• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.383-391
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• 2009

The goal of cyber teaching is to reduce the cost of private lessons, dissipate the educational disparity amongst regions, make classes apt to the given level of every group of students, make up for systematic defects of the public education, and ultimately strengthen its role. This study intends to analyze the capabilities of cyber teachers and clarify their qualifications, as the whole new e-Learning system is about to take root. In this study, the activities of cyber teachers are analyzed and some standards of applicability of cyber teachers, or the so-called ISSCT, are presented. Firstly, the activities are divided into teaching, counselling, process management, development of professionality. Based upon these four activities, nine tasks have been formed and the structure of 22 sub-tasks has been completed. This is the way the standards of applicability of cyber teachers are established in consideration with their activities. Secondly, the standards of information capability of cyber teachers have 53 elements in total, and the aforementioned ISSCT are presented in relation to the ISST, based upon the standards of information capability of cyber teachers.

• Journal of the Korean Chemical Society
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• v.60 no.1
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• pp.59-68
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• 2016

The cultivation of scientific literacy in recent science education can be improved by experiencing and understanding scientific inquiry by which scientific knowledge is formed. The National Research Council(NRC) released the Next Generation Science Standards (NGSS) including 8 practices of science that help students experience scientists' inquiry and subdividing achievement standards to perform 8 practices of science into by grade clusters. This study was intended to examine science inquiry activities included in 4 high school chemistry II textbooks developed by the 2009 revised curriculum using the 8 scientific practices and their achievement standards for 9th-12th grade. The science inquiry activities and the science practices included in the 4 textbooks were 173 and 678. The science practices included in the inquiry activities of 4 textbooks included the most ‘analyzing and interpreting data.’ The ‘engaging in argument from evidence’, ‘Obtaining, Evaluating, and Communicating Information’ were less than other practices. The ‘asking questions and defining problem’ and ‘developing and using models’ were not nearly included in the 4 high school chemistry II textbooks.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.717-733
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• 2021

This study is aimed to provide basic data to set the direction of polar literacy education and to raise awareness of the importance of polar research. Elementary, middle, and high school students' perception of the polar region was examined in terms of current status of polar information, impression regarding polar regions, and awareness of related issues. The study included 975 students from nine elementary, middle, and high schools, who responded to 16 questions, including close-ended and open-ended items. The results suggest that students had more experiences regarding the polar region on audiovisual media, but relatively limited learning experiences in school education. The impression they had of the polar region was confined to the monotonous image of a polar bear in crisis, following the melting of the glacier due to global warming. The students formed powerful images by combining scenes they saw in audiovisual media with emotions. In terms of recognizing problems in the polar region, the students were generally interested in creatures, natural environment, and climate change, but their interests varied depending on their school level and their own career path. The students highly valued the scientist's status as agents to address the problems facing the region, and gave priority to global citizenship values rather than practical standards. Based on the results, we suggest the following: introducing and systematizing content focusing on the polar region in the school curriculum, providing a differentiated learning experience through cooperation between scientists and educators, establishing polar literacy based on concepts that are relevant to various subjects, earth system-centered learning approach, setting the direction for follow-up studies and the need for science education that incorporates diverse values.

• Journal of Korean Library and Information Science Society
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• v.36 no.1
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• pp.371-414
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• 2005

This paper aims to suggest new strategies for operating school library digital resource room by analyzing the current states of 349 school library digital resource room and its educational effects. The project for school library digital resource room provided the foundations for the various informational and educational services : extended information materials, changes in library environment, collecting information through the web sites, providing authentic materials, reading instruction, library assisted instruction (LAI). The suggestions are as follows. 1) The national standards is required for the digital resources room in school libraries. 2) Reading and information literacy instruction should be institutionalized. 3) Library assisted instruction (LAI) should be included in school curriculum. 4) Professionally qualified teacher librarians are required for planning and managing the school library. 5) School library in-service program is needed for all members of the school community.

• Journal of Korea Port Economic Association
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• v.33 no.1
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• pp.61-74
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• 2017

The aim of this study is to analyze informatization competencies of the international ship supply companies at Busan port. This study comprehensively suggests certain issues attributed to the successful implementation of total information management system for ship supply. To achieve this objective, evaluation was undertaken based on the model of the National Competency Standards (NCS). This model consisted of three evaluation areas, including 20 items. Analysis of information competencies of ship supply companies was undertaken using the Importance-Performance Analysis (IPA) method. Survey data was collected from ship supply companies located in the ship supply center at Busan port. Results found that there were significant differences between importance and performance. In addition, overall informatization competency was very low. Thus, in order to ensure successful implementation of total information management system, re-education programs for ICT usage and dedicated support organization are necessary.

• Asian-Australasian Journal of Animal Sciences
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• v.12 no.3
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• pp.481-492
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• 1999

Asian-Australasian region comprises of 82 countries spread over varying agro economic zones, habitats and ecosystems varying from dry hot to humid tropics and cold deserts. The literacy standards vary from very low to almost 100 percent. On the basis of economic development there are 4 countries Japan, Australia, New Zealand and Korea which are developed countries, rest are in varying states of development and growing economically very rapidly. Based on Agro ecosystems and farming practices, we have chosen four countries for indepth study in this paper namely China, Thailand, Indonesia and India. They represent 70% of the bovine and poultry population of the region. This paper makes a comparative study of the grain and roughage production and utilization at present and in 2000 A.D. by examining information on feed rates demand patterns and feed requirements in these four countries keeping in view the size and growth of bovine and poultry population and dietary pattern of the people. It has been observed, there has so far been no country level detailed study on the livestock feed requirements. Apart from conceptual discrepancies, most of the estimates given in various reports brought out by the national governments and international agencies do not have any scientific basis. Hence an inter-country comparison is virtually impossible on the basis of the available information. We have however, attempted to analyse the dietary pattern in the different countries, feedgrains requirements, availability of feed based on the information available from the various published and unpublished reports. We have given an inter-country comparison of feed rate and feed requirements which, however, needs to be tested by carrying out a micro level study in each selected country.

• Journal of the Korean Society for information Management
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• v.25 no.1
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• pp.129-148
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• 2008

Analyzing out the Key Tasks and Developing the Professional Type of National Librarians through Job Analysis was made, because improving the professionalism of librarians is the strategy of survival in the competency based society. It is composed of 22 duties, 216 tasks of national librarian job and 96 key tasks is extracted among them. As the results, 12 types of professional librarian which is composed 10 function oriented types, and 2 user oriented types, is suggested: collection development librarian, cataloger taxonomist, information service librarian, reading coach, research librarian of international standards, database & system manager, international work librarian, national support librarian, marketing librarian, library literacy librarian, children' librarian, handicapped service librarian.

• The Journal of Korean Association of Computer Education
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• v.3 no.1
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• pp.87-95
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• 2000

In current computer education, we have inclined to emphasize information literacy for k-12 students. On the other hand, in spite that teachers are core variable in school education system, we have neglected teacher's education of information and communication technology. In addition, we haven't made a effort to expand preservice teacher's ability to utilize information and communication technology in the teacher's college and the college of education. With these recognitions, we made a diagnosis of problems by analysis of current condition of curriculum of the teacher's college and the college of education and explored the vision of ICT utilization education in k-12 computer education in this study. In addition, we suggested educational objectives and contents based on national requiring standards for ICT in teacher preparation, required ICT capability of preservice teachers for kind of teacher's task and the direction of computer education.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.30 no.3
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• pp.195-221
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• 2019

The purpose of this study is to suggest implications from the case of health information service for patients in overseas hospital libraries. A total of 89 overseas hospital libraries were selected, including general hospitals, specialized hospitals, women's hospitals, children's hospitals, and veterans' hospitals. The health information service that is provided in general and common in 89 hospital libraries was surveyed and the differentiated health information service was investigated next. As a result, first, it can be seen that the establishment of hospital libraries and the provision of health information services are common outside of Korea. Second, various human resources such as librarians, health information specialists, medical specialists, social workers, clinical librarians, health education specialists, and volunteers are utilized. Third, it provides not only print materials but also various information sources such as electronic materials, websites, pamphlets, brochures, and provides health information in various languages. Fourth, in providing health (information literacy) education and programs, services are provided through linkage with hospitals, local public libraries, and local communities. The implications for domestic hospital libraries are as follows: First, the change of awareness of the establishment of hospital libraries and the provision of health information services; second, the support of the curriculum and associations and the need for continuing education; third, it is necessary to link with related organizations for mandatory and diversification of health information services in hospital libraries.

• The Journal of Korean Association of Computer Education
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• v.21 no.2
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• pp.1-10
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• 2018

As the emphasis on software education in the 2015 revised curriculum, Informatics has become one of the essential subjects for the middle school students, and contents and achievement standards have been developed focusing on the information culture literacy, computational thinking, and collaborative problem solving ability. The 2015 revised Informatics curriculum for the first grade of middle school has been applied for the first time in 2018. Various educational policies have been promoted such as training of teachers, development of teaching and learning materials and programs to support implementation of the actual school fields. In this study, we analyzed the improvement issues and tasks of the 2015 revised curriculum according to the change of the Informatics education policy of in the global, and suggested the development direction of the future Informatics curriculum in Korea. The direction of the development of the Informatics curriculum is focused on ensuring the linkage between school level and identity of informatics education.