• Journal of Information Management
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• v.43 no.4
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• pp.143-167
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• 2012

In this study, survey analysis was conducted to determine the demands of science & technology information service by the groups of users. The questionnaire was composed of the need for 20 services in the science & technology information, the need for personal information to people-to-people exchanges, and information that can be shared with others. KOSEN users 1,013 people participated in the survey, and the analysis of variance was conducted depending on institution, profession, final degree and the age of the respondents. Results of frequency analysis, there were in high demands for trend analysis, papers, research reports, patents, knowledge queries, project announcements, jobs, experimental methods, information society and study abroad/Post-doc information, and all services except mentoring, community and blog were appeared to have the significant differences depending on the groups of users. Also the personal information deemed to be necessary for interaction with others was resulted in specialization, thesis/research performances, career, organization, jobs, final degree and education in order, there were partially difference depending on the user's groups. In addition, 97% of respondents had their own scientific and technical information to be shared with other people in order of papers, presentations (ppt), reports, experimental methods and the images. The results of this study can be used as useful information for scientists and engineers to develop a user-centered personalized services and are expected to be helpful to set the direction of science information services in the future.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.139-151
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• 2016

The purposes of this study were to develop the student activity-centered science textbook model in high school and explore the field application possibility. For development of student activity-centered science textbook model, we conducted a literature survey about foreign science textbook and science curriculum and we developed the textbook development framework based on 7E learning model. Based on framework, we developed student activity-centered science textbook model about achievement standards 'systems and interaction - earth systems'. A development model is the total amount of five class periods and the various objectives were reflected in pursuit systems thinking & STEAM. 1~4 class periods, learning content composed of student activity-centered exploration activities that organically associated to make final products. Fifth class period was presented to explore job and career. A development model was applied to high school class for one time study. Applying the result of field study, students were responded positively in interested about science class, textbook contents, made final product. Through this study, if science textbook was made on the basis of the revised student activity-centered science textbook model, students were lead to positive change in science class.

• Archives of design research
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• v.17 no.1
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• pp.309-318
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• 2004

As the mobile market has been expanded and segmented, a mobile market for kids could be possibly appeared sooner or later. Then, it is necessary to develop a new contents for the new media - a mobile game hardware for kids. These days, kids are most interested in computer games, and they do not have enough time to play with peers. Therefore, in this paper, edutainment game contents based on the wireless internet, are developed. The game could supply kids' learning, fun and especially, peer interaction. In order to develop a game contents through user centered design process, the state of art in mobile hardware and contents was examined, a secondary research and interviews and survey was conducted to understand users. Then, when ideas for game contents has suggested, behavior prototype test was done to verify and modify contents. The suggested game contents in this study, is a occupation simulation game, in which kids simulate their own future career and learn related knowledge in a unintentional way. The result of the study suggests the new direction of edutainment game contents and platform. Also, this study shows the representation of user-centered contents developing process for kids, which could be helpful for the following studies.

• Journal of Science Education
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• v.43 no.2
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• pp.239-257
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• 2019

This study attempts to understand the context of shared learning in the trading zone formed by teachers from different backgrounds and the process in which this shared learning varies in the educational context, focusing on the case of 'Woodwork Science Education Study Group.' To do this, data was collected through in-depth interviews with eight teachers who participated in the 'Woodworking Science Education Research Group' and analyzed their responses based on grounded theory. As a result, the causal conditions of the teachers' research group were 'various contexts of entering the trading zone' and the central phenomenon was 'encounter with learning in the trading zone.' Contextual conditions affecting this phenomenon were 'woodwork as a boundary object and individual transfiguration experience,' and action/interaction strategy was 'various efforts and influences in the field.' The intervention condition was 'practical effort and experience in educational field.' Final result in this model is 'the new practice of learning shared in the trading zone.' In selective coating, it was found that the practice of the teacher's research group appears as four types of' 'Extracurricular creative experience type,' 'career education type,' 'curricula education type,' and 'school management type.' The results of this study suggest that the shared learning and antonymous practice among teachers in the teachers' research group as trading zone do not only meet their learning needs but also lead to various teaching practices in the individual teachers' context of education and improve the diversity and quality of education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.467-473
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• 2019

The purpose of this study is to present the scale of the overall influence by way of investigating how much any sub - elements of middle school teachers' distributed leadership influences any sub - elements of teacher efficacy and teaching commitment. First, there was no statistically significant difference in perceived level on distributed leadership according to the background variables of middle school teachers, but on average, it was shown to be high in female teachers, common teachers, over 21-year-career teachers and private school teachers. Second, there was a statistically positive correlation between distributed leadership and teacher efficacy or teaching commitment. Teacher efficacy showed a higher positive correlation than teaching commitment. Third, the study statistically showed that distributed leadership overall has influence on teacher efficacy and teaching commitment(41%). In conclusion, the study revealed a meaningful positive correlation between sub - elements of distributed leadership and sub - elements of teacher efficacy or teaching commitment, specially self-regulating efficacy, confidence of sub-elements of teacher efficacy, and school love of sub - elements of teaching commitment were positively explained according to the sub - elements of middle school teachers' distributed leadership. The explanatory power of the sub-elements of the distributed leadership on the teacher efficacy and the teaching commitment was 27% in the school situation, 28% in the leadership of the school principal, 28% in the leadership of the teacher, and 28% in the teacher interaction.

• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.516-534
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• 2022

The purpose of this study is to explore the growth and development process of peer counselors in the field of disability. The field experiences of 19 peer counselors with disabilities and peer counselors who parents of children with disabilities were analyzed using the grounded theory method. As a result, first, central phenomenon were 'assuming the role of a peer counselor' and 'motor of role performance'. Intervening conditions were 'the perception that counseling is difficult', 'self-consciousness deriving from the lack of competency' and 'the status of insufficient peer counseling'. Action/interaction strategies were 'strengthening inner capacities' and 'promoting external activities'. Consequences were 'change and growth as a peer counselor', 'an expansion of activities other than peer counseling', and 'propose development tasks for peer counseling'. Second, their growth and development process was confirmed in four stages: 'the stage of introductory counseling education beyond disability', 'the stage of growth through change', 'the stage of career exploration through Competency Enhancement', and 'the stage of entry through role challenge'. Third, main theme was 'growth and development as a peer counselor is based on capacity building'.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.357-370
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• 2022

In this paper, we developed an augmented reality learning tool suitable for chemical bond learning and proposed a process-oriented guided inquiry learning using mobile augmented reality (POGIL-MAR) to find out how it affects science achievement, science learning motivation and learning flow. Participants were 139 10^th-grade students from a coeducational high school in Gyeonggi-do, and they were randomly assigned to the control group (TL), the treatment group 1 (POGIL), and the treatment group 2 (POGIL-MAR). They learned the concept of the chemical bond from the Integrated Science subject for four class periods. Results of two-way ANCOVA revealed that the POGIL-MAR group scored significantly higher than the other groups in a science achievement test, science learning motivation test, and learning flow test, regardless of their prior science achievement. In addition, in the case of the low-level group, the POGIL-MAR group showed a statistically significant improvement in achievement compared to the TL and POGIL groups. The MANCOVA analysis for sub-factors of science learning motivation show that the POGIL-MAR group had significantly higher scores in intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. In particular, the interaction effect between the teaching and learning method and the level of prior achievement was significant in the intrinsic motivation. Meanwhile, the MANCOVA analysis for sub-factors of learning flow show that the POGIL-MAR group had significantly higher scores in clear goals, unambiguous feedback, action-awareness merging, sense of control, and autotelic experience. Based on the results, educational implications for effective teaching and learning strategy using mobile augmented reality are discussed.

• The Korean Journal of Coaching Psychology
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• v.5 no.1
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• pp.67-83
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• 2021

The purpose of this research is verifying the effects born by reading-based learning coaching programs on Korean language performance and the psychological variables of middle school students. A reading-based learning coaching program applied alongside a coaching model was developed and presented to first grade middle school students living in a local county-level city. The psychological variables were measured three times: prior to the program, immediately following the end of the program, and one month after the end of the program. Korean language performance was only measured twice: prior to the program and following the end of the program. Results revealed that compared to the control group, the experiment exhibited showed significant improvement in the scores of learning efficacy and self-regulation efficacy after the program. As well, these changes lasted for up to one month after the program. The future time perspective didn't show any significant interaction effects between time and group. The experimental group's performance in terms of Korean language was also significantly improved after completing the program. Based on these results, implications and limitations are discussed.

• Korean small business review
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• v.41 no.4
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• pp.65-86
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• 2019

This study empirically analyzed how the elements of entrepreneurship and the fear of entrepreneurial failure influence entrepreneurial intention with each other in a situation that encourages startups. In particular, the moderating effect of fear of entrepreneurial failure was verified by dividing the fear of entrepreneurial failure into three sub-variables: fear of financial loss, fear of psychological loss, and fear of career loss. As a result, it was found that proactiveness and risk-taking had a positive effect on entrepreneurial intention, but innovativeness did not. Fear of entrepreneurial failure(all of sub-variables) was found to have no significantly moderating effect on the relationship between entrepreneurship and entrepreneurial intention. Therefore it seemed to have a negative effect as a independent variable. However, considering the regression coefficient(β) is positive or negative depending on the interaction terms of the sub-variables of fear of entrepreneurial failure and the entrepreneurship, it could be inferred that the moderating effect could be positive or negative. Based on this research results, a sophisticated entrepreneurship education program to inspire entrepreneurship and lower the fear of failure is needed in order to promote startups. And at the same time, a social safety net construction plan to reduce the fear of entrepreneurial failure needs to be prepared.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.751-769
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• 2013

This study aims to compare the difference between the recognition of professionalism and teaching efficacy of the gifted education teacher by majoring in education for the gifted from the graduate school. The subjects were 44 graduate students in gifted education major and 56 gifted education teachers of elementary school who did not major in the education for the gifted. The results were as follows. First, the education for the gifted children majors showed higher statistical significance in the subject knowledge, the instructional strategies, the understanding gifted student, personal efficacy and outcome expectancy than the teacher who did not major in the education for the gifted children (p<.05). Second, in the results of Two-Way ANOVA by the major status in education for the gifted children and the gender, there was the interaction effects in the subject knowledge, the understanding gifted student, personal efficacy, and the females were influenced by the recognition of professionalism and teaching efficacy by the major status in education for the gifted children more than males. In the results of analysis on the major status in education for the gifted children and career for gifted education, the instructional strategies and personal efficacy showed the significant interaction effect (p<.05). Third, in the results of analysis on the relations between the recognition of professionalism and the teaching efficacy, all subordinate scopes of the recognition of professionalism and teaching efficacy showed the significant positive correlation (p<.05). In the results of the multiple regression analysis, the subject knowledge and the instructional strategies have effects on the personal efficacy. So the majoring in education for the gifted children from the graduate school may have significant effects on development of the subject knowledge and the professionality of the instructional strategies of the gifted education teacher, further, it can be said that has positive effect on teaching efficacy.