• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.387-403
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• 2021

The purpose of this study is to design a community-based career education app for college students. Currently, career education in universities has various problems. First, career education is not systemized, second, satisfaction of participating students is not high, and third, competency-based career education is not conducted. Designing a community-based career education app for college students will solve the problem of lack of college career education instructors and increase the satisfaction of students participating in career education. To this end, core values were derived through the results of demand surveys, literature analysis, and network text analysis for college students, and a prototype of the app was devised according to the design of the rapid prototype. The career education program to be used in the app was designed by dividing online and offline activities so that university students can execute them in units of learning communities. Through the first and second usability evaluation and expert evaluation, the final prototype was designed and the app screen was designed.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.297-310
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• 2021

This study explores the characteristics of within-school and across-school science teacher professional learning communities (hereafter, PLC) qualitatively. In-depth focus group interviews were conducted with science teachers belonging to seven PLCs within the science core school and three PLCs across schools. Interview questions include identity and motivation, major activities, and outcomes of PLC, as well as shortcomings and support plans for PLC. The results include both within-school and across-school science teacher PLCs formed for professional development related to science teaching and learning. Both science PLCs participated in the study showed the characteristics of a 'practice community' that developed a cooperative relationship through reciprocal participation, focusing on shared issues among members. Regarding issues, within-school PLCs focused on microscopic problems such as curriculum reconstruction of subject-matter, while across-school PLCs focused on macro problems such as teacher professional development. Regarding activities and roles as PLC, within-school and across-school science PLCs shared such features as collaborative professional development, and interpersonal education such as mentoring for novice teachers. In terms of PLC's influence and outcomes, science teacher PLCs has a positive effect not only on the teachers themselves, but also on the students and the teacher culture in the school. In addition, science teacher PLCs need improvement of the physical conditions for community operation, and software support such as protocol provision for PLC operation and joint research or re-education with universities. In particular, joint research between universities and science teacher PLCs shows the future orientation of the PLC as an 'inquiry community'. Based on the results, the necessity of active support for science PLC, the necessity of developing a cooperative system between science teacher PLC and universities, and ways to spread the PLC of science core schools to that of general schools were proposed.

• Journal of the Korea Convergence Society
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• v.11 no.5
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• pp.299-307
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• 2020

The purpose of this study was to explore what chiefs of tong/ri' experiences in suicide prevention activities are and what their changes are. The study participants are three chiefs of tong/ri who have participated in suicide prevention activities for more than two years in the community. In order to gain a deeper understanding of their respective experiences, used a qualitative method of narrative study. Chiefs of tong/ri' experiences experience in participating in suicide prevention activities consisted of start, experience, change and growth. The meaning is as follows. They did a "light start" with the idea that they could do it easily in their original activities. "Escape from the burden" of learning and maintaining each of own ways in the difficult problem of suicide prevention, "Responsibility as a chief" was the driving force behind suicide prevention activities. They were able to find "change of their own" because of the activity naturally.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.119-140
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• 2009

This paper examined its possibility and made its new definition by finding relevant bases in order to make a close inquiry into its Identity and direction at this point when cyber-based gifted education academy is established and operated again by its necessity And 4 models which can be used in special education for the gifted were developed making a link with special education for the gifted by collecting and re-classifying cyber educational methods developed by basic research as priority of the educational method which is considered to be the most urgent issue in practical cyber learning. It is a project-type cooperation education model, an information collection-type research education model, a community-type discussion education model, and a problem focus-type e-PBL education model. To apply developed leaching-learning models to reality, students at gifted education academy in Gyeonggi Cyber Gifted Province were imputed models in different ways respectively for 4 months. As a result of analysis and statistical data of activity level and satisfaction level of students who participated in learning activity, it appeared that high level of satisfaction and active activity level were induced compared to the previous method based on tasks. It is expected that this paper will provide the bases when each cyber-based gifted education academy plans operation plan later on, and it will provide proper methods when cyber guidance teachers plan class activities.

• Journal of the Korea Convergence Society
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• v.13 no.2
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• pp.215-222
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• 2022

The purpose of this study was to analyze effects of blended learning on abilities to use smart-phone and applications among students with intellectual disabilities. To do this, 30 students with intellectual disabilities who were enrolled in special school and special classroom in Jellanam-do and Gwanju metropolitan city were selected for this study, and were placed experimental and control groups of 15 students. The experimental group was provided with blended learning in which direct instruction, anchored instruction, experience activities, and community-based instruction were combined, and the control group was provided with traditional teacher-centered lecture style intervention. Pre-, post-, and maintenance evaluations were conducted two weeks after intervention. The collected data was analyzed the repeated two-way ANOVA. In the result of study, the experimental group improved on abilities to use smart-phone and applications than control group. Blended learning is a teaching method that can be a usefully used when educating how to use smart-phone and applications to students with intellectual disabilities.

• The Journal of Sustainable Design and Educational Environment Research
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• v.21 no.1
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• pp.24-39
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• 2022

This study was conducted to provide implications so that teachers' voices are heard in the social consensus for future schools by exploring teachers' needs for future school spaces. A qualitative study was performed to listen to teachers' voices directly, and 10 teachers from "A" Elementary School (tentative name) participated in the study. The study 1) recognized the emergence of learning that transcends time and space, and emphasized the importance of an ICT-based informatization environment that can support such learning, 2) confirmed the characteristics of futuristic school spaces centered on "tradition" and "technology," 3) recognized the importance of learning community spaces, 4) emphasized "variable" classrooms for flexible teaching and learning activities, and 5) confirmed the need to introduce eco-friendly elements and provide support for those who may be vulnerable in high-tech learning environments. Finally, the study concluded that teachers need systematic education and experiences that contain sufficient important discourses related to future schools such as "eco-friendliness" and "connection with local communities".

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.1-10
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• 2024

The purpose of this study is to explore the direction of elderly education in the age of science and technology. The research contents to achieve the research purpose are, first, to examine the current status of elderly education, and second, to suggest the direction of elderly education in the age of science and technology. Due to the current status of education for the elderly, education for the elderly continues to change and develop, and various programs and activities are provided to help the elderly enjoy a richer retirement life. According to the survey report on the elderly, 11.9% of all elderly people participate in learning activities. Senior welfare centers accounted for the largest number of institutions conducting learning activities for elderly education learning activities participants at 35.5%. First, in the direction of elderly education in the age of science and technology, education on the use of digital technology and information is necessary in the composition of elderly education contents. Second, in the case of elderly education methods, customized elderly education methods are needed. Third, in the case of operating elderly education institutions, specialized education centers for elderly education must be further strengthened and supported. The international community is already forming a consensus that the establishment of new social systems and financial investment due to the increase in the elderly population should be considered a new growth engine rather than a social crisis. Although there is a burden on the social security sector due to the increase in the elderly population, there is a shift in the direction of recognizing the potential capabilities and experiences of the elderly and returning them to social resources. Elderly education in the age of science and technology needs to change to a direction that can build a healthy and progressive society in the future.

• The Journal of Korean Society for School & Community Health Education
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• v.13 no.2
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• pp.17-27
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• 2012

Objectives: The purpose of this study was an attempt to improve the major satisfaction to verify the correlation of major satisfaction according to social support types of health administration major students. Methods: The subjects were 380 students with major in the Dept. of public health administration from 2 universities and 2 colleges located in Incheon city, Gyeonggi province, and Chungcheognam province. Data were collected from June 2 to 20, 2008 using structured questionnaires. Results: The study question are following : Social support type was sorted into three groups. Types of social support were classified high-support type, low-professor type, low-support type. Major satisfaction was the highest in the high-support type. The correlation between social support type and major satisfaction was the sequence correlation, low-professor type and low-support type were the reverse correlation. Conclusions: In conclusion, Students can improve of major satisfaction through study group activities, systemic learning and career counseling. Professors and students are improve solidarity through open communication methods.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.213-215
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• 2012

입시위주의 주입식교육에 적응되어있는 대학생들의 기초학력 저하는 대학의 정상적인 교육과정 운영에 심각한 문제를 초래하고 있다. 또한 기초학습 능력의 부족은 학교생활 부적응을 초래하기 때문에 생각보다 심각한 상황이 아닐 수 없다. 자기 스스로 학습 수준을 파악하고 계획적인 학습 습관을 정립 할 수 있는 학생주도형 학습공동체 활동은 교과에 대한 이해와 관심을 끌어올리고 동시에 학습의욕을 향상 시킬 수 있다. 많은 대학이 학생주도형 학습공동체 활동으로 튜터링을 운영하고 있으나 운영방법상의 문제점으로 많은 효과를 보지 못하고 있는 실정이다. 본 연구에서는 학생주도형 학습공동체 활동 시스템의 문제점의 하나인 활동보고서의 서면 제출을 안드로이드 기반으로 하여 간단하게 제출 할 수 있는 시스템을 연구하였다. 안드로이드 기반 학생주도형 학습공동체 활동 관리 시스템은 튜터의 제출보고서 작성 부담을 줄여주고, 운영기관에서는 효율적으로 관리 할 수 있는 시스템이다.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.431-440
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• 2018

The purpose of this study is to investigate the characteristics of the K Teachers' Community, which brought about changes in the perception of SSI education by teachers with experience in SSI, and to explore its relevance to the development of SSI professions. This is a case study that describes in depth the characteristics of the K teachers' community. The study conducted semi-structured as well as in-depth interviews with six teachers who have more experience in SSI education activities for over 20 years. The K teachers' community has three characteristics. First, the K teachers' community formed identity by discussing the nature of science and technology, which allowed teachers to share a common orientation toward the goals of science education. Second, the teachers who participated in the K teachers' community formed professionalism and confidence in SSI teaching in the course of producing, sharing, and spreading SSI through its various practices. Third, the K teachers' community is continuously growing by opening themselves to external communities and co-evolution through solidarity. The success of K Teachers' Community may inform other teachers how the community of teaching practices can develop and maintain, and in turn can help the members of the community develop their professional identity as teachers.