• 아동학회지
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• 제21권3호
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• pp.107-117
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• 2000

This study examined a portfolio scale for the assessment of the writing of 295 kindergarten children. The data were analyzed by Spradley's Developmental Research Sequence(DRS), using qualitative methods. Results showed that the writing portfolio scale for 4-year-olds includes "a word or write a children's name" "picture or word with shape of letters" and "scribbling or zig-zag". The writing portfolio scale for 5- and 6-year-olds includes "invented spelling" "write according to sound" and "omitted letters" "write a good hand". The writing portfolio scale for 4-, 5-, and 6-year-olds reflects their writing experience in daily life.

• 영어어문교육
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• 제9권2호
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• pp.17-33
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• 2003

College going students who are non-native speakers of English enrolled in English language programmes are not acquiring the needed academic writing skills. Many of these students do not have positive attitudes towards writing, thus forcing language instructors to look for ways of motivating students to write in order to improve writing skills. This action research project investigates the use of portfolio writing to improve writing ability among pre-university students. Research on the use of portfolio writing suggests that it is a useful way for developing interest in writing and for developing effective writing skills over a period of time. Portfolios support the best thinking in composition pedagogy in that it encourages process writing. Although the portfolio is considered a writing product, as a whole it is evidence of the students writing process. An important feature in using portfolios is that students are able to focus on their writing without constantly worrying about grades. Instructors have noticed that students make greater improvement in their writing when their focus is shifted from punitive feedback through letter grades to constructive feedback in the form of suggestions for further revision. This paper describes the use of writing portfolios as an effective means of teaching writing. The findings revealed that writing portfolios helped develop confidence in writing and decreased anxiety towards writing. (217 words)

• 한국정보통신학회논문지
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• 제16권4호
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• pp.843-852
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• 2012

본 논문에서는 복잡적응계 이론에 근거하여 공학교육인증제도와 글쓰기와의 관계를 분석하고 효과적인 공학적 글쓰기 교육 방법을 연구하였다. 인증제도 도입으로 인하여 공학교육은 창발현상을 지속적으로 유지하며 새로운 질서체계를 갖추어 나가고 있는 가운데 의사소통의 중요성을 부각시키고, 다양한 공학적 글쓰기 교육 모형을 요구하고 있다. 이에 대하여 본 연구는 상황학습방법과 글쓰기 포트폴리오 도입 방법을 제안하고, 이를 통해 학생들의 글쓰기 능력향상에 변화가 있었음을 확인하였다. 이러한 논의는 공학교육에서 새로운 공학적 글쓰기 교육 방안을 모색하는 계기가 될 것이다.

• 공학교육연구
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• 제13권1호
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• pp.70-77
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• 2010

본 연구는 학생포트폴리오 작성 경험을 분석함으로써 학생포트폴리오의 교육적 가치 및 작성지도의 방향을 제시하고자 한다. 연구의 목적을 달성하기 위해 질적연구를 수행하였는데, 포트폴리오에 대한 문헌연구를 토대로 인터뷰 문항을 구성하고 인천광역시 소재 I 대학의 학생 9명을 대상으로 인터뷰를 실시하였다. 인터뷰에 응한 학생들은 교내 학생포트폴리오 경진대회의 수상자 11명 중 일부로써 인터뷰 전 과정을 녹취하고 이를 전사하여 분석하였다. 인터뷰 결과 대부분의 학생들은 공학교육인증 평가를 위해 타의적으로 학생포트폴리오 작성을 시작하였으나 학생포트폴리오 작성이 필요하며 저학년 때부터 작성하는 것이 바람직하다고 인식하였다. 학생포트폴리오 작성시의 어려움으로는 자료 관리의 미비로 자료의 부족을 손꼽았으며 포트폴리오 자체에 대한 인식이 낮아 표준 양식을 제공해 준다고 하더라도 어떻게 작성해야 할지 어려워하고 있었다. 학생들은 학생포트폴리오를 작성함으로써 자기 반성의 기회를 갖고 기록의 중요성을 인식하며, 미래에 대한 준비를 할 수 있는 기회를 갖게 되었다. 이러한 과정을 통해 학생들은 또 다른 활동이나 능력 향상을 위한 동기가 생겨나고 자신감을 획득하게 되며, 꾸준한 포트폴리오 작성 과정으로 인해 문서작성 능력의 향상을 인식하게 되는 등 다양한 긍정적인 효과를 경험할 수 있었다.

• 의학교육논단
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• 제16권1호
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• pp.42-49
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• 2014

The purposes of this study were to identify and analyze students' attitudes and satisfaction to the portfolio process and assessment for the Introduction to Clinical Medicine course at Ewha Womans University School of Medicine in Seoul, Korea. The subjects consisted of 64 medical school students. Questionnaires consisting of 20 5-point Likert-type items were developed, including three question domains: 1) orientation, 2) portfolios in general, 3) individualized feedback. The mean and median were found and frequency analysis was performed to identify the common characteristics of the participants. A major finding was that 54.7% of the respondents felt that the self-reflection involved in building the portfolio was a valuable learning experience. Plus, the majority of respondents perceived that the individualized feedback had a positive tone and its contents were specific, practical, and constructive. The students perceived that building and writing portfolios heightened their understanding of exit learning outcomes and enhanced their reflective thinking and self-directed learning skills. Meanwhile, some students perceived that there was too much paperwork in the portfolio process and that the process was time consuming. Furthermore, 32.8% of the respondents said that they had difficulty establishing their learning strategies by themselves and self-directing their learning during the portfolio process. In conclusion, it is expected that building a portfolio can help students not only to enhance their ability to accumulate and use their personal learning resources but also to develop the professional qualities required by doctors, such as self-directed learning, self-reflection, lifelong learning, team work, organizational skills, time management and prioritization, and professional thinking and behavior.

• 재무관리논총
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• 제3권2호
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• pp.329-364
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• 1996

Writing naked put options is a strategy employed either as a speculation to capture premium income, or as a method of placing a limit order to buy the underlying at the strike price in return for premium received. Using a Monte Carlo simulation, twenty thousand equity prices are generated under known volatility and return parameters. A binomial tree is constructed using the same volatility and return parameters. Put options on these 'equities' are valued with the binomial methodology. The performance of various put writing strategies is evaluated on a risk-adjusted basis. Evidence presented suggests that the judicious use of put options may enhance returns during portfolio construction.

• 디지털산업정보학회논문지
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• 제20권3호
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• pp.1-12
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• 2024

This study explores how generative AI technology can be utilized to create more efficient and effective employment portfolios in the rapidly changing job market and recruitment landscape. To achieve this, the study first conducted an in-depth analysis of recent employment trends and recruitment patterns, categorizing various generative AI tools based on their application in areas such as resume writing, portfolio design, and video production. Particularly, this research includes a case study of a career planning course in a university setting, where generative AI was applied, to empirically evaluate its potential for educational use. Through this case study, the research thoroughly examines how generative AI can contribute to efficient job preparation and skill enhancement for job seekers. The findings suggest that generative AI plays a critical role in providing personalized information, generating creative ideas, and enhancing both the visual and functional quality of employment portfolios, ultimately contributing to increased competitiveness in the job market. The study also emphasizes the need for further research on the expanding scope and effectiveness of generative AI as the technology continues to evolve.

• 한국콘텐츠학회논문지
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• 제17권5호
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• pp.529-539
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• 2017

본 연구는 이공계 대학생들의 커뮤니케이션 역량을 범주화하여 분석하고 그 결과를 토대로 향후 이공계 대학생의 커뮤니케이션 역량 향상을 위한 교육 콘텐츠 개발 방안을 제시하는데 목적이 있다. 이 연구에서 이공계 대학생의 커뮤니케이션 역량은 비판적 사고력, 과학적 소통력, 미디어리터러시 세 영역으로 범주화 하였다. 또한 커뮤니케이션 역량을 향상시키기 위한 수단으로써 이공계 글쓰기에 대한 경험과 인식을 조사하였다. 연구결과, 이공계 대학생의 커뮤니케이션 역량은 전반적으로 향상될 필요가 있는 것으로 나타났다. 또한 실습중심의 비판적 사고력을 향상시킬 수 있는 글쓰기 프로그램에 대한 요구도가 높게 나타났다. 교육 콘텐츠로는 플립러닝 등 스마트교육기반 프로그램, E-커뮤니티, 액션러닝 기반 문제해결력 향상 프로그램, 협동학습 프로그램, 성찰 저널 및 포트폴리오, 협업형 글쓰기 프로그램 등을 제안하였다. 이 연구의 결과는 이공계 학생을 대상으로 한 커뮤니케이션 역량중심 교육과정 설계와 현장에서의 구체적인 적용과 실천 지침을 제공하는데 기초자료로 활용될 수 있을 것이다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제15권3호
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• pp.235-248
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• 2012

전통적 평가 관에 대한 그릇된 점을 올바르게 하기위한 관점에서의 새로운 대안적인 평가로서의 포트폴리오가 초등학교에 소개 된지도 벌써 상당한 시간이 흘렀다. 그러나 아직까지도 많은 현장교사들은 포트폴리오에 대한 충분한 이해가 이루어지지 않은 것으로 보인다. 이러한 점을 고려하여, 본 연구에서는 뉴질랜드 초등학교에서 실행되고 있는 포트폴리오의 구성과 실제사례들을 조망해 봄으로써 우리가 알고 있는 포트폴리오와 어떤 점에서 다르며 또한 우리에게 주는 시사점이 무엇인지를 알아보는데 그 목적이 있다.

• 의학교육논단
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• 제26권1호
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• pp.41-47
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• 2024

The ultimate goal of career guidance is to help medical students develop a career plan that matches their personal characteristics, allows them to train in their desired subspecialty, and helps them to adapt well to medical practice after graduation. Gachon Medical School has designed a longitudinal career guidance program called GLORI (Gachon Longitudinal Orientation and Career Development), which is based on the outcome of each phase. The program consists of regular courses and portfolio-based career guidance from a mentor professor. In phase 2 (basic medical science), the "Career Seminar" course was developed. This course focuses on self-understanding through a psychological inventory, exploration of postgraduate career paths, and interviews with professors in specialties of interest. In phase 3 (the integration of basic and clinical science), the "Exploring Nonclinical Career Options" course was introduced. This course presents perspectives from doctors who have followed various pioneering career trajectories, including biomedical engineering, medical journalism, writing, public health, health care administration, the pharmaceutical and medical device industries, and other areas. All teaching methods were designed to encourage student participation. The assessment methods are assignment-based, including self-reflective reports and presentations. In addition, a portfolio-based career guidance program is implemented in phases 3 and 4 (clinical clerkship). It is expected that this case study will serve as a practical example for developing comprehensive career guidance programs for medical schools.