of her early stage, of melodrama, and of home-drama. The result of this study shows that the she creates 'polyphony', diverse voices of characters, with her mutual independent relations with characters, that is the voices of between characters, between characters' inside. This research also shows that she realizes 'unfinalizability of dialogue' in her drama work itself of open-end as well as in her lines. She has her own consistent distinction of creating lines to be a her drama work itself, that also means to explore language of human beings's existence, and language of perception, instead of using it as a simple tool of making a drama. This study is to explore a subsequent research of the author's lines with another Bahktin's carnivalesque as the lines's importance and the theory's vastness.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.239-247
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• 1999

This study is to make suggestion for developing textbook systematically by analyzing biological contents and organization in science textbooks which are important instructional media to accomplish objectives of the 6th middle school science curriculum. The inclusiveness degree of the 6th science educational objectives reflected in the textbooks was analyzed by Klopfer's and the Korean Educational Department's objectives taxonomy. And the biological contents and the organization of the science textbook were analyzed by learner, subject matter, and society dimensions which are selecting criteria for curriculum objectives suggested in Tyler's curriculum model. The analyzed results are as follows: 1. The inclusiveness degree of the educational objectives was very low. 2. Regarding the dimension of learner, the concepts of formal operational cognitive level were much increased as grade becomes higher. And the degree of learner's interests reflected on the learning topics and domains was very low. 3. Regarding the dimension of subject matter, the concept-centered learning was increased, in relation to inquiry learning as grade becomes higher. The analyzed results of inquiry subskills showed that observation, classification, and recording skills in 1st grade, observation and operation skills in 2nd grade, and interpreting data skills in 3rd grade were centered. As the problems and processes were presented, so most of inquiry activities had low openness scale. The learning contexts were organized into discipline-centered in relation to real life. 4. Regarding society dimension, the learning topics of environments and health were much presented. but those of biotechnology and career were presented scarcely. And most learning topics related society dimension were organized in textbooks of the 2nd and 3rd grade. These suggested that to accomplish curriculum objectives effectively. the inclusiveness degree of educational objectives is to increase and, the contents and organization of textbook were constructed harmoniously in aspects of learner, subject matter and society dimensions.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.59-76
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• 2015

The study aimed to investigate elementary school gifted students' hypothesis-generating ability and characteristics of hypotheses and to analyze the correlation between hypothesis-generating ability and meta-cognition. Nineteen students enrolled in a science gifted education center affiliated with a university in 2013 were selected as research subjects. An instrument of open ended items about hypothesis generating was developed and administered to students, and their meta-cognition as well as their preferred science teaching method were examined. Hypotheses generated by students were classified into two categories: scientific and non-scientific hypotheses, and then a closer analysis was conducted on characteristics of non-scientific hypotheses. It was found that 47% (18 out of 38 hypotheses) was scientific ones showing that elementary school gifted students in science in this study presented low level of ability in generating hypothesis. It was also found that non-scientific hypotheses frequently showed characteristics of uncertain in causality or impossible to verify relationships. Furthermore, differences in hypothesis-generating ability and characteristics of hypotheses were appeared in conditions whether inquiry questions and variable identification process were given or not. Students showed high abilities in hypothesis generating and variable identifying when inquiry questions and variable identification process were given. Compared to previous research results, students in the study showed high level of meta-cognition and tendency of utilizing monitoring strategy more than planning and regulating. In ill-structured conditions that students themselves find inquiry questions and identify variables, a significant (p<.05) correlation appeared between hypothesis generating ability and meta-cognition and a high level of correlation between planning and regulating strategies. It was also found that differences existed in hypothesis-generating ability and preferred science teaching methods between students with high level and those with low level of meta-cognition; and students with low level of meta cognition showed difficulties in generating hypothesis and identifying variables.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.555-569
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• 2012

Many science education research and practices are recently emphasizing the importance of collaborative learning. This study also understands learning in aspects of socio-cultural context, and regarded the creation of meaning in a same-age group as an important learning process. This is most especially true in the premise that the formation of roles in a collaborative learning is important for successful interactive learning. This study aims to find out how roles form in a group. For this purpose, university students participating in a group discussion activity about energy flow and circulation of material were selected as research participants. Discussions among the nine students in one group consisted of cognitive conversations on the topic and operational conversations for preparing a presentation. Video-clips of the discussions were made and transcribed. For the analysis, we developed a framework that includes four interaction functions (cognitive, organizational, meta-cognitive, operational), four action elements (question, simple answer, providing opinion, response to opinion), and two to four intention elements by each action elements. As a result, a total of nine roles were revealed through the interaction function and element; cognitive questioner, operational questioner, simple answerer, operational suggester, organizational commander, operational commander, cognitive explainer, terminator, reflective thinker. These roles are re-classified into seven utterance patterns by the utterance order and object, and they were categorized into three role groups (facilitating interaction, sustaining interaction, finishing interaction). The result means that role formation and function can have influence on learning and interaction. This study is meaningful to the suggestion to collaborative learning including project-based learning, investigation, club activity, and for the re-illumination of the role in an aspect of the interaction.

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.269-285
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• 2016

PCK(pedagogical content knowledge) has been frequently discussed in the field of subject matter education as well as education in general. Considering the fact that PCK characterizes teacher professionalism, and the distinction of mathematics education from neighboring disciplines, PCK is one of the core concepts in the discourse of mathematics education. This study focused on KCS(knowledge of content and students) among the areas of PCK. The purpose of this study to investigate the KCS of pre-service teachers attending a private university located in Seoul. An in-depth interview with 30 pre-service teachers was conducted in a semi-structured manner, using four questions dealing with common student errors, students' understanding of content, and student developmental sequences. The pre-service teachers gave mathematical answers while in others they gave priority to pedagogical considerations. The implication drawn from the interview data is that the teacher training program should fully reflect the complexity of mathematical concepts which appeared in school mathematics over several grade levels and content areas.

• Journal of Digital Convergence
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• v.10 no.9
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• pp.15-26
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• 2012

Korea's S&T communities were expanded rapidly according to the development of science-based industry. But their economic positions is low despite of their social importance. It's one of the reasons why Korean teenagers avoid S&T. Today, the global economy is relying on science and technology. Human Resource of Science and Technology is a important factor of national development. Scientific technologists' community should find their suitable social positions. The purpose of this study is to identify various issues contributing to the current issues of scientific technologists society not wanting to social activities and further explore various strategies to encourage their higher activities in the society and economy area. This result is beginning stage and has lot of things to be settled. Also presents initiative for further development of scientific technologists society. Based on information and learning that are extracted from the attempts found in several cases of scientific technologists society over the world, the initiatives would pave the way for our scientific technologists society.