• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.543-563
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• 2020

This study explores how the teaching practices of two teachers changed during scientific modeling classes. It also aims to understand these changes in terms of the teachers' modeling pedagogical content knowledge (PCK) development. The study participants were two elementary school teachers and their fifth-grade students. The teachers taught eight lessons of scientific modeling classes about the human body. The data analysis was conducted for lessons 1-2 and 7-8, which best showed the change in teaching practice. The two teachers' teaching practices were analyzed in terms of feedback frequency, feedback content, and the time allocated for each stage of model generation, evaluation, and modification. Teacher A led the evaluation and modification stages in a teacher-driven way throughout the classes. In terms of feedback, teacher A mainly used answer evaluation feedback in lesson 1-2; however, in lesson 7-8, the feedback content changed to thought-provoking feedback. Meanwhile, teacher B mostly led a teacher-driven model evaluation and modification in lesson 1-2; however, in lesson 7-8, she let her students lead the model evaluation and modification stages and helped them develop models through various feedbacks. The analysis shows that these teaching changes were related to the development of modeling PCK components. Furthermore, the two teachers' modeling PCK differed in teaching orientation, in understanding the modeling stages, and in recognizing the value of modeling, suggesting the importance of these in modeling teaching practice. This study can help improve the understanding of modeling classes by revealing the relationship between teaching practices and modeling PCK.

• Korean Journal of School Psychology
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• v.17 no.2
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• pp.165-180
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• 2020

As a tiered system of supports, School-Wide Positive Behavior Support (SWPBS) is an evidence-based practice in the educational system of Korea. An important aspect of SWPBS is the ongoing progress monitoring and evaluation of implementation fidelity. This study aimed to develop and validate the Korean Tier 3 School-Wide Positive Behavior Support Implementation Fidelity Checklist (KT3-FC). The preliminary KT3-FC consisted of a 37-item, 6-factor checklist. In the first phase of the study, 10 experts reported that the range of content validity of the KT3-FC was adequate. In the second phase of the study, 185 teachers (52 men and 133 women) who implemented SWPBS completed the KT3-FC, Individualized Supports Questionnaire, School Climate Questionnaire, School Discipline Practice Scale, and PBS Effectiveness Scale. An exploratory factor analysis resulted in a 5-factor structure, with 20 items, instead of 37 items, consisting of: (a) progress monitoring and evaluation of the individualized supports, (b) provision of supports by aligning and integrating mental health and SWPBS, (c) crisis management planning, (d) problem behavior assessment, and (e) establishment of individualized support team. The internal consistency of the KT3-FC was good (full scale α = .950, sub-factor α = .888 ~ .954). In addition, the KT3-FC showed good convergent validity, having statistically significant correlations with the Individualized Support Questionnaire, School Climate Questionnaire, School Discipline Practice Scale, and the PBS Effectiveness Scale. Finally, the confirmatory factor analysis showed that the 5-factor model of the KT3-FC had some good model fits, indicating that the newly developed fidelity measure could be a reliable and valid tool to assess the implementation of Tier 3 supports in Korean schools. Accordingly, the KT3-FC could contribute to implement SWPBS as an evidence-based behavioral intervention for Korean students.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.295-306
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• 2023

In this study, we explored science teachers' perceptions of adaptive practice in terms of importance and practice. For this purpose, an adaptive practice questionnaire was developed targeting secondary science teachers, and the responses of 128 science teachers were analyzed. The results of this study were as follows: First, the science teachers responded that all 17 items regarding adaptive practice were important. In particular, items related to 'addition of examples', 'adjustment of the level/range of concepts', and 'encouragement of student participation' showed high importance and performance levels. Second, the results of the IPA concerning adaptive practice showed that the items needing intensive improvement due to high importance but low performance were 'encouraging students' self-directed learning' and 'monitoring and responding to individual differences'. The science teachers identified a lack of time and uniform curriculum as the reasons for the low level of practice despite the high importance of these items. Third, regarding the IPA of the adaptive practice items, the items located in the fourth area, an excessive area, concerned 'pace control', 'modifying activities', and 'metaphor use'. More specifically, considering that 'metaphor use' was the only item with a higher level of performance than importance, it is necessary to reconsider whether problems are caused by excessive use. Fourth, analyzing the responses regarding the reasons for the difference in importance and performance revealed that the factors related to teachers included teachers' lack of knowledge or ability, and the tendency to implement as planned. As for student factors, an excessive number of students, differences in the levels of students, and a tendency to prefer classes centered on entrance exams were identified. As environmental factors, a uniform curriculum, conditions for experiments, evaluation systems, and external demands were mentioned. Finally, the implications of the results of this study for science education were discussed.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.1-19
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• 2009

The purpose of this study was to develop, implement, evaluate in-service program on the practical problem focused Home Economics program. This program is expected to contribute to the enforcement of high quality of teacher's teaching competency and to the readiness for the 2007 newly revised Home Economics curriculum. This study was carried into by followings steps: 1. Program development: Based on the program design, an in-service program of practical problem focused home economics curriculum and teaching-learning materials were developed. 2. Program implementation: The four days/30 hours in-service program was delivered in January, 2008 with 24 participants. Mentor teachers were arranged playing interface role during the program. 3. Program evaluation: Group interview was held and written evaluation was collected from participants, mentor teachers, and home economics curriculum experts. From the results of this study, it is suggested to promote understanding of theory relatively easier than delivered in the in-service program, to extend to a 60 hours program includes more activity and workshop, and to develop in-service programs for the beginner and the advanced groups separately.

• Journal of the Korean Association of Geographic Information Studies
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• v.8 no.1
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• pp.1-12
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• 2005

Land suitability assessment is the procedure that assesses development, agriculture or conservation suitability of land according to such criteria as soil, location and usability. But there are many problems to execute land assessment by law. Problems include inadequate basic data, lack of linkage with the spatial planning system, and inefficiency in operation. The purpose of this study is to improve methods of land suitability assessment as a sustainable land use management tool using case study. In this study, land suitability assessment will be executed through GIS. On the basis of the results of this case study, practical and institutional problems are described, and technical solutions are suggested.

• The Journal of Korean Academy of Sensory Integration
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• v.16 no.2
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• pp.15-25
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• 2018

Objective : The purpose of this study was to examine the differences between motor functions and executive functions according to the timing of children with attention deficit hyperactivity disorder (ADHD). Methods : The subjects were 32 children with ADHD aged between 6 and 12 living Busan. To assess the timing, Long Form Assessment (LFA) of Interactive Metronome (IM) was used. Bruininks-Oseretsky of Motor Proficiency, Second Edition (BOT-2) were also used to assess motor functions. STROOP Color and Word Test and Children's Color Trails Test were used to evaluate executive functions. Mann-Whitney U tests were used to determine the differences between the executive functions and the motor functions according to the timing. Results : Comparing the inter-group motor functions according to the timing, there was a statistically significant difference in the Fine manual control and Fine motor precision in BOT-2 (p<.05). Comparing the inter-group executive functions according to the timing, there was not statistically significant difference (p>.05). Conclusion : Among the deficits in ADHD children, we could see the differences between motor function and executive function according to timing function. This study would be meaningful in that the results could be a basic data for study on the timing of children of ADHD in the future.

• Journal of Science Education
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• v.47 no.1
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• pp.88-106
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• 2023

This study aims to investigate the disparity between the teacher's perception of student-centered inquiry classes and the actual implementation of such practices. Specifically, we compared an elementary science teacher's self-perception of her science lessons with the observers' evaluation using the Reformed Teaching Observation Protocol (RTOP) of the "Temperature and Heat" unit. Research data were collected through classroom teaching survey, interview, and science lessons video which were analyzed using the RTOP. As a result of the study, the teacher recognized that she was practicing inquiry-oriented/student-centered classes, but the results judged by the RTOP score were found to be transitional/student-affected classes by a slight difference. Teacher H planned and practiced classes based on a high understanding and content knowledge of the curriculum and created a science classroom culture that promotes active interaction among students as well as students and teachers. However, teacher-led aspects were still emphasized in teaching design and implementation, and the project theme and content were inappropriate to improve the quality of students' science inquiry experience. In the end, the slight difference between teacher's perception of inquiry-oriented/student-centered classes and actual implementation is related to how student-centered "lesson design" is and how to plan and implement classes supported by "procedural knowledge" for students' experience in the science inquiry process. These results indicate that the teacher's self-evaluation alone is not enough to determine whether the teacher's intentions and efforts are actually being implemented, and that it is necessary to conduct objective analysis, evaluation, and discuss the results of science classes by the external observers.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.119-131
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• 2021

The purpose of this study is to improve the curriculum of major subjects by constructing and applying design thinking centered 'early childhood language education' for prospective kindergarten teachers, and to cultivate their teaching ability in the classroom. As a result of the study, it is as follows. First, in the improvement of 'early childhood language education' subjects centered on design thinking, the "plan" stage recognizes the problem of interest in language education and the execution of language areas. In the "action" step, they created a interesting stationery for plays that can be actively expressed for young children who are hard to write. In the "re-action after reflection" steps, they have developed creative writing based on the diverse experience of the who have been working on a kindergarten field practice, Second, The meaning of the implementation for the major classes based on the design thinking is listening to young children than given practice, and self-reflection and growth through sympathy and cooperation. The implications of this study are needed to change the various major classes and the experience of problem solving is that it is also helpful for the autonomy and expertise of prospective kindergarten teachers.

• Proceedings of the Korean Information Science Society Conference
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• 2001.04b
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• pp.100-102
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• 2001

XML과 같은 반 구조 데이터는 일반적으로 방향그래프 기반의 데이터 모델을 가지므로 XML에 대한 질의는 이러한 그래프를 탐색하기 위한 패스 표현을 기반으로 한다. 도한 구조가 정형화되지 않고 빠르게 변하기 때문에 질의시 특정한 패턴을 탐색하기 위해 정규 경로 표현이 이용된다. 그러나 이러한 정규 경로 표현은 실행시에 전체 데이터베이스 그래프를 탐색하므로 실행 비용이 매우 높다는 문제점이 있다. 따라서 이 논문에서는 정규 경로 표현 연산자를 효율적으로 실행하기 위해 데이터 그래프에 대한 경로 인덱스와 SQL의 패턴 매치를 이용한 경로 표현 질의 변환기법을 제시한다. 즉, XML-QL 질의언어에 포함된 정규 패스 표현 연산자를 관계형 데이터베이스를 기반으로 효율적으로 실행할수 있는 질의 변환 기법과 경로 인덱스그래프를 이용하여 처리비용이 높은 순환연산을 처리할 수 있는 기법을 구형하여 성능 평가를 실시한 결과를 보여준다.

• 한국IT서비스학회:학술대회논문집
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• 2007.05a
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• pp.231-236
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• 2007

서비스 경제의 확산과 경쟁심화라는 현 시점에서 서비스품질은 조직의 장기적인 핵심 가치로 판단되는 것이 타당하며, 조직은 서비스품질을 확보하여 재무성과를 향상시켜야 할 것이다. 조직의 성과는 유/무형의 재무적 요소로 표현되나 이러한 재무성과의 성공과 실패는 리더십, 전략, 고객만족, 정보와 지식, 인적자원, 프로세스 등의 유기적인 체계에 의해 좌우된다. 본 연구에서는 한국표준협회 한국서비스대상의 평가지표를 기본 구조로 하여 평가 지표가 실행과제의 내용을 구성할 수 있도록 지표를 세분화 하고 서비스품질의 개선을 통해 경영성과의 증진을 도모하는 일련의 방법론과 프로그램을 개발한다. 연구의 결과는 기업이 전사적 측면에서 서비스품질 활동을 위한 지표개발로부터 실행계획수립까지의 과정에서 필요한 가이드라인 혹은 실질적인 평가 자료로 활용되기를 기대한다.