• Journal of Korean Library and Information Science Society
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• v.50 no.2
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• pp.311-337
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• 2019

The study is to structure materials of cultural arts in "Namdo(Jeollanamdo and Gwangju)" province. Especially the study focuses on establishing description elements for serving diverse materials. First, the authors makes the draft version(4 entities, 28 elements and 115 subelements) by reviewing literature and conducting case study. Then, experts review the draft version and the authors draws final version that consists of 4 entities(materials, performances, agents, facilities), 28 elements and 117 subelements. From the viewpoints of locality, cultural arts materials, and cultural artists, the description elements in this study are distinguished from other studies.

• 대한공업교육학회지
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• v.40 no.1
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• pp.105-120
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• 2015

The purpose of this study was to extract of Sub-elements of technological communication skills and to construct of a system model. In order to achieve the goal of the study, it was carried out in two steps: (1)Extraction sub-elements and definitions of technological communication skills, (2)Development of a system model of technological communication skills. Obtained conclusions by the process of this research were as follows. First, sub-elements of the technological communication skills were extracted and they were images, sketches, flowcharts, drawings, prototyping, symbols tables graphs and presentations. Second, using the 'technological communication tools' based on the "collaborative activities in online and offline', technological communication skills were defined as communication skills to be raised through the process of 'Idea through the Communication', 'Realization through the Communication', 'Wrap up through the Communication'. Third, technological communication skills were described as the system, in which 'Idea through the Communication(images, sketches, flowcharts)', 'Realization through the Communication(design, prototyping)', 'Wrap up through the Communication(symbol table graph, presentation)' were collaboratively activated. Fourth, checking tool for the technological communication skills was developed, based on checking tool for the existing communication skills and system model for technological communication skills. And it was improved by the expert validity test.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.585-598
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• 2015

This study aims to investigate the components of group writing through three steps of group writing course consist of collecting information, organizing information, and revision. A total of 19 pre-service teachers who took the science argumentation course participated in the group writing activity. They made up a group of four or five and chose one subject from among socioscientific issues for group writing. The discussion contents and writing were analyzed inductively to find the group writing components at every step. The results of the study are as follows: First, components in the step of collecting information were (1) sharing information (2) understanding information. and (3)judging information. Second, components in the step of organizing information were (1) categorizing information, (2) decentralization, (3) balancing information, and (4) reflection. The last, process components in the step of revision were (1) unification of form, (2) global review, and (3) improving readability.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1077-1098
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• 2013

Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.

• Proceedings of the Korean Society for Information Management Conference
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• 2018.08a
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• pp.127-132
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• 2018

본 연구는 스포츠 동영상 기록물의 체계적 보존과 관리, 이를 적극적으로 활용할 수 있는 스포츠 동영상 메타데이터 제안을 연구목적으로 설정하였다. 스포츠 동영상이 지닌 특성을 분석하고, 현재 스포츠 관련 기록물을 소장한 관리 주체에서 운영하고 있는 관리시스템을 분석하였다. 각 사례와 표준에서 추출한 메타데이터 요소를 상호 비교하여 공통 요소와 특성 요소를 일차적으로 추출하였다. 추출된 요소의 타당성에 대하여 전문가 의견을 수렴, 검증받은 후 7개의 상위요소와 12개의 하위요소를 지닌 관리적(administrative) 요소와 9개의 상위요소와 11개의 하위요소로 구성한 기술적(descriptive) 요소로 제안하였다.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.14-29
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• 2022

The purpose of this study is to investigate the components of scientific attitude by some learning topics in the 3rd~6th grade science textbooks that the pre-service elementary school teachers judge to be teachable in class and the educational effects of this analysis activity for the pre-service teachers. The several results of this study are as follows: The pre-service teachers responded that, for all learning topics, they could teach diverse components of scientific attitude and the number of components expressed in their responses is more than the components specified in the teacher's guides. Among the components of scientific attitude, 'curiosity', 'open-mindedness', 'respect for evidence', and 'objectivity' showed relatively high possibility of teaching, while 'honesty', 'collaboration', 'positive acceptance of failure', 'critical mind' and 'suspension of judgment' showed relatively low possibility of teaching. The responses that pre-service teachers judged to be teachable also showed similar patterns in the number of components of scientific attitude and the rate of the components between the learning topics of the 3~4th grades and the learning topics of the 5~6th grades. In addition, this pre-service teachers' analysis activity on the components of scientific attitude by learning topics in science textbooks suggested educational effects such as 'the deep understanding of the components of scientific attitude', 'the understanding and applying the components of scientific attitude in the context of science class', and so on.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.441-457
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• 2016

The purpose of this study is to analyze Korean students' mathematics achievement characteristics and draw implications for better math education in schools through comparing the results of three east Asian top level countries, Korea, Singapore, and Japan in PISA 2012 results. As a results, the rate of correct answers of Korea students was relatively low compared with those of Singapore, but relatively higher than Japan. From the results of effect size, similar results from t-test was discovered. As shown in analysis according to sub-elements in math assessment framework, the Korean students had low effect size in every sub-elements than Singapore. and they had high effect size at most of sub-elements than Japan, except "personal" context. In top performing level(above level 5), the Korean students had high effect size at "quantities" in mathematical contents, and "employ" in mathematical processes compared with Singapore. And they had row effect size at 6 sub-elements compared with Japan.

• Journal of the Korean association of regional geographers
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• v.22 no.1
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• pp.25-35
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• 2016

This paper is to classify subregions of Yeongnam region, to realize their core area, and to provide the basis on studying inherent cultural characteristics in Yeongnam region. To do so, I made a overlay human factors of administrative district and dialect with physical factors of drainage basin and climate area. The limit of subregion is the range of possessing environmental factors similar to provincial center. The parcels possessing a equivalent combination of environmental factors are 27, the size of parcel is various from one-city/county to six-city/county. These parcels are classified to six subregions(Andong, Sangju, Kyeongju, Daegu, Kimhae, Jinju). The boundary of subregion is high mountains and large river which are obstacle to communication between subregions, and in case of little obstacle exists transitional zone.

• 대한공업교육학회지
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• v.31 no.1
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• pp.63-85
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• 2006

This study was performed to deduce the constituents of competence for the practical duty in technical high school's heat treatment and tensile test practice. In order to accomplish this purpose 1) the constituents of competence for the practical duty were deduced through the job analysis and the skill hierarchy analysis of heat treatment and tensile test, 2) the deduced constituents of competence for the practical skill performance were correspond to the Mager's five performance type, that is, discrimination (knowing when to do it, knowing when it's done), problem solving (how to decide what to do it), recall (knowing what to do, knowing why to do it), manipulation (how to do it) and speech (how to say it). The results of this study will be helped to the selection of learning objective, learning content, instruction and evaluation method.

• Journal of Korean Library and Information Science Society
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• v.42 no.4
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• pp.281-309
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• 2011

This research designed and proposed metadata elements for the long-term preservation of digital research outcomes collected and managed in electronic file form. Metadata structure of both domestic and foreign agencies that manage research outcomes and CERIF and PREMIS-preserved preservation metadata were referred to design the metadata elements. The metadata design was divided into research information, bibliographic information and archival information. Research information is divided into project, name and institution, and composed of eight top-level elements and 29 sub-level elements. Bibliographic information is composed of 13 top-level elements as the source of research reports. Archival information is composed of 18 top-level elements and 62 sub-level elements as the elements for context, structure, contents and management process of the electronic records.