• Korean Deer Journal
• /
• v.7 no.6 s.44
• /
• pp.36-36
• /
• 2002

• Korea Journal of Geothermal Energy
• /
• v.7 no.1
• /
• pp.24-29
• /
• 2011

• The Hankook-Saengyark Bo
• /
• no.248
• /
• pp.1-1
• /
• 2001

• Journal of the Korean hospital association
• /
• v.32 no.3 s.283
• /
• pp.4-10
• /
• 2003

• Agrochemical news magazine
• /
• v.15 no.1 s.118
• /
• pp.17-21
• /
• 1994

우리 민족의 얼이요, 혼인 쌀시장마저도 빗장을 풀어야 하고 쇠고기, 고추, 마늘, 양파, 참깨, 감귤, 우유 및 유제품등 나머지 14개 비교역적 기능(NTC)품목도 모두 개방해야 한다.

• Magazine of the Korea Concrete Institute
• /
• v.7 no.1
• /
• pp.8-11
• /
• 1995

• Magazine of the Korea Concrete Institute
• /
• v.7 no.1
• /
• pp.12-15
• /
• 1995

• Magazine of the Korea Concrete Institute
• /
• v.7 no.1
• /
• pp.28-31
• /
• 1995

• 베이커리
• /
• no.7 s.336
• /
• pp.54-55
• /
• 1996

이달부터 버터시장이 전면 개방됐다. 제과점은 포화상태로 치닫고 외식산업의 성장은 베이커리 시장을 잠식하고 있다.

• Journal of The Korean Association For Science Education
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• v.36 no.6
• /
• pp.969-978
• /
• 2016

The purpose of this study is to figure out gifted elementary science students' improvement in performing open inquiry after peer review. In this study, gifted fifth-grade students performed open inquiry and review of each other as peers after the inquiry. Students' inquiries were evaluated and the influences of the feedback from the peer reviews were analyzed in relation to the inquiry performances. As a result of this study, three key points were discovered: First, the evaluation score increased with frequent feedback or long discussions. On the other hand, with less feedback, the evaluation score didn't rise. Second, there were three types of improvement in inquiry related to peer review: No. 1 was improvement after feedback given by themselves. No. 2 was reflection of feedback given to other groups. As a last type, No. 3 was that the students learned from other groups' presentation without any feedback and improved their inquiry. Third, there were five kinds of giving feedback; (1) feedback understanding the inquiry correctly, (2) insufficiency of peer's inquiry without deep thought. (3) on the usefulness of the inquiry, (4) on the scientific and logic validity through critical thinking, and (5) how to develop the inquiry. In these kinds of feedback, the fourth kind of feedback (4) occurred most frequently but the fifth (5) occurred rarely. It means peer review helps students develop their critical thinking ability and teachers should encourage students to give peers feedback of the fifth kind.