• Journal of Korean Society of Archives and Records Management
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• v.9 no.2
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• pp.59-78
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• 2009

In this study, considering the importance of the providing archival information services over the Web in university archives, the evaluation model of the archival information services was proposed by identifying categories and contents of it. Direction for the improvement was proposed by evaluating and analyzing the Web archival information services of some university archives in Korea. Based on the evaluation, the following directions for improvement were suggested. First, the mission and vision of the archives should be established and published over the Web. Second, the introduction to the records catalogues and records collection should be provided in detail on the Web. Third, advanced search and full-text search functions should be provided, as well as the help information for the search methods. Fourth, university archives' Web sites should provide online exhibitions and newsletters of the archives.

• Journal of Christian Education in Korea
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• v.70
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• pp.175-206
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• 2022

In this study, a mixed research method that collects and analyzes qualitative and quantitative data together was used to broaden the understanding of young children's faith. First of all, the contents of interviews with 18 research participants were divided into categories, and the frequency of each category was calculated. From 75 statements made in the interview, the importance of each was evaluated with a 5-point Likert scale. The means and standard deviations of the evaluation score were calculated, and sub-factors were identified through exploratory factor analysis. The frequency of categories mentioned in the qualitative interview was in the following order: faith manifested in difficulties, religious activities, Christian education at home, Christian education in the church, love and faith in God, and the formation of a Christian worldview (identity). The statement on the perception of God, theological concepts, religious activities, and Christian education at home and in the church received high scores. On the other hand, statements on developmentally difficult or abstract content, value judgment or conflict resolution based on the Word, and evangelism showed low scores. The sub-factors extracted through factor analysis were faith education through home and church, awareness of God and religious activities, identity based on the gospel, character based on the gospel, and overcoming a crisis through faith. In conclusion, the results of each of the mixed methods of looking at young children's faith were very similar-relationships with God, religious activities, Christian worldview (identity), Christian education at home and church were highlighted, even though various methods were used. This study is meaningful in that it suggests what and how to teach in early childhood Christian education.

• Proceedings of the Korea Water Resources Association Conference
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• 2006.05a
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• pp.657-662
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• 2006

공공사업의 목적은 사업을 통해서 발생하는 혜택을 인간 및 사회가치 적합하도록 최대한 확산하고자 하는 것이다. 그럼에도 불구하고 당해 사회적 가치를 고려하지 않는 경제 및 정책 범주에서만의 분석은 공공사업의 추진타당성에 신뢰저하를 가져오거나 사업추진지역사회의 막연한 불안감(저항)에 효과적으로 대응하지 못하는 문제를 일으키고 있다. 따라서 타당성 있는 사업추진 및 지역사회 저항을 극복할 수 있는 방법발견은 중요하다고 하겠다. 해결방향은 공공사업으로 영향 받는 당해지역에서의 경제(정책포함)외적인 제약조건까지 파악하여서 전반적인 사회경제적가치(시장가치)를 재발견해 가는데 있다. 그것은 공공사업의 예비타당성 평가시에 잠재적으로 부딪힐 저항이나, 개발이후에 발생할 수 있는 확산가치까지도 대상에 포함시켜야 한다는 의미이다. 주지하는 바와 같이 잠재적 가치는 경제적 요소에서만 발생하기 보다는 당해지역의 사회문화적 잠재성 극대화에서 나온다. 지금까지의 계획수립과정은 정부와 전문가집단이 중심이 되어 계획을 수립하고 작성된 계획안에 대해 시민단체, 환경단체 등 이해당사자들이 공청회나 공람을 통해 의견을 제시하는 소극적 프로세스였다. 한편, 대안적 프로세스는 계획수립의 초기단계부터 다양한 이해당사자를 참여시키고 이들을 보조자가 아닌 계획수립의 주체로서 인정하고 협의와 조정과정을 거쳐 합의를 도출함으로써 계획의 정당성을 확보하고 실행가능성을 높이는 방식이 유용할 것으로 사료된다. 본 연구는 미래지향적 가치를 포괄하고 있는 예비적인 사회적 타당성의 평가항목 및 방법을 제시하고자 한다. 이것은 일반적으로 사회영향평가(SIA: Social Impact Assesment)모델을 통해서 공공사업 및 민간사업이 당해 사회에 미치는 영향을 파악하고, 이의 대응방안 마련에 초점을 맞추고 있다. 주요 내용은 공공사업관리방식의 체계를 파악하고 공공사업의 사회적 타당성 및 국내외 적용사례 분석을 통한 시사점 도출과 사회성 검토항목 및 평가방법을 제시한 후, 우리나라에의 적용방안을 검토하였다.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.271-289
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• 2020

This study investigates the types of teacher feedback in the process-centered assessment for scientific argumentation. The process-centered assessment visualizes the process of developing scientific argumentation at a group level. Four teachers and 353 high school students participated in this study. We analyzed video recordings, the collaborative modeling-argumentation papers, and teachers' interviews. The findings indicate that the teachers provided feedback on scientific concepts and the development of small group argumentation. We presented a representative case for each category in detail. The study suggests that teachers' efficient use of feedback leads to improvement in students' self-regulation. This study contributes to providing specific and useful guidelines on the use of process-centered assessment for enhancing students' scientific argumentation.

• Journal of the Korea Convergence Society
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• v.8 no.9
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• pp.93-104
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• 2017

This is a qualitative study to explore the experiences of convergence external appraisal of competency in core basic nursing skills in final year nursing students. Eight nursing students who experienced the evaluation were intentionally sampled. Data were analyzed using constant comparative and categorical content analysis after collecting data through focus group interview. The results of this study showed that nursing students sublimated mental stress such as burden and pressure of the evaluation into a positive experience that they skillfully improved their nursing skills through mind control and cooperation with peers. Therefore, this study enabled us to understand the experience of students receiving external appraisal. In addition, intervention studies to alleviate mental stress on convergence external appraisal are needed.

• Fire Science and Engineering
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• v.32 no.6
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• pp.141-149
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• 2018

The perception of risk that firefighters have is closely related to their performance and emergency preparedness in nuclear power plant accidents. This study investigated the unique risk perception among firefighters working in nuclear power plants (NPPs) using a concept mapping method. Thirty three firefighters in NPPs participated in this study. Two core axes, "fear and control" and "coping resource", emerged in the firefighters' risk perception. In particular, the risk perception consisted of six clusters: fear of radiation exposure and low controllability; anxiety caused by the lack of control and authority; lack of trust and cooperation; lack of authority and professionals; lack of equipment, manual, and information; and lack of knowledge and training. Catastrophic expectation and a low sense of control caused by the lack of responsive resources were the main factors that increase the risk perception. The theoretical and practical contributions of this study were discussed.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.87-103
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• 2024

The content system table of the subject-matter curriculum is considered important in the Korean national curriculum, textbook writing, and teaching and learning in the classroom. However, studies that comprehensively organize the issues concerning the format of the subject-matter curriculum content system have been scarce. This study scrutinized the evolution of the content system from its inception in The 6th Curriculum to the most recent 2022 Revised National Curriculum, focusing on science curricular. The following issues and suggestions were derived for the format of the subject content system. First, caution should be exercised in using terms such as "domain," "field," and "category," and it should be clarified whether these terms are intended simply for logical differentiation or to serve as a content organizer with a specific emphasis. Second, the nature of components such as "core ideas," which can serve as innovative content organizers, should be strictly defined. Third, while the introduction of three-dimensional content elements such as "knowledge and understanding," "process and skill," and "value and attitude" is viewed positively, it is suggested that a further delineation be made, elaborating how each can be utilized to form core competencies. Fourth, the construction of the subject-specific content system in national curriculum needs caution because whether it will resolve or exacerbate the 'disparity between general curriculum and subject-matter curriculums' is uncertain. Finally, as an apparent pendulum motion of the subject-matter content system is observed in national curriculum documents, efforts should be made to ensure that it does not result in meaningless repetition, but instead achieves meaningful dialectical progress.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.350-359
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• 2001

The purpose of this study is to develop theme-based integrated science unit by the interdisciplinary approach and to analyze it's effects on the science achievement and the attitude towards science learning. 'Interaction' and 'Stability' were selected as the integrated themes, and the main concept and subconcept in relation to the themes were extracted from the four areas of science, and the learning contents were constructed in the integrated ways. While the main concept have relevance to subconcept in the interaction, the main concept have little relevance to subconcept in the stability. Therefore, the stability was to fit with middle school integrated science theme, but the interaction was not. The theme-based integrated science units developed was implemented in middle school, and the results are follows. First, the science achievement of group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Second, the scores of the test of attitude toward science learning of the group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Third, the students' perception of theme-based integrated science teaching was positive. The students have participation, interest, motivation in theme-based integrated science teaching, and students have difficulty in learning theme-based integrated science teaching.

• Journal of Science Education
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• v.45 no.2
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• pp.172-186
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• 2021

The purpose of this study is to analyze the science lesson plan of pre-service elementary teachers about condensation. Pre-service elementary school teachers in A national university of education was included in this study. Through the analysis of prior research and expert review, a framework for analysis of science lesson plan of pre-service elementary teachers was derived. The results of the using the analysis frame are as follows: First, the ability to apply the instructional model in the science lesson plan about condensation differences in pre-service elementary teachers need to be enhanced due to deviations, and teaching on the exact understanding of condensation-related concepts of pre-service elementary teachers is also needed. Second, there is also a deviation of pre-service elementary teachers in the beginning, development, and finishing composition of lesson course, so feedback should be supplemented. Third, in the sub-domain of lesson environment, there was a demand for specific know-how on the lesson environment. Therefore, support is needed for related PCK growth. Fourth, the sub-domain of lesson evaluation have a variety of perspectives on timing and subjects, and some missing about learning objectives in the composition of evaluation content are found to require complementary teaching. In order to improve this situation, it was found that there was a need to prepare conditions for improving science teaching professionalism of pre-service elementary teachers through in-depth discussions on the teaching methods and organization related to science education in the university of education course.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.484-493
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• 2003

This case study exemplifies science classroom observation and analysis. Data from two-day classroom observation, pre- and post-instruction interviews with the teacher and instructional materials were used to analyse the features of a science classroom. A teacher's classroom practices were examined in terms of the following six categories: (1)curriculum and science content, (2)teaching and learning methods, (3) teacher' s knowledge about learners, (4)classroom environment, (5)assessment, and (6)teacher's efforts for professional development. The teacher in this case study not only improved his own classroom practices, but also took an active role in teachers' in-service education to share his practical knowledge with others. Implications that valid evaluation(or observation) frameworks of classroom practices have on teacher education and teachers' inservice education are also discussed. These evaluation frameworks should provide teachers with a vision of highly accomplished practices.