• Korean Deer Journal
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• v.8 no.6 s.54
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• pp.49-49
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• 2003

• 대학교육
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• s.168
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• pp.70-72
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• 2010

• 한국노년학
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• v.38 no.1
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• pp.125-142
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• 2018

This study aims to investigate the relationship between filial piety, family exchange, and social exchange and perception of intergenerational solidarity and to find the differences of those relationships among different age groups. '2017 Age Integration Survey' data, which were collected under the support of Social Science Korea (SSK) project of National Research Foundation of Korea. 300 participants for each three age group such as the young, middle-aged and older adult were randomly selected among 1,017 and data were analyzed by structural equation modeling method. Findings were as follows. Firstly, filial piety, family exchange, social exchange affected the perception of intergenerational solidarity. Secondly, there is a significant difference in those relationships among different age groups. Family exchange and social exchange were statistically significant variables to explain the perception of intergenerational solidarity in the young age group; filial piety, family exchange, and social exchange, all three variables were related statistically significantly to the perception of intergenerational solidarity in the middle-aged group. For older adult group, filial piety and social exchange appeared as the significant variables. Based on these findings, several suggestions in policies and practices were made to increase the perception of intergenerational solidarity by reflecting the characteristics of each age groups.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.993-1003
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• 2017

Teachers expect team-based project learning to help students develop collaborative and real-world problem solving skills. In practice, however, students tend to solve problems with simple division of labor, and there is a tendency that learning transfer does not occur in solving problems. The purpose of this study is to develop a collaborative learning model based on the transactive memory system (TMS) and to verify its effectiveness. The collaborative learning model based on the TMS is composed of three stages. The first stage is developing TMS. In this stage, the students learn physics concepts and make knowledge about the expertise of group members through peer instruction. The second stage, activating TMS, is building trust through solving well-defined problems for developing near-transfer. And in the third stage, applying TMS, the students solve an ill-defined problem based on real-world context for practicing far-transfer. Based on this model, a 15-week program including two projects on geometric optics and sound waves was developed and applied to 60 college students. The data for five weeks of one project were collected and analyzed. As a result, the TMS of the experimental group with the TMS-based collaborative learning model improved stepwise. Whereas, the difference between the first week and the last week was statistically significant, while the TMS change of the comparison group using the general project learning model was not significant. Also, the experimental group showed that the learning transfer occurred better in the project than the comparison group. A collaborative learning model based on TMS can be used to learn how students gain synergy through collaboration and how students collaboratively transfer the learned concepts in problem solving.

• Journal of the International Relations & Interdisciplinary Education
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• v.3 no.1
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• pp.105-113
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• 2023

Korea is a self-recognized educational powerhouse, and successive governments place importance on basic education and rural education. While promulgating and implementing a series of policies and measures, the Korean government provides great support to the development of basic rural education from a financial standpoint, promotes the development of rural basic education projects, and provides a strong foundation for Korea to become a world education powerhouse. and provided a guarantee. In China, as the education powerhouse strategy and urbanization construction strategy continue to be promoted, the basic education problem in rural areas is drawing attention, and the development direction and thinking of rural basic education are also becoming a hot issue. This article intends to discuss how to develop basic rural education in China in the future by examining and analyzing reforms for basic rural education in Korea.

• Proceedings of The KACE
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• 2017.08a
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• pp.79-81
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• 2017

본 연구의 목적은 수해양 전공학생과 일반고 학생의 스마트교육미디어 활용 유형의 차이를 탐색해 보고자 하였다. 이를 위해 스마트교육미디어 중 많이 활용되는 사회연결망서비스(SNS)의 활용 유형 차이를 살펴보았다. 수해양 관련 전공을 하고 있는 고등학생과 일반고 학생 총 2,714명을 연구대상으로 설정하였다. 연구결과 SNS 활용에서 수해양 전공 및 일반고 학생들은 정보획득 공유, 재미, 시간때우기, 사람과의 교류 목적 등의 순으로 활용하고 있었다. 상위 다섯 가지 활용 유형 중 재미있어서, 시간때우기, 사람들과의 교류, 습관적으로 항목에서 집단 간 유의한 차이가 있는 것으로 나타났다.

• Korean Architects
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• s.556
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• pp.78-83
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• 2015

2013년 5월 개정건축사법에 의한 건축사등록제도와 함께 우리 건축사는 법에서 정한 실무교육을 이수하여야만 한다. 이 개정 건축사법은 건축사에 대한 체계적 관리를 함으로써 곧 직면하게 될 시장개방에 따른 MRA를 대비하기 위한 것이었다. 실무교육 실시를 시작한지 2년이 경과한 현 시점에서 해외사례 등을 통해 우리의 건축사 실무교육에 대한 점검의 필요성을 느끼고 있었다. 이러한 때 마침 우리협회와 긴밀한 교류를 유지해온 미국건축사협회(AIA)로 부터 지난5월 CONVENTION초청이 있었다. 그간 우리협회는 매년 참가를 하였지만 대부분이 회장과 국제위원회를 중심으로 한 친선교류의 역할을 하였지만 이번에는 교육원의 입장에서 특정한 목적을 갖고 참여함으로써 미국의 건축사교육을 조사하고 점검한 좋은 기회를 가질 수 있었다.

• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.2
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• pp.1-11
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• 2021

The purpose of this study is to inspect the case of university convergence education on elderly education. The Center for Academic Continuing Education (ZAWiW) at Ulm University in Germany aims to inquiry the diversity and differentiation of university and related institutions for senior education by analyzing the linkages between various major areas related to the subject of the elderly and cooperation models between generations. Various topics related to research and life in the elderly are being conducted with a focus on the participation of elderly learners. Through seasonal academy and Ulm 3rd Generation University, connection between regions and universities and interdisciplinary convergence are being actively provided. It can lead to a differentiated strategy of the university for the education of the elderly.

• KLA journal
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• v.10 no.6
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• pp.14-16
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• 1969

• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.2
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• pp.80-90
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• 2021

The purpose of this study is to find out the differences and commonalities between Korea and China by comparing the objectives, contents, and models of in-service teacher education. Through the differences and commonalities, it is intended to present a revelation point for the education of incumbent teachers in both countries. The research results show that in China, teachers' moral education and subject knowledge are emphasized, while in Korea, teachers' cultural competency and major knowledge are emphasized, and the specific training content and completion time are all precisely stipulated. Based on their research capabilities, the Chinese side was asked to provide individual-centered training support, and to the South Korean side, they were asked to suggest new points, such as substantiating the cooperative system between educational and training institutions.