• The Proceeding of the Korean Institute of Electromagnetic Engineering and Science
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• v.24 no.4
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• pp.76-79
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• 2013

• Korean Journal of Community Nutrition
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• v.5 no.4
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• pp.761.1-761
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• 2000

• Culinary science and hospitality research
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• v.22 no.3
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• pp.155-165
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• 2016

This study investigated general educational quality, satisfaction and loyalty related to dietary life among K university students in Busan. SPSS version 20.0 was employed to conduct various analyses, namely frequency, factor, reliability and regression. A number of results were discovered. First, factors of nutrition education quality (knowledge, interest, instructor) had a positive influence on satisfaction. Second, factors of satisfaction with nutrition education quality had a positive influence on loyalty. Third, the three factorsof nutrition education quality had a positive influence on loyalty. Of the the three nutrition education quality factors, the knowledge factor exhibited the strongest effect on satisfaction among, while the Interest factor had the strongest impacton loyalty. As a result, consideration must be given the factors that act on nutrition education quality.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.47-57
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• 2021

This study aims to explore the epistemic goals that pre-service elementary teachers can construct in their biology-related knowledge construction activities, how these goals are constructed, and how the shaping of the knowledge construction activities around the goals was afforded or constrained. The research participants were 26 pre-service teachers, divided into 11 groups of two or three to engage in the activity. Their discussions and products were collected and used as data for this study. The analysis revealed that the teachers constructed three types of epistemic goals: making sense of natural phenomena, proposing the most effective course of action, and proposing solutions to problems based on their causes. Construction of different types of goals depended on the conclusions the pre-service teachers expected to draw based on the explored natural phenomena. It was found that the elicitation of the pre-service teachers' epistemic goals could facilitate their shaping of the knowledge construction activity as an evidence-based justification. The participants planned the construction of mechanistic explanations of natural phenomena with the epistemic goals of 'making sense of natural phenomena' or 'proposing solutions to problems based on their causes.' However, enacting their knowledge construction plans with sophisticated epistemic features was constrained due to the limited resources available. This study can contribute to developing instructional strategies that facilitate learners' epistemic agency and addressing epistemic agency in the development of pre-service teacher education methods.

• 대한공업교육학회지
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• v.42 no.1
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• pp.106-124
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• 2017

This study used the secondary Delphi method for experts, in order to propse a proper formation plan for the goal and curriculum of elementary and secondary invention/intellection property education. Its results are as following; First, the key objective of invention/intellectual property education for each school level is evaluated as appropriate. With regard to the key objective, elementary schools are aiming at 'fostering awareness and attitude for invention'(M=4.5), middle schools, 'understanding of invention process and method'(M=4.2), general high schools, 'application and evaluation of invention method'(M=4.1), and specialized high schools, 'understanding and application of Employee Invention'(M=4.6). The objective and goal of education for each school level are also evaluated as appropriate. Second, although the proper formation plans for a key learning element of elementary and secondary invention/intellectual property education were almost identical to an actual formation of preceding literature, overall change is required for the formation balance of each learning element, according to the objective and goal of school-leveled invention/intellectual property education. An appropriate formation shall be focusing on basic learning elements (A, B, C, D, E, and F) for elementary and middle schools(73.2%, 65.1%), lowering somewhat the former elements and increasing expanded learning elements for high schools(51.0%), which are connected to the invention, course(H), and patent application(K). Third, elementary and secondary invention/intellectual property education system should be oriented to its objective and goal. In order to reach this, an appropriate formation plan should be made for each school level, based on the principle of Tyler's learning organization, such as continuity, sequence and integration, which are key learning element. Specialized high schools, in particular, need to be differentiated from general ones, as well as elementary and middle schools. Additionally, for understanding and applying an employee invention, invention/intellectual property education system needs to be established in the phase of secondary occupational education.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.19-38
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• 2005

There are differences in manner to be shown according to a basic point of view about knowledge in division which is traditional algorithm. The 1st and 2nd stage show didactic transpositions less systemic. The 3rd stage, which were influenced by the new math, uses logical mechanism. The 4th stage shows conceptual knowledge of the division independently. The 5th and 6th stage use concrete models which shows a course. The 7th stage constitutes contents systematically and shows many chances which focus on the formation of knowledge. The suggestions derived from such transition should be considered in the practice class and an elementary mathematics textbooks for meaningful learning.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.429-459
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• 2009

The purpose of this study was to help the students deepen their mathematical understanding and practitioner improve her mathematics lessons. The teacher-researcher developed mathematical situation based problem solving instruction model which was modified from PBL(Problem Based Learning instruction model). Three lessons were performed in the cycle of reflection, plan, and action. As a result of performance, reflective knowledges were noted as followed points; students' mathematical understanding, mathematical situation based problem solving instruction model, improvement of mathematics teachers.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.661-685
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• 2015

This study is to search for a program of professional development of mathematics teachers on the viewpoint of content knowledge of mathematics. To do this, we select algebraic subject as content knowledge for solution of polynomials and develop material for group study based on selected subject. We supply the developed material to teachers and discuss the possibility of application and the acceptability of it. For discussion, we collect data through tests and questionnaire. Through analysing the data, we obtain the positive result.

• Korean Journal of Occupational Health Nursing
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• v.1
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• pp.30-51
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• 1991

본 연구는 산업간호사가 수행하는 산업간호업무 수행실태를 파악하고 업무수행에 영향을 미치는 요인이 무엇인지를 직무만족도와 지식의 측면에서 조사 분석하기 위한 목적으로 이 연구를 시도하였다. 연구방법은 1991년 4월 26일 부터 5일 3일까지의 총 8일간 서울시내에 소재하고 있는 사업체의 산업간호사 77명을 대상으로 연구자와 조사자 1명이 직접방문을 하여 자료수집 하였다. 자료는 SPSS를 이용하여 전산처리 하였다. 실수와 백분율, 평균 표준편차를 구하였으며, Pearson Correlation Coefficient, ANOVA 분석방법올 활용하였다. 본 연구의 결과는 다음과 같다. 1. 산업 간호업무 수행 정도는 근로자건강관리업무 중의 통상질환관리 업무를 대상자의 97.6%가 실시하여 수행정도가 가장 높았고, 가장 수행정도가 낮은 업무는 근로자복리중 진업무로 대상자의 40.2%만이 실시하고 있었다. 산업환경위생관리업무(실시율 45.5%), 직업병 관리업무(실시율 43.1%), 산업보건교육업무(실시율41.5%)로 역시 낮은 실시율을 보였다. 2. 산업간호사 직무만족도는 최대가능점수 240점에 대하여 점수 143.8점이며 최대평점 5점에 평점 3.0으로 나타났고 상호작용, 전문적위치, 자율성면에서 3.4점으로 높았으며 보수에 관한 만족도는 평점 2.3으로 가장 낮아 산업간호사들이 보수에 대해 불만족하고 있는 것으로 나타났다. 3. 산업간호사의 산업간호업무 관계지식정도는 최대가능점수 21점에 대하여 점수 17.9점을 나타내었다. 영역별로 가장 많이 알고 있는 지식은 건강관리실운영업무 관계지식으로 정확하게 알고있는 사람이 63명으로 전체의 81.4%이었고, 가장 낮게 알고 있는 지식은 산업환경위생관리 업무 관계지식으로 정답자는 42명(54.2%)이었다. 4. 산업간호업무 수행정도와 직무만족도 및 지식정도와의 상관관계를 분석하여 본 결과 직무만족도가 높을수록 업무수행정도가 높은 것으로 나타났고 (r=.3010, P<.01), 업무수행정도와 지식정도 역시 순상관관계 (r=.2591, P<.05)가 있음이 통계적으로 유의하여 지식정도가 높을수록 업무수행정도가 높음을 알 수 있었다. 그러나 직무만족도와 지식정도는 상관관계가 없었다. 결론적으로 연구에서 나타난 산업 간호사의 업무수행은 통상질환관리 위주의 업무로서 직업병 예방, 산업보건교육, 산업환경위생관리 업무등에는 수행이 미비한 것으로 나타났으며, 업무수행과 직무만족도 및 지식정도는 순상관관계가 있어 직무만족도와 지식정도가 높을수록 업무수행이 높은 것으로 나타났다.

• Journal of Wetlands Research
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• v.23 no.3
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• pp.224-233
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• 2021

This study analyzed global Knowledge Sharing Platforms and collected stakeholder's suggestions to develop the "Korea-ASEAN Wetland Knowledge Sharing Platform (KSP)." As a result of the analysis, ① financial support and ② knowledge outcomes are essential to maintain the KSP and conduct the platform sustainably. Stakeholder suggest three significant projects (① comparative analysis of the inventory of wetlands in the Korea-ASEAN region, ② knowledge gap analysis in wetland research trends, and ③ establishing a web infrastructure for wetlands information sharing). The "Korea-ASEAN Wetland KSP" defined to be consistent with the international conventions (e.g., Ramsar Convention, Convention on Biological Diversity) goals by comprehensively considering the literature analysis and stakeholder suggestions. Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) selected as the fundamental model of the KSP. As with IPBES, knowledge management and assessment, capacity building, policy support, communication and participation adopted as the platform's core objectives. The KSP will be able to share knowledge related to the same type of wetland ecosystem within the Korea-ASEAN region and provide necessary information for establishing science-based policies.