• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.1-13
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• 2011

The purpose of this research is to investigate ways to introduce mentoring system to support beginning and experienced teachers for their professional development. As an alternative to existing teacher training programs, we planned and implemented a mentoring system to examine its effects in developing professionalism among teachers-in-need, and those who have not met the teacher's evaluation standards. Mentoring is defined as being concerned with promoting the 'development of an individual to his/her full potential,' both professionally and personally. It is linked with professional and career development, and is somewhat characterized by an 'expert-novice' relationship. The mentoring system in science features group mentoring, where 3 prot$\'{e}$g$\'{e}$-mentor teams gathered together for instructional consulting using their videotaped classroom teaching. Through video-based discussions, teachers could share reflective experiences through collaborative investigations based on evidences revealed in classroom teaching videos. Using open-ended interviews with the teachers and video-based discussions, we extracted needs and goals of mentoring, the need of mentoring system to support beginning teachers, and the requirement of mentor quality in light of mentor's expected roles. Conclusions and recommendations related to teachers' mentoring and for the government's development of mentoring system are discussed.

• Korean Journal of Microbiology
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• v.55 no.2
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• pp.103-111
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• 2019

DNA methylation is involved in diverse processes in bacteria, including maintenance of genome integrity and regulation of gene expression. CcrM, the DNA methyltransferase conserved in Alphaproteobacterial species, carries out $N^6$-adenine or $N^4$-cytosine methyltransferase activities using S-adenosyl methionine as a co-substrate. Celeribacter marinus IMCC12053 from the Alphaproteobacterial group was isolated from a marine environment. Single molecule real-time sequencing method (SMRT) was used to detect the methylation patterns of C. marinus IMCC12053. Gibbs motif sampler program was used to observe the conversion of adenosine of 5'-GANTC-3' to $N^6$-methyladenosine and conversion of $N^4$-cytosine of 5'-GpC-3' to $N^4$-methylcytosine. Exocyclic DNA methyltransferase from the genome of strain IMCC12053 was chosen using phylogenetic analysis and $N^4$-cytosine methyltransferase was cloned. IPTG inducer was used to confirm the methylation activity of DNA methylase, and cloned into a pQE30 vector using dam-/dcm- E. coli as the expression host. The genomic DNA and the plasmid carrying methylase-encoding sequences were extracted and cleaved with restriction enzymes that were sensitive to methylation, to confirm the methylation activity. These methylases protected the restriction enzyme site once IPTG-induced methylases methylated the chromosome and plasmid, harboring the DNA methylase. In this study, cloned exocyclic DNA methylases were investigated for potential use as a novel type of GpC methylase for molecular biology and epigenetics.

• Journal of the Korean association of regional geographers
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• v.8 no.2
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• pp.270-279
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• 2002

1997년 IMF 경제위기 이후 한국사회의 뚜렷한 변화의 하나는 빈부격차의 확대와 함께 사회계층의 양극화가 진행되고 있다는 점이다. 이 논문의 목적은 사회적 양극화의 주요 원인은 무엇이며, 사회적 양극화가 공간적으로는 어떻게 나타나는가를 서울을 사례로 하여 규명하는 데 있다. 서구 선진자본주의 국가에서 사회적 양극화에 대한 논의는 이미 1990년대 초 세계화 또는 세계도시가 주요한 연구주제로 등장하면서 시작되었다. 1980년대 이후 선진자본주의 국가를 중심으로 한계에 도달한 포드주의 축적체계가 포스트 포드주의로 급속히 전환되면서 사회적 양극화가 자본의 유연화 및 세계화 전략과 맞물리는 현상으로 인식되었기 때문이다. 이런 점에서 최근 전개되고 있는 한국의 사회적 양극화는 서구 선진국과 유사하다. 1997년 경제위기 이후 세계화가 급속히 진행되는 가운데 지식기반경계의 대두로 고소득 전문직이 등장하는 반면, 중산층의 몰락과 더불어 임시적 고용이 확대되고 실업이 만성화되는 등 자본의 세계화와 유연화 과정에서 나타나는 양극화 양상이 보이기 때문이다. 이와 같은 맥락에서 한국의 사회적 양극화는 이미 1990년대 초부터 진행되어 왔으며, IMF 경제위기는 단지 그러한 사회적 양극화를 급속히 진행시키는 방아쇠 역할을 하였다고 할 수 있다. 그러나 양국의 사회적 양극화는 직업구조와 임금소득의 격차만으로 설명하기 어려운 또 다른 특성을 갖는다. 왜곡된 시장구조에서 무엇보다도 부동산과 같은 자산소득의 격차가 큰 역할을 하기 때문이다. 서울은 이와 같은 한국의 사회적 양극화가 한 도시 내에서 전형적으로 전개되는 곳이라고 할 수 있다. 한국 내 어떤 도시보다도 세계화되어 있고 전문지식을 기반으로 하는 산업이 발달하고 있기 때문이다. 서울의 사회적 양극화는 공간적으로도 나타난다. 일반적으로 서울은 크게 주거지로서는 공동화되고 있는 중구 종로구 용산구 등 사대문안의 구도심지역, 강남구 서초구 송파구 등을 중심으로 한 1970년대 이후 계획적으로 계발된 이른바 강남의 신흥주택 및 신산업 지역, 영등포구 구로구 금천구 성동구 동대문구 등 제조업 중심의 구 산업 및 저소득층 주거지역 그리고 그 나머지 강북 강서 강동 등의 전형적인 주거지역 등 4개 유형으로 지역이 구분된다. 그러나 IMF 경제위기 이후에 강남구 서초구 송파구를 중심으로 하는 고소득증의 주거지와 그 나머지 주거지로 공간적 양극화가 이루어지고 있다. 사회적 양극화의 이와 같은 공간화 과정에는 자산소득의 격차를 확대하는 강남구 서초구 송파구의 높은 지가 및 아파트 가격이 중요한 역할을 하고 있다. 높은 부동산 가격이 이 지역에 대한 일종의 진입장벽을 참음으로써 고소득층에 의한 공간독점을 가능하게 하기 때문이다. 공간적 양극화를 촉진하는데는 지하철 및 문화복지시설의 집중 둥 불균형적인 공공투자와 강북에서 이전한 명문고등학교를 중심으로 형성된 8학군 등 양호한 교육환경 또한 중요한 역할을 하고 있다. 서울의 사례에서 확인할 수 있듯이, 한국에서의 사회적 양극화는 직업구조와 임금소득이라는 일반적인 요인 외에도 부동산 가격 및 소득 그리고 생활인프라의 격차를 통해 공간적 양극화물 야기하고 있다. 이러한 현상이 한국내 다른도시에서도 전개되고 있는지, 공간적 양극화로 인한 도시문제는 무엇이고 대처방안은 무엇인지 등에 대해서 후속연구가 요구된다.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.449-471
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• 2016

This study was conducted in order to investigate how a Problem-Based Learning (PBL) program titled(called) 'Designing Safe and Strong Bridge' effects scientifically gifted students' scientific attitude, scientific career orientation and leadership. The participants were 19 scientifically gifted students in the second grade in C high school in Gyeonggi province; they were selected by participation in the tri-level gifted students identification step. Before and after 14 units of the program, the participants were asked to take tests about scientific attitude, scientific career orientation and leadership and to write a review about the PBL program at the end. The major results of this study are as follows. First, participants' scientific attitude was statistically significantly improved after the PBL program (p<.05). In the sub-domain of this area, six parts excluding the part of openness were significantly developed. Second, the degree of scientific career orientation was statistically significantly improved after the PBL program (p<.05). All 4 sub-domains in the degree of scientific career were significantly developed. Third, all of leadership scores were statistically significantly increased after the PBL program (p<.05). In the first factor, the parts of inner and inter personal characteristics were significantly developed. According to their post-program opinions, participants developed in terms of all the secondary factors, such as ability of interpersonal relation, consideration for others and groups, responsibility for the task, confidence and vision, during the process of PBL problem-solving in the small group work.

• Cartoon and Animation Studies
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• s.47
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• pp.31-52
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• 2017

NCS education was created to realize a society in which skills and abilities are respected, such as transcending specifications, establishing recruitment systems, and developing and disseminating national incompetence standards. At the university level, special lectures and job training are being strengthened to raise industrial experts. Especially, in the field of animation, new technologies are rapidly emerging and demanding convergent talents with various fields. In order to meet these social demands, there is a limit to the existing one-class teaching method. In order to solve this problem, it is necessary to participate in a variety of specialized teachers. In other words, rather than solving problems of students' job training and job creation, It is aimed to solve jointly, Team teaching was suggested as a method for this. The expected effects that can be obtained through this are as follows. First, the field of animation is becoming more diverse and complex. The ability to use NCS job-related skills pools can be matched with professors from other departments to enable a wider range of professional instruction. Second, it is possible to use partial professorships in other departments by actively utilizing professors in the university. This leads to the strengthening of the capacity of teachers in universities. Third, it is possible to build a broader and more integrated educational system through cooperative teaching of professors in other departments. Finally, the advantages of special lectures and mentor support of college professors' pools are broader than those of field specialists. A variety of guidance for students can be made with responsible professors. In other words, time and space constraints can be avoided because the mentor is easily met and guided by the university.

• 대한공업교육학회지
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• v.41 no.1
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• pp.68-87
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• 2016

This research conducted a survey for total 166 teachers of schools so as to analyze validity and satisfaction for performance objectives of SMB administration subsidy the HRDP and the CEP in Specialized High School. The results of research are as follows. First, teachers recognize that purpose of HRDP is to expand employment of specialized high school and provide human resource of SMB. And, they recognize that HRDP is important to improve school outcomes and makes a positive effect on the improvement of school outcomes. Second, teachers recognize that objectives of HRDP are improvement of student's understanding for SMB, improvement of teacher's understanding for SMB, improvement of SMB's understanding of school, cultivation of student's occupational view, systematization of career guiding program based on employment process, strengthening of industry-academia cooperation education, improvement of the level of student's skill, fulfillment of workplace experience and practice focusing workplace learning, training of customized human resource for SMB, improvement of student's adaptation to the workplace, improvement of employment rate for SMB, expansion of job opportunities for students with SMB, preparation of the base of connection between school and SMB, publicity of school, expansion of opportunities to cooperate between SMB and school, establishment of cooperative system among industrial association and school, introduction and operation of the employment connective model for joint education and employment, strengthening of field professionalism of teachers. However, satisfaction for the achievement of objectives of HRDP except for strengthening of industry-academia cooperation education and improvement of employment rate for SMB is relatively lower than the validity. Third, teachers in charge of human resource training business of middle and small sized company's specialized high school recognize that objectives of CEP are expansion of job opportunities for students with SMB, excavation of good-quality SMB, expansion of opportunities to cooperate between SMB and school, fulfillment of workplace learning, improvement of student's major foundation and in-depth skill, improvement of literacy, math, teamwork and communication abilities for students' job performance, improvement of student's working attitude and student's proper career exploration decision. However, satisfaction for achievement of objectives of CEP is relatively lower than the validity.

• Journal of Appropriate Technology
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• v.6 no.2
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• pp.151-162
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• 2020

Education is one of the priority sectors specified in Tanzania, and it has committed to provide 11 years of compulsory free basic education for all from pre-primary to lower secondary level. Despite the Government's efforts to provide free basic education to all children, there are 2.0 million (23.2 per cent) out of 8.5 million children at the primary school age of 7-13, who are out of school in Tanzania. The ICT class should be offered as a regular class in all secondary schools in Tanzania, recommended by the ministry of education. However, many schools are struggling to implement this mandate. Most of schools offer the ICT class with theory without any real hardware. Some schools were given with computers but they were not maintained for operation. There is a huge task to make ICT education universal. Main issues include: remoteness (off-grid area), lack of ICT teachers, lack of resources such as hardware, infrastructure, and lack of practical lessons or projects to be used at schools. An innovative blended ICT/STEM education program is being conducted not only for Tanzanian public and private/international schools, but also for out-of-school adolescents through institutions, NGO centers, home visits and at the E3 Empower academy center. For effective STEM education to take place and remain sustainable, more practical curriculum, and close-up teacher support need to be accompanied concurrently. Practical, project-based simple coding lessons have been developed and employed that students experience true learning. The effectiveness of the curriculum has been demonstrated in various project centers, and it showed that students are showing new interests in exploring new discovery, even though this was a totally new area for them. It has been designed for an easy replication, thus students who learned can repeat the lessons themselves to other students. The ultimate purpose of this project is to have IT education offered as universally as possible throughout the whole Tanzania. Quality education for all children is a key for better future for all. Previously it was hoped that education with discipline will improve the active learning. But now more than ever, we believe that children have the ability to learn on their own with given proper STEM education tools, guidelines and environment. This gives promising hope to all of us, including those in the developing countries.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.235-248
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• 2022

With the changes in the future educational environment, such as the rapid decline of the school-age population and the expansion of students' choice of curriculum, changes are also required in PCK, the expertise of science teachers. In other words, the categories constituting the existing 'consensus-PCK' and the characteristics of 'science PCK' are not fixed, so more categories and characteristics can be added. The purpose of this study is to explore the potential area of science PCK required to cope with changes in the future educational environment in the form of 'Family Resemblance Science PCK (Family Resemblance-PCK, hereafter)' through Wittgenstein's family resemblance approach. For this purpose, in-depth interviews were conducted with three focus groups. In the focus group in-depth interview, participants discussed how the science PCK required for science teachers in future schools in 2030-2045 will change due to changes in the future society and educational environment. Qualitative analysis was performed based on the in-depth interview, and semantic network analysis was performed on the in-depth interview text to analyze the characteristics of 'Family Resemblance-PCK' differentiated from the existing 'consensus-PCK'. In results, the characteristics of Family Resemblance-PCK, which are newly requested along with changes in role expectations of science teachers, were examined by PCK area. As a result of semantic network analysis of Family Resemblance-PCK, it was found that Family Resemblance-PCK expands its boundaries from the existing consensus-PCK, which is the starting point, and new PCK elements were added. Looking at the aspects of Family Resemblance-PCK, [AI-Convergence Knowledge-Contents-Digital], [Community-Network-Human Resources-Relationships], [Technology-Exploration-Virtual Reality-Research], [Self-Directed Learning-Collaboration-Community], etc., form a distinct network cluster, and it is expected that future science teacher expertise will be formed and strengthened around these PCK areas. Based on the research results, changes in the professionalism of science teachers in future schools and countermeasures were proposed as a conclusion.

• 대한공업교육학회지
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• v.38 no.2
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• pp.89-113
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• 2013

The study started from the point that learners should be basically equipped to quickly respond to changes in demand for future human resources efficiently and effectively, and an attitude to take part in learning voluntarily should thus be cultivated. To this end, the author applied the TAI model based on a module as a class strategy to solve problems related to several classes occurred in specialized high schools. This application of the TAI model was also motivated by the necessity for designing an appropriate teaching-learning method that encourages improvement of self-learning capacity, consistent learning motivation, and willingness rather than external factors. Through this work, the author aims to heighten the interest of learners and improve endurance in learning. The study results are as follows. First, the learning unit was structuralized as a module and then learning stages were proceeded with so that capacity to adapt to learning would improve. The achievement standard (learning goal) was structuralized in a module type by analyzing and reorganizing the textbook considering the link between the actual practice field and a curriculum based on subject characteristics. Through the process of module type learning stages, the student's capacity to ascertain characteristics of units and to adapt to learning both improved. Second, through application of a TAI model based on a module, Self-Directed Learning capacity and capacity to adapt to a new field improved. By applying the module, Self-Directed Learning could be accomplished more effectively than in the existing passive learning environment. By grafting cooperative learning of the TAI model, students had greater interest and achievement in classes, self-confidence and community consciousness, and an opportunity to broaden their thinking. In particular, improvement of self-confidence is effective in cultivating the capacity required in industrial society to transcend the learning of simple functions and knowledge, as well as the capacity to adapt to new environments. Third, by solving tasks focused on fields related to industrial sites, not only actual survey capacity but also additional capacity to identify and solve tasks through various experiences improved. Furthermore, it was helpful for students to have interest and motivation about their own life and learning to cultivate the qualities and capacity to adapt to the working world where new knowledge and technology rapidly change. Fourth, by applying a standard-based assessment system for technical subjects introduced in 2012 to model design for learning plans, clearer and more objective assessment criteria were arranged, and individual learning through instruction at each achievement level could be accomplished. This improved achievement level of individual learners was helpful in reaching achievement goals at specific levels by overcoming the disadvantages of cooperative learning in each group.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.1-25
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• 2018

Purpose: The purpose of this study was to explore about 2-year-old infants' attachment security to a child care teacher and peer play process through a case study. For this purpose, the attachment security was assessed with attachment Q-set to 2-year-old five infants at a day care center in Seoul. Participants of this study are four infants included two infants attached securely to their child care teacher and two infants attached insecurely to their child care teacher. Methods: Participant observation was conducted from April 12 to July 19 in 2018 through 36 observations in free play activities. The Data collected from the transcriptions of video shoots and teachers' interviews, child care plans, and reflexive journal was analyzed and interpreted. Results: The main results of the research were as follows: The beginning of peer play, when infants invited their peers to play, secure attachment infants selected suitable play partners and asked for a specific play behaviors. However, insecure attachment infants invited unsuitable play partners and asked uncertainly play actions to peers. In addition, when infants entered in-progress play, secure attachment infants understood the context of play but insecure attachment infants did not understand the context of play. In the progress of peer play, secure attachment infants cooperated with peers, shared play objects, but insecure attachment infants did not cooperate complementally with peers and express only their opinions. As well, insecure attachment infants could not play harmoniously without child care teacher's interventions. In the end of the peer play, secure attachment infants finished in collaboration with peers but insecure attachment infants failed to finish with the peers and was turned into play with the child care teacher because of peer conflict. Conclusion/Implications: This study has implications for basic resources to think about the role of child care teachers by helping them understand about the relation 2-year-old infants' attachment security to them and peer play process.