• The Journal of the Korea Contents Association
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• v.21 no.8
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• pp.247-257
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• 2021

It seems likely that the characteristics of future society will include an emphasis on diverse and expansive data sets and the use of AI technology. Because of this, school leaders within the traditional, textbook based educational framework there will be changes should meet the 2015 Revised National Curriculum and prepare students for future societies. The purpose of this research paper was to suggest the nature of and policies necessary for better educational processes in middle and high schools after they've been improved in accordance with the 2015 Revised National Curriculum. This paper implemented its survey and interview of school principals through the guidelines provided by UNESCO Bangkok's transversal competence research. Analysis results and research participants were practicing strengthened education in the course of their daily activities. The educators involved received positive evaluation from their students. Further, pedagogical opinions were suggested regarding the effects of school principals on various strengthened education elements. This paper's suggestions within the context of the 2015 Revised National Curriculum are expected to continue reinforcing the overall positive effect of the currently in practice strengthened education methods. Furthermore, it can contribute to the development of the next National Curriculum with empricial data.

• The Bulletin of The Korean Astronomical Society
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• v.41 no.2
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• pp.46.1-46.1
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• 2016

2015 개정 교육과정은 초,중,고등학교 학생들의 기초소양교육을 강화하고 핵심개념과 원리를 중심으로 학습내용을 적정화하고 학생 중심의 교실 수업으로의 개선을 목적으로 하고 있다. 2015 개정 교육과정을 바탕으로 한 교과서가 집필되고 있는 중에 있으며 개발되는 교과서는 2018년부터 교육 현장에서 적용된다. 2015 개정 교육과정에 나타난 지구과학 과목 내 천문학 영역의 성취기준을 기존 교육과정과 비교해보고 새 교육과정의 핵심 역량을 살펴 교육 현장에서의 효과적인 천문학 교육에 대해 토의하고자 한다.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.431-442
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• 2015

SSI instruction can be an effective tool to promote key competencies for future citizens. Our assumption of the study is that applying the concept of collective intelligence in the context of SSI learning would facilitate the learning. Thus, we designed and implemented Collective Intelligence-based SSI instruction over almost a year and observed the effects of the instruction on enhancing students' collaboration, information management, critical thinking, and communication skills. Twenty 9th grade students enrolled in a science-gifted program voluntarily participated. Data was collected by administering a questionnaire to examine the skills before, in the middle of, and after the instruction, and by conducting classroom observations and focus student group interviews. The results indicated some degree of improvement in their targeted skills. First, they experienced the expansion of their thoughts by actively sharing information and ideas using the web platform. Second, they became more flexible and open to different points of views in order to accomplish a common goal. Third, they appreciated having independent time and space to explore their own positions on the issues and to search necessary information, and believed that the process encouraged them to more pro-actively participate and communicate in the group debates. Lastly, they positively perceived the values that collaboration with diverse group members could produce.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.123-136
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• 2024

This study examines the performance expectations (PEs) and clarification statements of each PE in the 2022 revised national science and mathematics education standards from a data visualization competency perspective. First, the authors intensively reviewed data visualization literature to define key competencies and developed a framework comprising four main categories: collection and pre-processing skills, technical skills, thinking skills, and interaction skills. Based on the framework, the authors extracted a total of 191 mathematics and 230 science PEs from the 2022 revised science and mathematics education standards (Ministry of Education Ordinance No. 2022-33, Volumes 8 and 9) as the main data set. The analysis process consisted of three steps: first, the authors organized the data (421 PEs) by the four categories of the framework and four grade levels (3-4th, 5-6th, 7-9th, and 10th grade); second, the numbers of PEs in each grade level were standardized by the accomplishing period (1-3 years) of each PE depending on the grade level; lastly, the data set was represented by heatmaps to visualize the relationship between the four categories of visualization competency and four grade levels, and the differences between the competency categories and grade levels were quantitatively analyzed using the Mann-Whitney U test and independent sample Kruskal-Wallis tests. The analysis results revealed that in mathematics, there was no significant difference between the number of PEs by grade. However, on average, the number of PEs categorized in 'thinking skills' was significantly lower than those in the technical skills (p = .002) and interaction skills categories (p = .001). In science, it was observed that as grade level increased, PEs also increased (pairwise comparison: Grades 5-6 vs. 7-9, p = .001; Grades 5-6 vs. Grade 10, p = .029; Grades 3-4 vs. 7-9, p = .022). Particularly, the frequency of PEs in 'thinking skills' was significantly lower than in the other skills (pairwise comparison: technical skills p = .024; collection and pre-processing skills p = .012; interaction skills p = .010). Based on the results, two implications for revising national science and mathematics standards and teacher education were suggested.

• 한국벤처창업학회:학술대회논문집
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• 2019.11a
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• pp.113-122
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• 2019

본 연구에서는 사람중심 조직문화 특성이 중소기업의 비지니스 생태계와 회사탁월성에 어떠한 영향을 미치는지, 비지니스 생태계와 회사탁월성은 기업성과에 어떤 영향을 주는지를 연구하는데 목적이 있다. 따라서 본 연구는 기업의 사람중심 조직문화 특성을 공감, 역량개발, 권한위임, 업무몰입도로 구분하고 각각의 독립변수들이 매개 변수인 비즈니스 생태계와 화사탁월성에 미치는 영향과 비니니스 생태계와 회사탁월성이 경영성과에 미치는 영향을 살펴보는 인과관계 분석이 주된 연구대상이다. 연구의 결과를 자세히 제시하면 다음과 같다. 사람중심 조직문화 특성과 비즈니스 생태계 간의 인과관계에 대한 실증 연구결과를 요약하면 공감, 역량개발, 권한위임, 업무몰입도는 비즈니스 생태계에 유의한 영향을 미치는 것으로 나타났다. 사람중심 조직문화 특성과 회사탁월성 간의 인과관계에 대한 실증 연구결과를 요약하면 업무몰입도는 회사탁월성에 유의한 영향을 미치는 것으로 나타났으며, 공감, 역량개발, 권한위임은 통계적으로 회사탁월성에 유의한 영향을 미치지 않는 것으로 나타났다. 기업역량인 비즈니스 생태계와 회사탁월성과 경영성과 간의 인과관계에 대한 실증 연구결과를 요약하면, 비즈니스 생태계는 경영성과에 통계적으로 유의한 영향을 미치지 않는 것으로 나타났으며, 회사탁월성는 경영성과에 유의한 영향을 미치는 것으로 나타났다. 이상의 연구결과와 함께 본 연구를 통해 다음과 같은 두 가지 시사점을 제시할 수 있다. 첫째, 기존연구와 사람중심 조직문화 특성을 활용하여 중소기업을 대상으로 실증연구 했다는 점에서 본 연구의 학문적 기여점을 찾을 수 있다. 중소기업은 대기업이나 공공기관에 비해 사람중심 경영에 대한 인식이 낮을 것으로 추측되었으나 분석결과 사람중심 조직문화 특성이 기업역량과 기업성과에 중요한 영향을 미치고 있음을 확인하였다는데 큰 의미가 있다고 하겠다. 둘째, 기업은 기존의 사업중심의 전통적 기업가정신과 사람중심경영이 잘 융합되어 중소기업 핵심역량에 영향을 주고 이는 다시 기업성과로 이어지는 결과를 낳는 선순환 모형이 된다는 점에서 의미가 있다.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.429-437
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• 2020

This study investigated a total of 529 integrated science teachers' implementation and changes to apply the curriculum-instruction-assessment. Data was collected through online survey on scientific competencies and skills, teaching-learning and assessment methods, changes of teacher's preparation, topics/materials, teaching-learning, and assessment to apply the curriculum-instruction-assessment as teaching integrated science. The results of the study were as follows: first, in the integrated science class, teachers implemented more on scientific communication and scientific inquiry among scientific core competencies, and analysis and interpretation of data collection and communication among scientific skills. Teachers often taught in lectures and used multiple choice items and short essay for evaluation. Teacher groups with less than 10 years of teaching experience appeared to be less active in teaching scientific core competencies and skills than those with more than 10 years. Second, Teachers have increased more time and efforts to search and to organize various materials in addition to textbooks, and try to integrated concepts in various fields to prepare learning topics and textbooks. Third, even though teachers made little change in implementing the process-oriented assessment, they used instructional strategies to increase student engagement in the integrated science class, restructured the instruction to provide immediate feedback after conducting the assessment. It is necessary to build a system that ensures fairness and credibility of evaluation while respecting the autonomy and professionalism of teachers.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.707-715
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• 2019

The self-directed inquiry to improve students' core scientific competency is an important teaching method. Students experience a variety of difficulties in carrying out their inquiry tasks, sometimes fail to produce the desired results, or fail to perform a meaningless inquiry. This study was conducted to identify the causes of difficulties and failures in students' self-directed scientific inquiry. The study involved 16 high school students with experience in science research at science high schools and science-focused high schools. The data collection consisted of in-depth interviews centered on semi-structured open questions. Qualitative data analysis was imputed by finding paragraphs from the interview material that might reveal the difficulties and failures experienced by participants and the reasons for them. The study found that most of the causes of failure were lack of ability, incomplete procedures, and selection of complicated tasks. A variety of cognitive biases, such as overconfidence, planning fallacy, and groupthink, were also analyzed as causes. Based on the results of the study, it is necessary to develop an educational strategy that students can be fully prepared to reduce their trials and errors in a self-directed inquiry maximally.

• Proceedings of the Korea Technology Innovation Society Conference
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• 2017.05a
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• pp.13-36
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• 2017

오늘날의 과학기술은 국가전체의 경쟁력 강화는 물론, 지역의 산업과 경제를 발전시키고 국가의 균형발전을 도모하는데 있어서 매우 중요한 역할을 수행한다. 지역경제 활성화의 주역인 중소 벤처기업을 육성하고, 지역산업을 체계적으로 발전시키며, 지역주민의 생활편의 향상을 위한 각종 지역개발 사업을 추진함에 있어서 과학기술이 핵심적인 요소이자 중요 수단으로서 기능하고 있기 때문이다. 이에 따라, 각 국가들은 1970년대 이후 지방의 과학기술을 육성하고 지원하기 위한 지방과학기술정책을 지속적으로 수립하여 추진해 나가고 있다. 우리나라의 지방과학기술정책이 실질적으로 수립되고 추진된 것은 1990년대 초반 이후 과학기술이 지역경제 활성화를 위한 유효한 수단으로 인식되기 시작하면서 경제 관련 부처를 중심으로 지역과 연계한 각종 사업들을 추진하면서 부터라고 할 수 있다. 특히 과학기술의 지방화 내지 과학기술 지방분권에 관한 논의와 정책적 노력은 1995년에 도입된 지방자치제도의 본격적인 시행과 함께 이루어졌다고 할 수 있다. 그러나 그 진전과 발전은 아직도 여전히 미흡한 상황이다. 이는 과학기술의 연구개발과 진흥이라는 정책의 특성에 기인하기도 하지만, 지방자치단체 스스로 관련 정책을 수립하고 추진할 수 있는 기반과 여건이 제도적인 측면에나 실제적인 측면에서 매우 취약하였던데 그 원인이 있는 것으로 분석된다. 이 글은 과학기술의 지방분권을 강화하여야 한다는 최근의 사회적 논의와 관련하여 지방과학기술정책의 발전을 위한 방안을 모색하는데 그 목적이 있다. 이를 위해, 그동안의 지방과학기술정책 추진현황 및 지역의 과학기술 혁신기반과 역량을 살펴보고, 앞으로 지방 스스로가 지역의 과학기술혁신정책을 수립하고 집행할 수 있는 역량과 기반을 강화하는데 필요한 제도적 과제들을 검토하여 제시하였다.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.103-112
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• 2017

The purpose of this study was to investigate elementary and middle school teachers' perception and the need for the application of 2015 revised science curriculum. Four hundred and sixty-eight elementary school teachers and four hundred and twenty-two middle school teachers were surveyed. The results of the research are as follows. many elementary and middle school teachers responded that major changes in the 2015 revised curriculum were applicable in school science education. However, they expected that the lack of teaching and learning materials, lack of experiment preparation time, and lack of their understanding about how to improve the scientific core competencies and how to use the content system were major difficulties in applying the major changes in the 2015 revised science curriculum. They also thought that teaching and learning materials were needed in order to apply the 2015 revised science curriculum. Based on these results, this study suggested content for teacher training, the role of teachers, and formation of a teacher community.

• Journal of Korean Home Economics Education Association
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• v.36 no.2
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• pp.101-117
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• 2024

The aim of this study is to identify the competencies required for fashion-related majors that meet contemporary demands, align with the objectives of university education, and reflect the qualities desired in graduates. To achieve this goal, we conducted content analysis of relevant data and in-depth interviews with experts. First, the content analysis involved coding key information from the introductions, educational goals, desired qualities of graduates, and curricula published on the websites of both South Korea and international fashion-related universities. Additionally, we analyzed the National Competency Standards (NCS) and the Meta-goals of higher education programs set by the International Textile Apparel Association (ITAA), extracting six core competencies. Second, in-depth interviews were conducted with six experts, each with 23 to 31 years of experience in Korean and international apparel industry and academia. The interviews were recorded, transcribed, and keywords were extracted. To ensure the validity of the coding results, cross-checks were performed among the researchers. The analysis identified the following competencies: empathic communication, social responsibility, professional thinking, creative and integrative thinking, global perspective, and challenging leadership. Based on these findings, establishing competencies that meet contemporary demands and developing corresponding curricula are essential steps towards creating a feedback system. Future research should focus on developing and implementing curricula that foster a virtuous cycle, ultimately enhancing students' competency levels.