• Journal of the Korea Institute of Information and Communication Engineering
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• 제24권2호
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• pp.297-303
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• 2020

This study compared the perceptions of novice teachers and expert teachers on software education in the 2015 revised curriculum. Awareness comparisons were assessed by questionnaire for priorities for field support, activities for professional development, organizational hours, achievement criteria statements, and appropriateness for textbooks introduced only in 6th grade. In all questions, there was a difference in recognition between the two groups. In particular, novice teachers were '' appropriate '' in terms of organizational hours, achievement criteria, and textbooks introduced only in 6th grade. Expert teachers, on the other hand, were inadequate. In addition, as a result of analyzing the key keywords of free-response opinions about the introduction of educational robots in the curriculum and textbooks, positive keywords were obtained for both groups. However, novice teachers showed passive and passive keywords such as 'support', 'difficulty', and 'problems', and expert teachers showed differences in their educational utilization after introducing 'utilization' and 'education'.

• Journal of the Korean Society for information Management
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• 제37권2호
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• pp.119-144
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• 2020

The purpose of this study is to obtain basic information and implications for developing media information literacy curriculum by comparing and analyzing UNESCO's media and information literacy competencies and AASL's key competencies with the 2015 Revised Curriculum and the Library and Information Life curriculum. As a result of the analysis, First, UNESCO's MIL and AASL's key competencies in media information literacy were related to the competencies of the 2015 Revised Curriculum. Second, UNESCO's MIL included more aspects of the composition and competencies of information literacy than media literacy. For this reason, it could be said that media information literacy more appropriately reflects the content pursued by media literacy education than media literacy. Third, UNESCO's MIL included more training content for media literacy than information literacy. Fourth, the contents of media literacy were found to be insufficient in the Library and Information Life curriculum compared to the education contents of library and information literacy. Fifth, the competency standards related to media information literacy and Libraries and Information Life did not present cultural sensitivity competency. Based on the results of the study, It is necessary to develop a media information literacy curriculum that fuses the contents of media literacy beyond the information literacy that use library resources.

• Journal of Educational Research in Mathematics
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• 제8권2호
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• pp.565-586
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• 1998

Like many other school subjects, terminology is a starting point of mathematical thinking, and plays a key role in mathematics learning. Among several areas in mathematics, geometry is the area in which students usually have the difficulty of learning, and the new terms are frequently appeared. This is why we started to investigate geometric terms first. The purpose of this study is to investigate geometric terminology in school mathematics. To do this, we traced the historical transition of geometric terminology from the first revised mathematics curriculum to the 7th revised one, and compared the geometric terminology of korean, english, Japanese, and North Korean. Based on this investigation, we could find and structuralize the following four issues. The first issue is that there are two different perspectives regarding the definitions of geometric terminology: inclusion perspective and partition perspective. For example, a trapezoid is usually defined in terms of inclusion perspective in asian countries while the definition of trapezoid in western countries are mostly based on partition perspective. This is also the case of the relation of congruent figures and similar figures. The second issue is that sometimes there are discrepancies between the definitions of geometric figures and what the name of geometric figures itself implies. For instance, a isosceles trapezoid itself means the trapezoid with congruent legs, however the definition of isosceles trapezoid is the trapezoid with two congruent angles. Thus the definition of the geometric figure and what the term of the geometric figure itself implies are not consistent. We also found this kind of discrepancy in triangle. The third issue is that geometric terms which borrow the name of things are not desirable. For example, Ma-Rum-Mo(rhombus) in Korean borrows the name from plants, and Sa-Da-Ri-Gol(trapezoid) in Korean implies the figure which resembles ladder. These terms have the chance of causing students' misconception. The fourth issue is that whether we should Koreanize geometric terminology or use Chinese expression. In fact, many geometric terms are made of Chinese characters. It's very hard for students to perceive the ideas existing in terms which are made of chines characters. In this sense, it is necessary to Koreanize geometric terms. However, Koreanized terms always work. Therefore, we should find the optimal point between Chines expression and Korean expression. In conclusion, when we name geometric figures, we should consider the ideas behind geometric figures. The names of geometric figures which can reveal the key ideas related to those geometric figures are the most desirable terms.

• Journal of Preventive Medicine and Public Health
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• 제36권2호
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• pp.179-186
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• 2003

Objectives : To compare the quality improvement of the abstracts of original articles, according to the revised manuscript format, of the Korean Journal of Preventive Medicine (Korean J Pre Med) was adopted in 1999. Methods : A total 63 abstracts for 1997, and 49 for 2001, were selected as the original articles from the Kor J Pre Med. This study was carried out by the separate-sample pretest-posttest design. The quality of the abstracts was measured by a checklist of Narine' evaluation criteria, and the other information related to the articles were also surveyed by e-mail and fax or telephone using a self-made Questionnaire, From the response rate, a total of 62 abstracts for 1997 and 49 for 2901 were finally analyzed. Results : The mean number of words in an abstract decreased from 285 in 1997, to 250 by 2001. The mean number of key words per abstract decreased from 3.9 in 1997, to 3.6 by 2001. The mean number of inappropriate usage of key words per abstract, by the MeSH standard, decreased from 1.9 in 1997, to 0.4 by 2001 Also, the overall mean score of abstract quality increased from 0.54 in 1997 to 0.61 by 2001. The range of scores for the abstract quality was better in 2001 ($0.40{\sim}0.77$) than in 1997 ($0.20{\sim}0.81$). From the multiple regression analyses of the 1997 and 2001 databases, the intervention of the manuscript format's revision, and the number of English words to the quality score of the .abstract, were the only statistically significant factors, Conclusions : In conclusion, the quality of abstracts in the Kor J Pre Med has improved since the revised manuscript format was adopted in 1999. The Korean Society for Preventive Medicine will continuously recommend proposals for more informative abstracts in their journal, and will evaluate the abstracts' content with quality criteria. Future studies should address these issues, and compare the quality of abstracts between different international and domestic journals.

• Journal of Korean Home Economics Education Association
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• 제28권1호
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• pp.1-17
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• 2016

The purpose of this review was to introduce and examine 'development' and 'relations' as the core concepts of Home Economics in 2015 revised middle school curriculum in Korea. The 2009 and 2015 proclamation of the ministry of education on home economics curriculum and 26 published middle school textbooks were reviewed. The major findings were as follows. First, the components of human 'development' and family 'relations' were strongly associated with promoting four key competencies (i.e. the self-management competency, the communication competency, the aesthetic sensibility competency, the community competency) of 2015 revision. Also, four of cross-curricular learning topics (i.e. character education, multicultural education, safety and health education, human right education) in 2015 revision could be effectively discussed with human 'development' and family 'relations'. Second, when teaching and learning of the core concept, human 'development', continuous dynamic aspects of life-span development, the connectedness of different domains of development, systematic approach of various concepts in development, specificity and empirical evidence of information and variability of developmental patterns in adolescence should be considered. Third, when teaching and learning of the core concept, family 'relations', family trait such as generational relations, gender relations, role relations and power relations should be taken into account. In addition, exclusively focusing on normal family ideology or image of middle-class family and lecture-centered instruction methods should be changed for students to achieve the competencies relevant to family relations. The future directions for applying core concepts, 'development' and 'relations' in classroom will be discussed.

• Journal of Korean Home Economics Education Association
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• 제32권3호
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• pp.63-79
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• 2020

This study aimed at analyzing the food safety units of technology and home economics textbooks, as 'safety' emerged as a key concept in the 2015 revised curriculum. From each textbook, the main text, auxiliary elements(including tables, figures, etc.), and related activities were analyzed. According to the results, first, the main texts emphasized the importance of food selection(3.08 pages), food safety hazards(2.93 pages), safe storage and management of food(2.63 pages), and meal preparation with safety and hygiene(0.98 pages). Secondly, when the auxiliary elements were examined, the food safety content was most often presented in the form of tables/illustrations/pictures, followed by supplementary learning materials, activities, captions, end-of-chapter summaries, the chapter introduction and review quiz, and unit introduction. Thirdly, most activities were individual activities rather than small group or collective activities and were focused on investigation, evaluation, craft, application, implementation, inference and judgment, utilization, and proposition. In conclusion, it is recommended for textbooks to evenly distribute the content in the main texts and auxiliary elements, and include more group activities when developing textbooks in the future.

• Clinical and Experimental Pediatrics
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• 제63권11호
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• pp.438-446
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• 2020

Background: Most developmental screening tools in Korea are adopted from foreign tests. To ensure efficient screening of infants and children in Korea, a nationwide screening tool with high reliability and validity is needed. Purpose: This study aimed to independently develop, standardize, and validate the Korean Developmental Screening Test for Infants and Children (K-DST) for screening infants and children for neurodevelopmental disorders in Korea. Methods: The standardization and validation conducted in 2012-2014 of 3,284 subjects (4-71 months of age) resulted in the first edition of the K-DST. The restandardization and revalidation performed in 2015-2016 of 3.06 million attendees of the National Health Screening Program for Infants and Children resulted in the revised K-DST. We analyzed inter-item consistency and test-retest reliability for the reliability analysis. Regarding the validation of K-DST, we examined the construct validity, sensitivity and specificity, receiver operating characteristic curve analysis, and a criterion-related validity analysis. Results: We ultimately selected 8 questions in 6 developmental domains. For most age groups and each domain, internal consistency was 0.73-0.93 and test-retest reliability was 0.77-0.88. The revised K-DST had high discriminatory ability with a sensitivity of 0.833 and specificity of 0.979. The test supported construct validity by distinguishing between normal and neurodevelopmentally delayed groups. The language and cognition domain of the revised K-DST was highly correlated with the K-Bayley Scales of Infant Development-II's Mental Age Quotient (r=0.766, 0.739), while the gross and fine motor domains were highly correlated with Motor Age Quotient (r=0.695, 0.668), respectively. The Verbal Intelligence Quotient of Korean Wechsler Preschool and Primary Scales of Intelligence was highly correlated with the K-DST cognition and language domains (r=0.701, 0.770), as was the performance intelligence quotient with the fine motor domain (r=0.700). Conclusion: The K-DST is reliable and valid, suggesting its good potential as an effective screening tool for infants and children with neurodevelopmental disorders in Korea.

• Journal of The Korean Association For Science Education
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• 제44권2호
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• pp.219-229
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• 2024

The purpose of this study is to analyze the concerns and difficulties encountered by authors involved in the development of integrated science textbooks. Specifically, it focuses on their experiences with understanding and implementing the 2022 revised science curriculum. We collected 89 opinions from textbook authors and categorized them into several key areas: understanding the terminology and descriptors provided in the curriculum, structuring learning content, inquiries and activities, and the depth and scope of learning content. The analysis revealed that the most difficulty encountered by the textbook authors was in defining the level and scope of learning content. Many also expressed concerns and difficulties related to the ambiguity of terms and predicates. In terms of the composition of learning content, difficulties were identified in concerning the repetitive descriptions of achievement standards and the discrepancy between the arrangement of achievement standards and the flow of learning. Regarding inquiries and activities, there were experiments presented that were difficult to experience or actually implement, along with limitations in activity composition due to the need to optimize learning volume. Given the importance of high-quality textbooks for effective science education at the national level, it is crucial to establish effective communication channels between curriculum developers and textbook authors. Additionally, a robust support system for textbook development should be established.

• Journal of the Institute of Electronics Engineers of Korea TC
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• 제47권1호
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• pp.25-34
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• 2010

The IEEE 802.16-2004 standard has a security sub-layer in the MAC layer called, Privacy Key Management (PKM). However, several researches have been published to address the security vulnerabilities of IEEE 802.16-2004. After the IEEE 802.16-2004 standard, a new advanced and revised standard was released as the IEEE 802.16e-2005 amendment which is foundation of Mobile WiMAX network supporting handoffs and roaming capabilities. PKMv2 in Mobile WiMAX includes EAP authentication, AES-based authenticated encryption, and CMAC or HMAC message protection. However, Mobile WiMAX still has a problem of security architecture such as a disclosure of security context in network entry, a lack of secure communication in network domain, and a necessity of efficient handover supporting mutual authentication because Mobile WiMAX security has mainly concentrated on between SS and BS communication. Based on the investigation results, we propose a novel mobile WiMAX security architecture, called RObust and Secure MobilE WiMAX (ROSMEX), to prevent the new security vulnerabilities.

• Journal of Information Technology Applications and Management
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• 제14권1호
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• pp.117-135
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• 2007

Globalization changes in market structures and consumer needs, as well as technology innovations force organizations to adopt new structures and collaborative networks to cope with rapidly changing environments. These Collaborative Networks are based on the Idea of virtual enterprise. A virtual enterprise(VE) is a temporary alliance of globally distributed independent enterprises that share core competencies and computer networks. This paper presents a proposal for a methodology to measure a key factor of success and risk First of all, we chose thirty experts' defines on virtual enterprise, fifteen are academic specialist and other fifteen are from industry. For this study we define twenty two factors determining VE's success and seventeen factors determining VE's risk using by Delphi method. And we built the influence model on virtual enterprise. A research model was established according to preceeding research and consensus on experts then the revised model of key factors on virtual enterprise. This survey was based on the Analytical Hierarchy Process (AHP). AHP is an approach to decision making that involves structuring multiple choice criteria into a hierarchy, the assessing the relative important of these criteria, comparing alternative for each criteria, and determining an overall ranking of the alternatives. A model was constructed as 3 level hierarchy. The hierarches are organizational, strategic, technical criteria. for success model on VE has 22 factors and 17 factors for risk model. They are selected by all 30 experts. 14 copies among 30 copies distributed to carry out on the Analytical Hierarchy Process (AHP). Consistency ratio confirm high validity and reliability of instrument and support theoretical model. The results of this study are summarized as follows. (1) This study presented success on VE influenced strategic criteria, and essential factor is Creating a value. Risk on VE influenced strategic criteria, and essential factor is Outcome/Distribution. (2) Its enable that ranking the criteria influence on VE. These are supported VE management and using guideline of VE.