• Journal of Digital Convergence
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• v.17 no.4
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• pp.123-136
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• 2019

This study is to provide a method to increase the credit rating of the company by examining and managing the executive competency of the CEO of SMEs and Venture Firms. We analyzed the importance and priority of AHP by surveying bank loan staff and CEOs. According to the analysis results, ethics management, strategic thinking, and expertise level were the highest in the relative importance of bank loan staff. The relative importance of CEOs was higher in order of marketing, bank transaction reliability, and financing. Result of this study is similar to the relative importance of the previous research. This study suggests to disclosing credit rating system and reflect the opinions of the CEO in order to protect financial consumers. The significance of this study is to present the factors and the importance that can help to develop advanced models.

• The Mathematical Education
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• v.63 no.1
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• pp.85-104
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• 2024

This study aims to analyze the mathematics items of the 2013-2024 elementary school teacher employment tests in order to identify the knowledge and characteristics required to teach mathematics, and discuss the future direction of improvement of the elementary school teacher employment tests. By using the revised analytical framework of TEDS-M, we found that the proportion of MCK and MPCK differed from year to year and MPCK was relatively dominant. We also observed that the items were heavily focused on particular knowledge domains, cognitive processes, and levels within MCK and MPCK, and a shortage of items desigend to asseess knowledge in the field of assessments and the ability to engage in higher-order thinking. The results from this study suggest the future direction of improvement of the elementary school teacher employment test to evaluate teacher knowledge and ability necessary in an increasingly diverse society.

• School Mathematics
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• v.14 no.1
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• pp.85-107
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• 2012

Problem solving is important in school mathematics as the means and end of mathematics education. In elementary school, inductive reasoning is closely linked to problem solving. The purpose of this study was to examine ways of improving problem solving ability through analysis of inductive reasoning process. After the process of inductive reasoning in problem solving was analyzed, five different stages of inductive reasoning were selected. It's assumed that the flow of inductive reasoning would begin with stage 0 and then go on to the higher stages step by step, and diverse sorts of additional inductive reasoning flow were selected depending on what students would do in case of finding counter examples to a regulation found by them or to their inference. And then a case study was implemented after four elementary school students who were in their sixth grade were selected in order to check the appropriateness of the stages and flows of inductive reasoning selected in this study, and how to teach inductive reasoning and what to teach to improve problem solving ability in terms of questioning and advising, the creation of student-centered class culture and representation were discussed to map out lesson plans. The conclusion of the study and the implications of the conclusion were as follows: First, a change of teacher roles is required in problem-solving education. Teachers should provide students with a wide variety of problem-solving strategies, serve as facilitators of their thinking and give many chances for them ide splore the given problems on their own. And they should be careful entegieto take considerations on the level of each student's understanding, the changes of their thinking during problem-solving process and their response. Second, elementary schools also should provide more intensive education on justification, and one of the best teaching methods will be by taking generic examples. Third, a student-centered classroom should be created to further the class participation of students and encourage them to explore without any restrictions. Fourth, inductive reasoning should be viewed as a crucial means to boost mathematical creativity.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.25-46
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• 2000

These purposes are to have a necessity to be educated for the linguistic gifted among many gifted in speedy changeable age, and to find out what differences are of properties between the linguistic gifted children and nongifted children through comparing/analysing to gifted children any nongifted children using performance evaluation on writer's ability. Therefore, it intends to use as a assisting material in order to develop ability and properties of the linguistic gifted children and nongifted children as well. The studying details are 1) to compare/analyze thinking ability between the linguistic gifted children and nongifted children 2) to find out differences of thinking ability for unrealistic reasoning between the linguistic gifted children and nongifted children. The studying subjects had been chosen 3 children as a first grade in 'C' Gifted Academy and 3 children as a first grade in an elementary school from June 3, 1999 to June 12, 1999. The studying instrument was an evaluation of linguistic properties certification(Project Spectrum : Krechevsky,'1994). It had got a frequency calculation, average and standard deviation through the material anylzing with the program SPSSWIN. The conclusions are as belows, First, as a result of performance evaluation on writer's ability to gifted children and nongifted children, the gifted children were outstandingly shown the linguistic ability getting much higher score than nongifted children in respect of vocabulary level, structure of writing, and consistency/logicality of theme. Second, it was shown the gifted children had diffusing thought than nongifted children through the esthetic question and impformation memories with listening to the realistic juvenil story and the unrealistic juvenile story.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.543-552
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• 2016

Recently, a number of researches focus on social network analysis and it is applied to various fields not only in social science area but also in natural science area. Therefore, the social network analysis and the text analysis were conducted in order to analyze the current trend of the theses in information education field. The result indicated that the most frequently mentioned words were consistent with the development of information technology and the change in information education curriculum. That is, the mentioned words were computer aided instruction (CAI) and courseware for period 1, ICT for period 2, smart and scratch for period 3, and in period 4, computational thinking ability and coding appeared for the first time. Moreover, as the result of social network analysis, it concluded the research topics became more complicated and detailed as the words diversified throughout the period in which the simplified network in period 1 changed its configuration into a structure with more diversified words of higher centrality.

• Journal of the Korean Home Economics Association
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• v.41 no.10 s.188
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• pp.149-171
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• 2003

This study was carried out as a basic fundamental research to propose a theoretical framework for Home Economics curriculum. This research employed the Delphi Method to reach a consensus with the experts in each related educational field of study for putting forth a newly proposed theoretical framework of a Home Economics curriculum. The finally proposed theoretical framework will definitely play a crucial role in establishing a standard framework for educational goals and curriculum content for Home Economics curriculum since it is put forth with a strong agreement from a high proportion of the expert groups. Results on the nature and characteristics of, structural framework of curriculum contents, and literacy through Home Economics were drawn from the 3-round Delphi survey: 1. Home economics has a liberal and practical-critical nature and it promotes enhancement of quality of life through a practical problem-solving process in maintaining family life. 2. The structural framework of the home economics curriculum contents is organized with three-dimensional components of content area (dimension 1), process area (dimension 2), focus of organizing content (dimension 3). 3. One's empowering capability through home economics education is proposed: inquiring knowledge and understanding phenomena for future society, solving practical problems in family life, developing higher order thinking skill, cultivating a positive attitude and a values system toward life.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.313-321
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• 1997

The purpose of this study was to investigate the instructional effect of a four-stage problem solving approach visually emphasizing the molecular level of matter upon students' conceptions and problem solving ability. On the basis of the research results regarding molecular representation in learning chemistry, problem-solving instruction, and the effect of visual materials, the instructional strategy was developed while considering Korean educational situations. The treatment and control groups (2 classes) were selected from a girls' high school in Seoul and taught about stoichiometry, gas, liquid, solid, and solution for 13 weeks. For the treatment group, 52 charts were supplied in order to emphasize the molecular level of matter and/or 4 stage problem solving strategy-understanding, planning, solving, and reviewing. For the control group, traditional instruction was used. Before the instructions, the Group Assessment of Logical Thinking and the Spatial Ability Test were administered, and their scores were used as covariate and blocking variable, respectively. After the instructions, students' conceptions and problem solving ability were measured by the Chemistry Conceptions Test (CCT) and the Chemistry Problem Solving Ability Test (CPSAT), respectively. The results indicated that the CCT scores of the treatment group were significantly higher than those of the control group. The students in the treatment group also exhibited less misconceptions than those in the control group. However, there was not significant difference for the CPSAT scores. No interaction with students' spatial ability was found for both students' conceptions and problem solving ability. Educational implications are discussed.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.27-36
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• 2018

This study aims to deduce operational implication of R-WeSET program through women students in science & engineering and companies's perception and assessment on the basis of NCS key competency. The significant results are as follows. Firstly, companies and women students in science & engineering share a similar perception on importance of NCS key competencies. The programs should be reviewed and improved for women students who are truly aware of companies' needs. Secondly, the main areas of NCS key competency that are poor in companies' perception are 'positive thinking & drive', 'creativity & challenge spirit', 'communication skills' and 'problem-solving skills'. To enhance these weak skills, activating the actual programs such as "Convergence Design Camp", "Field Adaptability Improvement" and developing the new communication program are required. Lastly, most of women students have attained the satisfying result from "Field Competency Reinforcement Program". Especially, "Industry Field Training" shared the great progresses on all skills of key competency, hence why the progressive model should be developed in the future. This study figures out who's the right person for the 4th Industrial Revolution era, producing a meaningful result in order to change in the higher education system of women students and to grow human resources who will contribute to the community and company.

• Journal of Korean Academy of Nursing Administration
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• v.2 no.2
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• pp.85-95
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• 1996

The purpose of this study was to investigate moral reasoning among 77 senior medical students. Data were collected through selfreported questionnaires in June, 1995. The short form of the DIT (Rest's Defining Issues Test) was adopted to measure the stage of moral development, which was classified with the stage 2(instrumental relativist orientation), the stage 3(interpersonal concordance), the stage 4(law and order), the stage 5A(societal consensus), and the stage 5B(intuitional humanism), stage 6(universal ethical practice). In particular, the level of principled thinking(P) was measured by summing those scores of the stages 5A, 5B, and 6. The possible range of P is O to 95. The data were analyzed by t-test, ANOVA. The results were as follows. 1. The mean score of P(%) was 44.67 (SD=12.82). And the mean score of the stage 5A was higher than the scores of other stages. The mean score of P was not significantly different by general characteristics of the students. 2. The mean score of the stage 5B revealed significant difference by religion (3.17, P=.019) ; The score was highest in buddhist (8.0), which was followed by protestant (6.1), catholic (5.6) and no religion (4.7). 3. The mean score of the stage 4 revealed significant difference by educational background of mother (3.24, P=.017) ; the Score was highest in graduate school (25.0), which was followed by high school (14.1), under-graduate school (13.9), elementary school (12.4), middle school (8.3).

• School Mathematics
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• v.3 no.2
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• pp.249-265
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• 2001

In this information-oriented society of the 21st century, our education should combine the knowledge from the past and present in order to have students be ready to solve “the problems in the future”. But nowadays, our social situation makes much importance of the “cramming” education just for the College Scholastic Ability Test rather than the “whole man” education for making creative citizens of the future society. So does mathematics education. In a high school, mathematics education should be toward these aims: recognizing the value of math, applying mathematical principles to actual lives, promoting students' thinking ability. Also, it should focus on teaching higher level of mathematical knowledge which includes more logical and abstract idea so that students can prepare for the global society of the future. This study is about development and utilization of the teaching materials for mathematics class which usually deviates from the routine right after the Scholastic Ability Test finished. These materials are the result of a complete survey of the 3rd graders and their teachers and designed to use for 30 periods of class from after-the-test-finished to graduation. The materials consist of a history of mathematics, puzzles, magic number squares, and so on. Remarkably different from the current textbooks which deal with sets, equations, functions, these materials proved to be useful for their variety and attraction. Consequently, the materials are considered to keep the 3rd graders from forgetting mathematics even after the Scholastic Ability Test, and to help them recognize that mathematics is a kind of basic and cultural study and a tool of daily lives.