• 한국초등과학교육학회지:초등과학교육
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• 제21권2호
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• pp.143-157
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• 2002

The aims of this study are to develop web-based learning materials for science and environmental education of elementary school. The effect of environmental education was divided into eight to measure: the awareness of using web as environmental material, the ability to use web as environmental material. the awareness of environmental problems, the satisfaction for environmental education using web, the awareness of preserving local environment, self-leading ability to learn environment, the effect of using environment homepage, and the internalization of environmental awareness. This study obtained the following results; First, as a result of post-test, the average of the test group of web-based learning was 1.29 points higher than the control group having traditional learning in the awareness of using web as environmental material, showing a statistically significant difference. Second, as a result of post-test, the average of the test group of web-based learning was 2.80 points higher than the control group in the ability to use web as environmental material, showing a statistically significant difference. Third, as a result of post-test, the average of the test group of web-based learning was 1.10 points higher than the control group in the awareness of environmental problems, showing a statistically significant difference. Fourth, as a result of post-test, the average of the test group of web-based teaming was 0.89 points higher than the control group in the satisfaction for environmental education using web, showing a statistically significant difference. Fifth, as a result of post-test, the average of the test group of web-based learning was 1.70 points higher than the control group in the self-leading ability to learn environment, showing a statistically significant difference. Sixth, as a result of post-test, the average of the test group of web-based learning was 1.21 points higher than the control group in the effect of using environment homepage, showing a statistically significant difference. Finally, as a result of post-test, the average of the test group of web-based learning was 1.39 points higher than the control group in the internalization of environmental awareness, showing a statistically significant difference. Based on these results, it is assumed that the teaching method which applied web-based teaming to science and environmental education in elementary school is a effective strategy for elementary science and on environmental education.

• Safety and Health at Work
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• 제5권3호
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• pp.165-167
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• 2014

The Dutch construction industry has introduced a compulsory preemployment medical examination (PE-ME). Best-evidence contents related to specific job demands are, however, lacking and need to be gathered. After the identification of job demands and health problems in the construction industry (systematic literature search and expert meeting), specific job demands and related requirements were defined and instruments proposed. Finally, a work ability assessment was linked to the instruments' outcomes, resulting in the modular character of the developed PE-ME. Twenty-two specific job demands for all Dutch construction jobs were identified, including kneeling/squatting, working under time pressure, and exposure to hazardous substances. The next step was proposing self-report questions, screening questionnaires, clinical tests, and/or performance-based tests, leading to a work ability judgment. "Lifting/carrying" is described as an example. The new modular PE-ME enables a job-specific assessment of work ability to be made for more than 100 jobs in the Dutch construction industry.

• 벤처창업연구
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• 제17권1호
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• pp.13-28
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• 2022

2011년 이후, 정부의 창업지원 사업 규모가 급속히 커지며 이를 전담하는 창업지원 매니저의 규모 또한 증가하며 이들에 대한 역할과 역량의 중요성이 커지고 있지만, 창업지원 매니저들에 대한 역할과 역량에 대한 구체적인 개념이나 창업지원 매니저의 요구역량과 보유역량 간의 간극이 커지며 자기효능감이 감소하고 이것이 창업지원단의 몰입도와 업무성과에 부정적인 영향으로 이어지는 문제가 대두되고 있다. 본 연구는 창업지원 매니저의 정의와 창업기업의 성공적인 사업수행을 돕기 위해 요구되는 핵심역량에 따라 매니저가 조직에 몰입할 수 있는 정도와 업무성과에 미치는 영향에 대해 실증분석하는 것에 초점 두며, 이를 통해, 창업지원 매니저의 역량 강화 방안을 제시하여 이들의 자기효능감을 배가하여 창업지원단 업무에 몰입하고 성과를 높이기 위한 정책시사점 도출과 이를 통해 향후 창업지원 매니저 관련 연구에 유용하게 사용될 수 있는 기초자료를 제공을 목적으로 하고 있다. 이를 위해 본연구는 크게 네 가지의 연구를 수행하였고 각각의 연구 결과를 도출하였다. 첫째, 관련 법률적 근거를 가지고 창업지원 매니저에 대한 개념을 제시하였다. 둘째, 창업지원 사업 운영에 있어 창업기업의 성공적인 육성을 위해 매니저에게 요구되는 핵심역량이 무엇인지 도출하였다. 셋째, 창업지원 매니저의 핵심역량에 대한 요인들을 나열하고, 창업보육 매니저들과의 비교를 통해 창업지원 매니저의 역량 차이점을 분석하였다. 넷째, 실증분석을 통해 정부 지원사업의 현실에 따른 창업지원 매니저의 고용 형태, 근무 환경 및 상황 등 창업지원단 조직몰입도와 업무성과 등을 자기효능감을 통해 어떠한 영향을 보여주는지 분석하였다. 본 연구를 통해 창업지원 매니저의 차별적 필요역량은 창업자 발굴역량, 프로젝트 관리역량, 검증·보강역량, 투자유치 컨설팅역량으로 정의하였다. 실증분석 결과 창업지원 매니저역량은 업무성과와 창업지원단 몰입도, 자기효능감에 긍정적인 영향을 미쳤으며, 자기효능감은 창업지원 매니저의 역량과 업무성과, 창업지원단 몰입도 사이에서 매개효과를 나타내는 결과를 얻었다. 기초적인 업무 지식부터 전문적인 지식 습득을 위한 단계적, 맞춤식, 집중 교육 훈련, 창업자들의 빠른 성장을 위한 액셀러레이터 역량 강화 교육 등 이 뒷받침 되어야 하는 점을 시사점으로 제시하고 있다. 이러한 역량 강화 교육 훈련이 이뤄진다면 창업지원 매니저들의 자기효능감은 높아질 것이고 자기효능감이 커질수록 창업지원 매니저는 본인의 역량을 크게 펼칠 수 있고, 이는 조직의 업무성과와 창업지원단 몰입도에 긍정적인 영향을 줄 것이다. 이론적 기여로는 기존 창업보육 매니저의 역량과는 달리 창업자 발굴역량, 프로젝트 관리역량, 검증·보강 역량, 투자유치 컨설팅역량이라는 새로운 창업지원 매니저역량을 도출하였다.

• 대한공업교육학회지
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• 제33권1호
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• pp.44-66
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• 2008

본 연구는 공업 입문 과목에 적용할 수 있는 학습자 주도형 e-Learning 콘텐츠 체제를 구안하고 그에 맞는 콘텐츠 개발을 목표로 하고 있다. 주요연구 내용은 첫째, 전문계고 교수-학습과정에서 적용할 수 있는 학습자 주도형 e-Learning 콘텐츠 모델 개발 및 적용, 둘째, 학생들의 특성 및 성취 수준에 적합한 스토리 보드 개발, 셋째, 수학능력시험 직업탐구영역의 "공업 입문" 과목 교수학습 콘텐츠 등을 개발하는 것이다. 주요연구 결과로, 학습자 특성 분석을 통해서 "공업입문" 콘텐츠에 적용될 모델로 선형 모델이 선정되었다. 개발된 콘텐츠에 대한 학교 현장의 만족도 조사 결과 이러닝 콘텐츠를 활용한 수업에서 학습자의 79%가 학업성취도 증진에 도움이 되었다고 답변했으나, 19%는 도움이 되지 않았다고 응답하였다. 국가와 교육청, 학교와 교사는 학생들의 자발적 학습 동기 유발을 위한 다양한 e-learning 콘텐츠의 개발과 교수-학습 환경 조건을 갖추어야 할 것이다. 직업교육 효과성 제고를 위해 학생들의 학업 성취동기를 높일 수 있도록 다양한 학습자 주도형 e-Learning 콘텐츠 개발이 필요하다.

• 한국콘텐츠학회논문지
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• 제5권6호
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• pp.309-318
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• 2005

e-Learning에서 학습자는 교실에서의 면대면 학습자보다 상호협동과 책임감이 적다. 따라서 학습관리 시스템은 학습자들의 상호작용을 촉진하기 위한 협동학습 설계에 중점을 둔다. 본 논문에서는 효율적인 협동학습과 블랜디드 러닝을 지원하기 위해서 JXTA 기반의 P2P 구조를 갖는 체험학습 시스템을 제안한다. 제안 시스템은 체험학습객체 공유를 통해서 자기 주도적 학습력과 창의적인 문제 해결 능력을 개발하는데 의미가 있다. 실험결과 제안 시스템은 기존 시스템보다 학습자의 학습력 향상과 협동학습에서 더욱 효율적임을 보였다.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제15권8호
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• pp.2993-3010
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• 2021

The job shop scheduling problem (JSSP) plays a critical role in smart manufacturing, an effective JSSP scheduler could save time cost and increase productivity. Conventional methods are very time-consumption and cannot deal with complicated JSSP instances as it uses one optimal algorithm to solve JSSP. This paper proposes an effective scheduler based on deep learning technology named self-supervised long-short term memory (SS-LSTM) to handle complex JSSP accurately. First, using the optimal method to generate sufficient training samples in small-scale JSSP. SS-LSTM is then applied to extract rich feature representations from generated training samples and decide the next action. In the proposed SS-LSTM, two channels are employed to reflect the full production statues. Specifically, the detailed-level channel records 18 detailed product information while the system-level channel reflects the type of whole system states identified by the k-means algorithm. Moreover, adopting a self-supervised mechanism with LSTM autoencoder to keep high feature extraction capacity simultaneously ensuring the reliable feature representative ability. The authors implemented, trained, and compared the proposed method with the other leading learning-based methods on some complicated JSSP instances. The experimental results have confirmed the effectiveness and priority of the proposed method for solving complex JSSP instances in terms of make-span.

• 인간식물환경학회지
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• 제23권3호
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• pp.321-332
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• 2020

Background and objective: The concept of 'money' in the numbers and operations domain is a fundamentally necessary domain of economic life. This study was conducted to examine the effects of a horticulture-mathematics integration program on mathematical attitude and money calculating ability of high school students with intellectual disabilities. Methods: We analyzed the changes in the mathematical attitude and money calculating ability of students with mild intellectual disabilities in S special school in the city of D, Republic of Korea, with 12 students in the control group and 12 students in the experimental group, from August 27 to October 29, 2019. Results: The results of the comparison showed no statistically significant changes in the three items of mathematical attitude for the control group, while the experimental group, which took part in the horticulture-mathematics integration program, showed statistically significant differences across all three items, such as self-concept about the subject (p = .003), attitude toward the subject (p = .004), and study habit related to the subject (p = .012). The horticulture-mathematics integration program, which was developed by integrating horticultural activities and the mathematics curriculum, used plants and horticultural activities to provide students with positive experiences in mathematics. These included the sense of closeness, curiosity, interest, attention, and enjoyment, leading to positive changes in mathematical attitude. In terms of money calculating ability, both the control group and experimental group showed statistical differences across the three items, but the experimental group showed greater degrees of increase, 15.0 or more, in the scores compared to the control group. Conclusion: These results suggest that utilizing horticultural materials as a part of purchase learning programs with elements of money calculation chapters in the mathematics curriculum could lead to the improvement of students' ability in money calculation. These positive changes are thought to be related to the high degrees of interest in horticulture among students, which led to active participation in the program and enabled the simple and repeated purchase activities in the program to generate positive changes in the money calculation ability of the students.

• 대한인간공학회지
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• 제31권1호
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• pp.117-124
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• 2012

Objective: The goal of this study is to design a creative tutoring service, which helps children gain confidence and creativity through learning activities. Background: Nowadays most kids are growing up in a very competitive environment under their parents' zeal for education. A stressful environment can deter a child from the confident undertaking of challenges, leading to depression, anxiety, and feelings of inadequacy. Art therapy helps children work through these issues, however the process led by instructors or parents, and kids still feel anxious studying adults' face to read their thought. Method: To help children address challenges, a creative tutoring service application can provide images with certain tasks instead of asking them to fill in blank areas. The tasks asked by the service system are 1) to visualize children's own experience utilizing visually associated images from given images and 2) to create an illustrated story modifying and re-composing given images. Another task is to learn basic math and words with numbers and alphabets in customized colors. By completing each task children collect awards, which allow them graduate to higher levels of challenges. The outcomes from the tasks are sent to the main server system and reviewed by analysts. Those results are sent to children's parents as a text message on smart phone. Results: Visual implication using images inspires children to make creative stories based on their own experience. Also, children can find their own patterns of reaching answers by using synaesthetic imagery through repetitive practices of creative thinking tasks. Conclusion: Understanding how they feel about doing tasks in certain environments and assessing them in varied situations should be carefully considered when designers approach service design for kids. By focusing on how to tutor children in creative ways, as opposed to focusing on the expected outcome, creative service applications can be designed to reduce children's stress and encourage self expression. Children are predicted to gain confidence through using the service without the concern of comparison by others. Application: The creative tutoring service needs to be developed and tested by varying types of children.

• 한국전자거래학회지
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• 제24권4호
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• pp.49-78
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• 2019

지식기반사회의 21세기에서 경쟁하는 기업들에게 조직구성원간의 지식공유는 기업의 핵심역량과 밀접한 연관을 갖는 핵심화두다. 특히 조직 내 네트워크의 위치 요인이 지식공유에 미치는 영향에 관해서는 학문적으로 논란이 계속되어 왔다. 이는 네트워크 중심성이 높을수록 정보에 대한 접근성이 높아지고 지식공유의 기회는 확대되는 반면에 약한 유대감으로 인해 실제 지식공유가 이루어지지 않는다는 논란이다. 본 연구에서는 지식 공유에 있어 세 가지 요소 - 네트워크 중심성, 자율적 동기, 그리고 지식공유능력 - 간의 상호작용이 지식공유에 미치는 영향을 보고자 한다. 그리고 더 나아가, 지식공유능력을 다양하고 깊이 있는 사전지식, SNS 활용능력, 그리고 자기효능감의 세 가지 측면으로 심도 있게 연구하였다. 그 결과, 부분적으로 네트워크 중심성과 자율적동기, 지식공유능력 간의 상호작용이 통계적으로 유의함을 밝혔다. 즉, 네트워크 중심성이 낮고, 높은 자율적동기, 그리고 사전지식이 많을 때 가장 높은 수준의 지식공유를 볼 수 있었다. 이를 통해, 동기와 능력이 강하면 네트워크의 주변적 위치라는 불리한 환경에서도 지식공유가 일어난다는 것을 알 수 있었다. 따라서 본 연구는 지식공유를 둘러싼 기존의 학문적 논쟁에 새로운 대안을 제시했다는 의의를 가진다.

• 대한지구과학교육학회지
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• 제3권3호
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• pp.163-174
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• 2010

The purpose of this study is to device the teaching-learning method and the evaluating method on 'free inquiry' which is newly introduced in 2007 revised curriculum. The teaching-learning models which apply 'free inquiry' are 'group investigation', 'PBL', 'project investigation' and 'IIM'. And the unit which apply 'free inquiry' on the fourth grade and the second semester in the elementary science. The results of this study are as follows: First, The person leading the lesson is not a teacher but learners. The focus of teaching-learning is not a unit but topic, problem or project on the science textbook. A teacher's role is not the deliverer of knowledge but the guide of learning. Second, the outcome of applying group investigation, PBL project investigation and IIM to 'free inquiry' is improvements of the problem-solving ability and the self-directed learning ability as well as building scientific attitude and social skills as educational effect in commonly. Third, to apply 'free inquiry' efficiently, teachers should understand each subject very well, teach a class with a thorough and concrete plan, and try to evaluate objectively.