• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.546-557
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• 2005

The purpose of this study was to analyze the characteristics of the geology-related contents in the 1st~7th elementary science curriculum. Our analysis was based on the analytical frameworks of geology-related contents (the structure of the contents, the amount of teaming, the contents of the experimental activities, the transitions of the terminology, and the change in the number of illustrations). The results are as follows: 1. Consistently covered contents were limited to weathering of the rock and soil, igneous rock, sedimentary rock, metamorphic rock, and the change of the earth's, fold and fault, earthquake and volcano, geologic stratum and fossil. 2. The geological contents account for (average), 11.5% (maximum), and 5.1% (minimum) of the elementary science curriculum. Most contents covered in the curriculum were rock and soil, and the change of the earth's surface. 3. Continuously covered experimental contents were the weathering and soil, igneous rock, change of the earth's surface, geologic stratum and fossil. 4. The terminology on the rock was the most frequently changed. Whenever the curriculum changed, the addition, deletion, or renaming of terminology led to confusions. 5. In terms of the transition of illustrations, the pictures replaced the figures or diagrams as the representative illustration methods as the science or the textbook compilation skill develope. The cartoons or tables were also used increasingly in order to help the children to understand and pay attention to study.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.560-567
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• 2021

The purpose of this study is to examine the concepts of cultural administration and art management, their context, and elements that each concept pursues, and to establish the domains and systems of cultural administration and art management in Jeju. Seven values were selected through the consideration of commonalities and differences and previous studies, and sub-indicators of each value were determined. Factors were analyzed using the AHP method. Cultural administration is based on the areas of publicity, equity, and transparency, while art management is based on productivity, publicity, and responsiveness. Cultural administration needs to focus on a system for the preservation and utilization of local culture, co-evolution of culture, and expansion of culture and arts education. Art management needs to focus on the level of achievement of goals, the level of output versus input, and the system for preserving and utilizing local culture. In addition, it was found that there is a need to establish a system in Jeju with a common aim of the co-evolution of culture and preservation and the utilization of local culture.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.625-633
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• 2018

The goal of this study is to investigate the features of Korean eighth graders' achievement and its trend in Chemistry in TIMSS 2011 and TIMSS 2015, and to explore its implications for Korean science curriculum and in teaching science. With three science educators and six science teachers, we analyzed the characteristics of Korean eighth graders' achievement in Chemistry by test-curriculum matching analysis. According to the trend analysis of science topics with released items for Chemistry in TIMSS 2015, Korean students' percentage for correct answers has dropped in topics such as regularities in chemical reactions, oxidation-reduction, etc. since these topics are covered after the ninth grade in the 2009 revised curriculum. For science cognitive domains, Korean students showed weaknesses in 'applying' domain in TIMSS 2015. Based on the results, we suggested implications for improvement in middle school chemistry curriculum and how to improve science teaching and learning for students' better science competencies and real-world application of science knowledge.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.224-238
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• 2019

The purpose of this study is to analyze the perception of integrated school education and education for sustainable development of secondary school science teachers, judging that the existence of a common science teacher qualification certificate is related to the expertise of the common science map. To that end, the survey was conducted for three months from June to August 2018 for secondary school science teachers, and multiple choice questions were analyzed as statistical processing and descriptive questions as topical modeling. According to the analysis, teachers with a common science teacher qualification certificate had a high awareness of integrated school education, and the response average was high in all areas of value, direction and success condition of integrated school education. In addition, the average response of teachers with a common science teacher qualification certificate was also found to be higher than those with a common science teacher qualification. There were no major differences in perception between the two groups on the strength of science education and ESD integration, but the difference was that teachers with a common science teaching certificate focused on science in all topics and recognized science as a medium for each topic compared to teachers who did not.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.10 no.5
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• pp.45-55
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• 2010

While Long Term Evolution-Frequency Division Duplexing (LTE-FDD) is regarded as one of the strong candidates for "4G" wireless broadband access in FDD field, LTE-Time Division Duplexing (TDD) is emerging as one possible migration path for WiMAX-TDD in some cases as well as the migration path for Time Division-Synchronous Code Division Multiple Access (TD-SCDMA). In this paper, we analyze the feasibility of dual mode with LTE-TDD in two combinations: dual mode LTE-FDD/TDD and dual mode Worldwide Interoperability for Microwave Access (WiMAX)-TDD/LTE-TDD. Thanks to the commonality in numerology, terminology, and frame structure between LTE-FDD and LTE-TDD, dual mode LTE-FDD/TDD looks feasible in a cost-effective manner. Thanks to the commonality in scheduling algorithm, control mechanism, and supported spectrum bands, it is shown that dual mode WiMAX-TDD/LTE-TDD looks feasible as well. It should be also noted that the commonality in numerology and frame structure is critical for building a chip while the commonality in algorithms and control mechanisms is critical to make it work.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.576-585
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• 2004

This study was conducted to analyze the relationships between terms, learning concepts and inquiries in ocean unit, the National Common Basic Curriculum. The several science textbooks were selected to use for study, written in accordance with the 7 current national curriculum for the fourth grade of elementary school, the seventh of middle school and the tenth of high school. The higher the school level becomes, the frequencies of using terms related with ocean region get. The explanation of terms, however, has a tendency to be less frequent in the high school level. In the perspective of learning concept, there are more concrete concepts than formal concepts regardless of school level. Pure scientific context appears most often in inquiry contest through the whole course of every school level. In respect to inquiry process, the frequency of integrative inquiry process is on the increase as the school level gets higher. From the viewpoint of inquiry activity, there have been a lot of discussions, experiments and investigations in every school level, while high school does not the present any field study and project. Through these result, it is considered that the explanation of main terms is inevitable in the textbooks as basic educational material without regard to school level. In learning concept and inquiry context, a well-rounded learning is needed in relation to students' cognitive development and science-technology-society. Especially for the inquiry activity of earth science education, the educational effect is remarkable through field study; its appropriate application is required, accordingly.

• 교육공학연구
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• v.33 no.1
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• pp.105-135
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• 2017

The purpose of this study is to clarify conceptually the difference of instructional coaching, instructional supervision, and instructional consulting by analyzing their own characteristics. The practices for instructional improvement are common in that fundamental objectives are improvement of instruction and development of teacher's professionalism in instruction. However, each area changed according to the social flow and the demands of the educational field and created a unique activity system. So, in order to get rid of this mixed use of these terms, it is meaningful to distinguish the concepts, attributes, and areas of each activity. The specific study questions were 1) what is the origin of coaching, supervision, and consulting? 2) how are instructional coaching, instructional supervision, and instructional consulting defined in existing research in korea? 3) how can we conceptually distinguish instructional coaching, instructional supervision, and instructional consulting? Based on reviewing various existing studies, First, this study investigated the conceptual origins and lexicons of coaching, supervision, and consulting, respectively, in addition reviewd the prior studies conducted in Korea with regard to instructional coaching, instructional supervision, and instructional consulting, and summarized how each concept is defined according to the researcher. Second, this study compared each two concept with another one. Finally, the existing definitions of instructional coaching, instructional supervision, and instructional consulting were analyzed to find out the inherent and common attributes of each concept. In conclusion, this study suggest that the concept of instructional consulting needs to be redefined to better reflect the characteristics of activities, and that studies that rethink the relationship between instructional coaching and instructional supervision are needed.

• Journal of the Korean School Mathematics Society
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• v.18 no.3
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• pp.311-334
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• 2015

This study compares and contrasts elementary mathematics curricula of Korea, China, Japan, and USA, as a part of efforts to compose contents of global elementary mathematics. This paper analyzed the similarities and the differences of mathematical contents in the domain of geometry. On the basis of this comparative analysis, this paper included implications that are expected to be informative in the revision of the Korean mathematics curriculum.

• Journal of Korea Fair Competition Federation
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• no.102
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• pp.2-16
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• 2004

지적재산권법은 발명, 저작물, 상표, 의장 등에 대한 독점을 허용하는 점에서 독점을 금지하는 독접규제법과 대립되는 것처럼 보인다. 그러나 지적재산권법이 인정하는 독점은 무조건적인 것이 아니라 내용과 기간에 있어서 제한적인 것이다. 또한 경쟁자에 의한 부당한 모방행위를 금지시켜 궁극적으로는 경쟁질서를 유지하게 된다는 점에서 지적재산권법과 독접규제법이 양립불가의 것이라고 할 수는 없다. 오히려 양 법영역은 모두 국민경제와 국가산업발전을 목적으로 한다는 점에서 공통되므로 양자를 모순 없이 공존케 하는 것이 중요하다. 이 둘은 법 형식적으로 충돌하는 것처럼 보이지만 실제로 거시적인 목적에서는 상호 보완관계에 있으므로 조화롭게 운용하는 것이 앞으로의 경쟁정책수립에 꼭 필요한 요소이다.

• The Journal of the Korean dental association
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• v.47 no.10
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• pp.647-655
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• 2009

지면의 한계 상 다양한 악성종양을 모두 다룰 수가 없어, 주로 상악에 발생하여 골 파괴를 야기하고 있는 증례들의 영상 소견을 소개하고자 한다. 악성종양의 진단 과정에는 보통 CT, MRI, PET/CT 등의 특수 장치들이 필요하지만, 개원의들이 일반 환자들의 진단과 치료 과정에서 흔히 접하게 되는 파노라마 방사선사진을 중심으로 하여, 악성종양들의 병인이나 기본적인 악성종양에 대한 설명 보다는 실제 임상 증례들을 통해 악성종양의 공통된 영상 소견 특징을 찾아보고자 한다.