• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.9 no.6
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• pp.199-212
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• 2014

Recently, there are increasing to the interest in the organizational innovation DNA as the innovation origin and these interest mainly were approached through the case analysis of global innovative companies. The purpose of study is to investigate the applicability under the CEO of SMEs settings as global companies' cases. The research focused on the impact of innovator's DNA on innovative strategy by the empirical study that analyzed from 110 firm's data in Daegu and Gyeongbuk region. The results of empirical study, innovator's DNA has positive effects on the overall innovative strategy, especially the effects of discovery DNA are stronger than operational DNA. Included to the discovery DNA effects, operational DNA bring about negative on the product differentiation, though it has positive on the market differentiation. In terms of components of innovator's DNA, the questioning and association have strong impacts on the overall innovative strategy, and analyzing has positive on market differentiation, but specific task implementation has negative on the product differentiation. The results suggest that the logic of global innovation case is possible to the SME's CEO and need to learning efforts to promote discovery DNA for successful innovation.

• The Journal of the Korea Contents Association
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• v.17 no.8
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• pp.263-273
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• 2017

Although this research puts the emphasis on the importance of the personality education, and lacks the understanding of the early childhood educator about the personality education, and essentially the content analysis of the direction of the operation of the personality education hasn't been performed. Therefore through the research study once again we collected the opinion of the early childhood educator about the personality education. As the object of the investigation, we questioned 208 teachers who work in the Daycare Center in the S city, and applied the SPSS 18.0 program. The result is as the following. First, there was a lot of concern in the understanding of the early childhood educator about the personality education, and that it was in need. The reason for emphasizing the personality education appears to be the "Individual Egoism", and the "Parental Value" as the factor of influence, and "Whole People Human Development and Health Promotion" as a factor of helping, and "Courage" as the inner information of the information of the personality education, and "Manner" as the outer information. Secondly, more than the majority was carrying out the personality education in the real state of the early childhood educator on the personality education and it happens to be that the instructional material is the "Material related to the personality education", "Conversation" as the teaching learning method, "Once per week" as number of times, "Within 30 minutes" as lead time, "Teacher in Charge" as the host, and "Uncooperative parents" as the difficulty. Lastly the accurate time of demanding the early childhood educator about the personality education happens to be from "Infancy", and the teaching method is "Teaching by making a connection with the family", and that "Leading by example of the teacher" is the factor of consideration.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.564-572
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• 2017

This study explores lectures experienced by pre-service early childhood teachers at 'S' university who took the linked-courses in Early Childhood Education major, and examine its in-depth meaning. The 29 study participants demonstrated a mock class during the Early Childhood Teaching Method course and developed teaching materials for demonstration during the Early Childhood Teaching Material and Teaching Method course in the first semester of 2017. The researchers analyzed group-based learning journal, teaching portfolio and focus-group interview of pre-service early childhood teachers. The conclusions of this study are as follows. First, pre-service early childhood teachers found that the balanced linkage of two subjects enabled them to effectively concentrate on the course. Second, they were able to organize linked-knowledge by creating teaching materials and preparing for the course after learning from their mistakes. Third, the teachers became able to understand the importance of the experience of linked-courses in Early Childhood Education major. Fourth, they also got to understand the value of special bonds among group members. To summarize, this study suggests the necessity and importance of pre-service early childhood teachers' experience of linked-courses in Early Childhood Education major for their education course.

• The Journal of the Korea Contents Association
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• v.15 no.4
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• pp.519-529
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• 2015

The purpose of this study is to examine the determinant factors of maintaining employment in young adults with intellectual disabilities who took part in a vocational training program and was employed. The determinant factors were from four areas, such as physical competence, job-related task performance, emotional behaviors, and functional adaptive behaviors. 64 young adults with intellectual disabilities participated in this study. The participants' capacities were examined during the program, and then their job retention was examined through a follow-up survey six month after the end of the program. Tests contained hand dexterity, grasp strength, finger strength, visual-perception, Survey of Functional Adaptive Behaviors, and Observational-Emotional Inventory-Revised. After data collection, the data were analyzed by binary logistic regression. The results indicated that dexterity in both hands (OR= 1.123) in physical competence, anxiety (OR= .733) and socialization (OR= .429) in emotional behaviors, and academic skills (OR= 1.077) and vocational skills (OR= 1.542) in functional adaptive behaviors were significant determinant factors. These significant factors which affected job attention were consistent with the results from previous studies, and should be considered when designing and constructing an effective career and vocational education program for young adults with intellectual disabilities.

• Journal of the Korean Geographical Society
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• v.51 no.1
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• pp.89-108
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• 2016

This paper aims to illustrate how the third generation bike sharing schemes (BSS) are operated in Korea and identify the possible factors that have made cities to adopt and maintain BSS successfully in Korea. For this, the paper selects the case of Nubija in Changwon as the representative and the most successful BSS case in Korea. It identifies three major factors that have made the city to adopt Nubija. First, Nubija was initiated as a part of the bigger project of 'Environmental Capital' aiming to develop the city as a world class green city attempted by the city government. Second, the mayor's willingness to learn and adopt European model cities of environmental capital and green transportation played a decisive role in developing Nubija. Third, the city government was able to implement BSS policy in a top-down manner so the policy process was relatively speedy and effective. Also Nubijia became a stable policy because the city has gained international reputation as a Korea's representative green city, and as a result, the city's BSS policy has passed the point of no return. In the future, channels should be made for active citizen participation in the decision making process of Nubija so that they can cooperate with the city government to develop Nubija further.

• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.10-20
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• 2014

This study compares the perceptions of elementary gifted child and science teacher in a science class for the gifted. In order to explore the research problem, students and teachers answered a written semi-structured questionnaire and participated in interviews regarding the gifted science class. The data was collected and analyzed. Science teachers recognized the characteristics of a good science class, especially in terms of educational content and teaching methodology. First, they suggested promoting inquiry skills, presenting a challenging task in atypical topic selection, student-centered curriculum, and controlling the pace of learning to recognize individual differences. Second, in terms of the science class skills and attitudes category, teachers recommended raising mutual satisfaction through vigorous interaction within a permissible atmosphere. Finally, science teachers need to strive for continued professional growth. Gifted children, meanwhile, want to investigate a wide range of topics without time constraints. Additionally, they may have to explore challenging topics further. They prefer to act like scientists in that they enjoy group activities, communication and cooperation. In particular, they want to be evaluated by others in a totally embedded assessment. Gifted children also expect teachers to understand the life circumstances and needs of the students. In addition, they asked for teachers to respect individual experiments and to show them how to safely use new equipment or research methods. As a result, gifted children and science teachers have to recognize the differences of opinion concerning a good science class for the gifted. This study can help formulate strategies to establish quality management of materials in gifted science classes.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1031-1038
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• 2015

The list of words and the semantic structure that connects them have been important to the areas of psychology, psychoanalysis, linguistics, and education. Some researchers in constructivist perspectives of science education also have interests in the structure of science concepts expressed by science terminologies. The purpose of this paper was to investigate the test environment factors influencing the word association test as a method to identify students' semantic structures for science terminologies. We set up four variables that are possibly considered in recognizing a word as having scientific meaning. The four variables include: noticing whether stimulus words are science terminologies or not, presenting science terminologies and everyday words alternately, whether presider is science teacher or not, and whether students have learned the concepts or not. In comparing the test results of the experimental group and the control group, we have checked whether each variable influences the test result or not. Stimulus words included nine science terminologies containing both ordinary and scientific meanings, and subjects included 282 middle school students. The degree of recognizing science terminology as having scientific meaning was found to increase only when stimulus words were noticed as science terminologies. In the case of the remaining variables, there was no difference between the control group and the experimental group.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.795-806
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• 2014

The purpose of this study is to develop an intervention program for improvement of elementary science-poor students' Basic Science Process Skill (BSPS) and to validate the intervention program's effectiveness using eye-tracker. The participants of this study were 35 elementary science-poor students. This study's method was the analysis of real-time eye movements during basic science process skill problem solving. SMI's 120 Hz iView XTM RED was used to collect EMD (eye movement data). Experiment 3.4 and BeGaze 3.4 programs were used to design experiment and to analyze EMD. The results of this study are as follows. First, we developed an intervention program including BSPS instructional strategy, behavior of teachers & student according instructional strategy stage, teachinglearning plan and learning note. Second, science poor students' BSPS ability has improved statistically significantly through the application of intervention program and BSPS problem-solving time decreased statistically significantly. Third, AFT (average fixation time) of BSPS Question and keyword area decreased statistically significantly. Fourth, APD (average pupil diameter) of BSPS problem-solving process expanded statistically significantly. Fifth, AST (average saccade time) of BSPS problem-solving process increased statistically significantly. Sixth, AFET (average fixation entry time) of BSPS problem-clue area was accelerated statistically significantly, AFT of BSPS problem-clue area reduced statistically significantly.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.359-374
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• 2020

This study is a complex type consisting of survey study and self-study. The former investigated elementary teachers' epistemological beliefs on convergence knowledge and teaching. As a representative of the result of survey study I, as a teacher as well as a researcher, was the participant of the self-study, which investigated my epistemological belief on convergence knowledge and teaching and my execution of convergent science teaching based on family resemblance of mathematics, science, and physical education. A set of open-ended written questionnaires was administered to 28 elementary teachers. Participating teachers considered convergent teaching as discipline-using or multi-disciplinary teaching. They also have epistemological beliefs in which they conceived convergence knowledge as aggregation of diverse disciplinary knowledge and students could get it through their own problem solving processes. As a teacher and researcher I have similar epistemological belief as the other teachers. During the self-study, I tried to apply convergence knowledge system based on the family resemblance analysis among math, science, and PE to my teaching. Inter-disciplinary approach to convergence teaching was not easy for me to conduct. Mathematical units, ratio and rate were linked to science concept of velocity so that it was effective to converge two disciplines. Moreover PE offered specific context where the concepts of math and science were connected convergently so that PE facilitated inter-disciplinary convergent teaching. The gaps between my epistemological belief and inter-disciplinary convergence knowledge based on family resemblance and the cases of how to bridge the gap by my experience were discussed.

• Journal of the Institute of Electronics Engineers of Korea SC
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• v.46 no.2
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• pp.15-21
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• 2009

Hearing loss is one of the most common birth defects among infants. Most of hearing-impaired children are not diagnosed until 1 to 3 years of age - which is too late for the critical period (6 month) for normal speech and language development. If a hearing impairment is identified and treated in its early stage, child's speech and language skills could be comparable to his or her normal-hearing peers. For these reasons, hearing screening at birth and throughout childhood is extremely important. ABR (Auditory brain-stem response) is nowadays one of the most reliable diagnostic tools in the early detection of hearing impairment. In this study, we have developed the system that automatically detects if there is hearing impairment or not for infants or children. For future studies, it will be developed as a portable system to be able to take a measurement not only in sound proof room but also in nursery for neonates.