• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.95-112
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• 2003

The purpose of this study is to look into Various educational supports for the gifted students in science to decide proper career planning through Research of Career Consciousness of the Gifted Students in Science. The subject of this study is new students entered into KAIST from the year of 1996 to 2003. They are approximately 500 students yearly and 3,613 totally and more than 90% of students have answered. The Questions are largely 3 items. One is 5 Q's of entering universities, second is 2 Q's of life plans in the university and the last is 2 Q's of career plans after graduation. As a result, the gifted students in science tend to find out and develop their interest and aptitude early and decide their future much earlier than other students. Nevertheless the gifted students in science worry about their future a lot as well. However they ask their problems to friends, seniors, and parents rather than teachers, professional consultants in general it could say no sufficient systematic guidance and consulting available for them. So it does require that some subjects such as guidance for career planning should be included in university curriculum and furthermore not only schooling but also the systematic structure of persistent consulting about gifted student's general life should be planned as well.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.5 no.4
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• pp.69-94
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• 2010

With the liberalization of distribution services industry since 1996 as well as changes in customers' appetite to spend and consumer behaviors, new forms of distribution services have mushroomed such as superstores and SSM(Super Supermarket), online shopping, TV shopping channels. On the contrary, traditional markets have sunk into a swamp of stagnation. As this stage of stagnation of markets negatively affects tradespeople's employment, livings, and local economy, the Korean government has conducted policies to support improvement of market facilities and management since 2004. However, the government has separated facility improvement from management improvement. As of June 2008, there are 1,550 traditional markets in Korea and among these there are 388 public markets which local governments have established and managed. Public markets have possibilities to be developed as successful models of market revitalization since they can get all-expenses-paid supports for facility improvement, control of merchandise assortment, educational program for merchants. Such successful (strategic hub) markets could become the benchmark for other neighboring markets and tradespeople which could lead other successful cases. In order to produce such effects, the market should have optimized facilities, merchandise and services, co-marketing strategies with nearby markets, group purchase strategies. The hub market could play a critical role in distribution of local goods and developing high value products.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.147-156
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• 2017

This research aimed at suggesting the implication of Korean unification education based on German unification education, which country achieved unification from the divided country as Korea. Germany named unification education as the political education. German political education includes democratic citizen education, peace education, and solidarity education between the peoples. Also, besides school unification education, civic organization and parties treat political education. German political education is conducted by being shared with role by main government and several organizations, when the federal government level suggests a big frame. Also, political education with proper content could be conducted suitable for the characteristic of main area and the color of the party and civic organizations. Of course, federal government supports administrative financial support enough on this. In such situation, German people have naturally accepted and developed political education without distance. This situation has lots of implication on Korea. First, systematic system of unification education. In Korea, unification education is conducted mainly by Ministry of Unification and Education Center for Unification. However, in order to naturally approach the people, systematic system synthesizing civic organization, local government, religious organization, and educational local government should be established. Second, 'integration within acknowledgement of diversity'. In Korea, also, diversity should be acknowledged by being suggested by the country with the big frame, and the detailed parts by various institutions and civic organizations as Germany. Third, conversion to integrated education of unification education. Germany is conducting comprehensive education naming unification education as the political education. We also should prepare for coming unification in the near future by complementing the content by converting the mere unification education to comprehensive and integrated education.

• 대한공업교육학회지
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• v.39 no.2
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• pp.37-57
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• 2014

This study investigated perception of first-year college students who recently experienced technology education in their secondary education for describing contemporary technology classrooms. To accomplish this goal, survey and in-depth interview on their technology classrooms were employed. Participants in this study were 427 first-year college students who began their college life in 2013 and consisted of 224 students enrolled in 10 departments of educational major and 203 students who enrolled in 9 departments of other colleges. The instrument of this study consisted of preference toward technology classrooms and teachers, experience in the secondary technology classrooms, perception toward technology teachers, and suggestions for technology classrooms with five point Likert scales and open-ended questionnaires. And individual in-depth interviews with 22 volunteers who answered the instrument and consented the interview process were conducted. Based on the collected data, statistical and theme analyses were performed and the key findings were as follows. First-year students' experiences for technology classrooms were described with the theme of 'learning contents or activities'(54.4%). And the negative perception toward technology classrooms(29.1%) was larger than he positive perception(16.5%). The perception toward technology classrooms was also presented with two themes of teaching methods and subject interest. The perception toward technology teachers presented a medium level preference with several themes of teachers' teaching methods, teachers' personality, and subject interest. Lecture style method(60.48%) was largely used in the participants' technology classrooms and problem solving or collaborative methods was not frequent(19.31%). The participants indicated a need for improving teaching methods in technology education and suggested sufficient administration and curriculum supports and transitions of the learning contents. Further studies investigating the diverse public's perception toward technology and technology classrooms could be recommended.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.339-347
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• 2007

Along with developments of information and communication technologies, internet has spread not only all over the society, but also our everyday life deeply. Recently, requirements for e-learning using internet in the educational aspect have a great influence on the changes of school educations. Cyber Home Learning System, in particular, has been implemented throughout the nation for the purpose of reducing private expenditure for education and promoting substantial improvements in quality of public education. However, there have been exposed many problems with respect to quality of operations and managements of the system comparing to its quantitative growth, and so, at this point in time, researcher conducted analysis of actuality of perceptions of both elementary and middle school teachers with a focus on the case of S System in K province. To test this, total 278 participants were sampled from the elementary schools (139 teachers) and the middle schools (139 teachers) located in K province and were asked to complete a survey and the results therefrom were analyzed accordingly. Results from the analyses revealed that elementary school teachers responded more positively than other respondents in the most areas, including supply of a variety of learning contents of S System, quality of contents, and providing for helps insomuch as to complement school works, etcetera. In addition, researcher has found out that, to make the system become all the more efficient, it shall be required to establish a strategy in order to induce students' interest in the system, as well as to construct infrastructure for facilitating the use of computer. And that there are also needs for continuous supports from both the school and the education authority concerned, and for method of flexible operation of curriculum.

• Journal of The Korean Association of Information Education
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• v.20 no.4
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• pp.387-400
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• 2016

In preparation for the adoption of software(SW) education in Korea by 2018, this study examined Korean teachers' perceptions and attitudes toward SW education and their relationship with teacher characteristics. By using the Stages of Concern Questionnaire, we conducted a survey of 92 teachers who participated in an introductory level of SW teacher training. The findings indicated that 1) the teachers' profile follows the typical nonuser pattern focusing on more self-concern, with the strongest intensity at Stage 0-Unconcerned and 1-Informational concern and the lowest at Stage 4-Consequence. However, teachers' stages of concern differed from the teachers' characteristics. Male teachers exhibited more concerns at Stage 4-Consequences, Stage 5-Collaboration, and Stage 6-Refocusing than female teachers. In addition, the teachers with higher SW proficiency, SW training experiences, and longer SW teaching experience showed higher intensity at Stage 4, 5, and 6 than their counterparts. The study suggests that the implementation of SW education would be effective and facilitated when teachers receive on-going and appropriate interventions and educational supports based on their individual concerns.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• School Mathematics
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• v.7 no.2
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• pp.103-121
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• 2005

This article compares and analyzes mathematics textbooks of North Korea, South Korea, China and Japan and draws meaningful ways for introducing the division algorithm of fractions. The analysis is based on the five contexts: 'measurement division', 'determination of a unit rate', 'reduction of the quantities in the same measure', 'division as the inverse of multiplication or Cartesian product', 'analogy with multiplication algorithm of fractions'. The main focus of the analysis is what context is used to introduce the algorithm and how much it can appeal to students. This analysis supports that there is a few differences of introducing methods the division algorithm of fractions among those countries and more meaningful way can be considered than ours. It finally suggests that we teach the algorithm in a way which can have students easily see the reason of multiplying the reciprocal of a divisor when they divide with fractions. For this, we need to teach the meaning of a reciprocal of fraction and consider to use the context of determination of a unit rate.

• Journal of Digital Convergence
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• v.15 no.5
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• pp.37-48
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• 2017

Recently, the importance of software education is growing because computational thinking of software education is recognized as a key means of future economic development. Also human resources who will lead the 4th industrial revolution need convergence and creativity, computational thinking based on critical thinking, communication, and collaborative learning is known to be effective in creativity education. Software education is also a time needed to reflect social issues such as collaboration with developers sharing interests and open source development methods. Github is a leading social coding site that facilitates collaborative work among developers and supports community activities in open software development. In this study, we apply operational cases of basic learning of social coding sites, learning for storage server with sources and outputs of lectures, and open collaborative learning by using Github. And we propose educational model consisted of four stages: Introduction to Github, Using Repository, Applying Social Coding, Making personal portfolio and Assessment. The proposal of this paper is very effective for software education by attracting interest and leading to pride in the student.

• Journal of Engineering Education Research
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• v.18 no.1
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• pp.3-10
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• 2015

The purpose of the study was to investigate the policy implication and a usage model for aging workforces of research and development field in the era of working age population decline and the introduction of the retirement age legislation. In spite the importance of the use for aging workforces of R&D, previous studies have not been taken in terms of R&D workforces. In addition, the activated policies and services was implemented for the aged and retired people. Therefore, we suggested the usage model in four folds: 1) internal employment model, which is to hire and employ pre-retired active workforces by their retirement age, 2) internal and external linkage model, which is to make them to depart from their previous workplaces and move them to new workplaces where they can apply their knowledge and skills, 3) extending retirement age model, which is to expand their age limit and provide their job opportunities after they left their work, and 4) ouplacement model, which is to provide them with employment information and service as well as operate the educational programs before they leave the workpalce. Finally, we suggested the update of legislation and law for old workers, government supports for retiring workforces, and the conversation and compromise between R&D workforces and managers of workplaces.