• Journal for History of Mathematics
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• v.25 no.3
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• pp.119-140
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• 2012

This study analyzed the questions related to the content knowledge of mathematics subject for the middle and high school teacher employment examination conducted from the school year of 2009 to 2012 based on the evaluation scope of the mathematics subject content knowledge and evaluation contents which were presented by the Korea Institute for Curriculum and Evaluation(KICE). To achieve the objectives of this study, a total of 105 questions were collected with respect to the questions that appeared on the test over the last 4 years which aimed to evaluate the level of applicants' knowledge related to the contents of mathematics subject. The ratio of the contents covered in the test was assessed based on the scope of evaluation and the items for evaluation among the 9 subjects. Based on the results, suggestions were presented in relation to the operation of the mathematics curriculum for the department of mathematics education at the college of education or the restructuring of the evaluation scope. There was a significant difference in the ratio of items that appeared on the test among the 9 subjects related to the content knowledge of mathematics. Also, there was a remarkable difference in the ratio of items covered in the test among the evaluation scope by subject. The results of analysis on the evaluation content items suggested that 149 items out of 256 items did not appear in the teacher employment examination for 4 years. Based on such results of analysis, this study discussed the need for readjusting the ratio of items covered in the test of content knowledge related to mathematics or the evaluation scope and evaluation content items.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.49-75
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• 2017

The purpose of this study is to provide the justification of the subject through review and alternatives example on the internal consistency of Home Economics curriculum components focused to the clothing & textiles area based on the beliefs and values inherent in the Home Economics curriculum. For this purpose, we examined the perspective of the assumptions about the five components of the curriculum - family, society, objective, subject matter, method in education - from the revised curriculum in 2007 to in 2015, and suggests an example of subject matter based on the result. The results of this study are summarized as follows. First, the clothing & textiles area of the revised curriculum from in 2007 to in 2015, family, society, objective, subject matter and method in education, excluding subject matter, were taken from a critical science perspective. In order for Home Economics curriculum components to be internally consistent, assumptions about the subject matter should be transformed to deal with the clothing & textiles as a family work. And needed to complement assumptions about family, objective and method in education. Second, based on the discussion, suggested an alternative example to the clothing & textiles area based on the internal consistency of Home Economics curriculum components.

• Journal of Science Education
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• v.36 no.2
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• pp.381-393
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• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.

• The Optical Journal
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• s.99
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• pp.76-79
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• 2005

본 고에서는 최근 광학관련 특허출원 제1991-6896호 대법원 판례를 소개하고자 한다. 본 사례는 1991년 특허출원을 했으나 그에 앞서 유사한 내용으로 유럽 쪽에서 낸 특허내용에 비해 진보성이 떨어진다는 판단아래 특허청, 특허심판원, 특허법원 등에서 번번이 기각이 됐고, 최종적으로 지난해 4월 28일 대법원이 원심판결 파기환송을 함으로써 특허출원인의 손을 들어줬던 사건이다. 이번 사건을 통해 주목해야 할 것은 특허청구범위에 기재된‘구성’의 의미가 포괄하는 범위이다. 즉, 발명을 이루는 구조적요소, 수단 및 그 결합관계의 한정이‘발명이 구성에 해당된다’는 것. 또한 구조적 요소에 의해서만 특정하는 것은 곤란하고 구조만으로 특정하려 할 때 종래기술과, 기술적으로 구별하기 어렵다면 구조적 사항 외에 요소도 발명의 구성에 해당된다는 것. 마지막으로 성질 또는 특성 등에 의하여 물건을 특정하려고 하는 기재를 포함하고, 성질 또는 특성이 그 발명의 내용을 한정하는 사항이라면 이것 역시 발명의 구성에 해당된다는 것이다.

• Journal of Information Management
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• v.22 no.2
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• pp.29-46
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• 1991

This study intends to compare the structure of the record and the methods of content designation of the MARC formats based on UNIMARC, USMARC, KOMARC, CHINESE MARC and JAPAN MARC. The structure of the formats takes the similar form to base on ISO 2709. The methods of content designation of the fixed fields is analyzed into 6 categories. And of the content designators, JAPAN MARC does not use indicator.

• The Journal of Korean Association of Computer Education
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• v.11 no.1
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• pp.33-46
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• 2008

There exist many differences between new Informatics curriculum and the current Computer curriculum. Since the new curriculum introduces new section of "Problem-solving methods and procedures" which are not included in current computer curriculum, it is required to define and specify objectives and content units of "problem solving methods" and "programming" topics for the new section. In this paper, we define and specify the objectives and detailed contents by surveying various computer curriculums used in many other countries. Then, the specified objectives and content units are validated by a group of computer education experts. The final results of specified objectives show that areas of "comprehension", "application" and "synthesis" take relatively high percentage over the other areas. In the content specification, we set the content structure by describing how to solve a given real-world problem with a non-computerized way, followed by representing or transforming it with a corresponding computerized model.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.18-32
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• 2016

The purpose of this study was to analyze the differences of elementary and middle school students' ICT literacy by their computer use and information(computer) educational experiences. For this purpose, this study implemented ICT literacy test for students in 300 elementary (4th~6th)- and 300 middle(7th~9th) schools in 2015. The ICT literacy test was composed of two components of 'literacy ability elements' and 'literacy content elements.' The main results of this study are as follows. First, in both of elementary and middle schools, there are positive relationships between students' 'computer use at home' and 'computer outside school,' and their ICT literacy test scores, but their extreme computer use affected their ICT literacy test scores negatively. Second, in both of elementary and middle schools, there are positive relationships between students' information(computer) educational experiences and their ICT literacy test scores.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.30 no.4
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• pp.29-50
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• 2019

This study was to suggest the considerations for application profiles of 2019 revised RDA using literature reviews and case studies according to new RDA that revised in order to reflect the LRM and linked data. First, the additional elements were recommended as the contents of application profiles such as inverse element, broader element, narrow element, domain, range, alternate label name, mapping to MARC, mapping to BIBFRAME, and RDA description examples as new elements as well as element name, element ID, element URL, description method, vocabulary encoding scheme, data provenance element, data provenance value, and notes as the elements that were already suggested by previous researches. Second, RDA rules' representations in forms of flow chart and application profiles through analyzing RDA rules were suggested in order to apply the rules to RDA application profiles to structure the rules in which every element has 4 types of description method, many conditions, and options. Third, the RDA mapping to BIBFRAME was suggested in RDA application profiles because RDA and BIBFRAME are co-related in context of content standard and encoding format, and mapping BIBFRAME and RDA is necessitated for programming BIBFRAME editors with RDA as content standard. This study will contribute to find the methods for constructing RDA application profiles and BIBFRAME application profiles with RDA as content standard.

• Journal of Korean Library and Information Science Society
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• v.44 no.1
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• pp.409-432
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• 2013

The purpose of this study is to examine 5 writing guidelines of reference collection development policy(RCDP) and to identify major elements of RCDP through the comparison and analysis of 24 RCDP in academic libraries in the U.S. As a result of this study, a total of 9 elements(5 core elements and 4 selective elements) were identified. Five core elements were (1) introduction, (2) scope, size, and level, (3) format, (4) types, and (5) management(i.e., selection, weeding, evaluation, and responsibilities) of reference collection. The results of this study would be helpful to those academic libraries which are planning to write RCDP in academic libraries in the near future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.9 no.1
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• pp.214-220
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• 2008

This study aims to design a digital portfolio assessment system in ubiquitous computing(DPASUbi). To achieve that goal, the following issues were worked: Review of various theoretical discussions on portfolio and an analysis of existing programs to select elements to be included in the DPASUbi. Educational evaluation scenarios for the DPASUbi were developed based on the elements. The system was designed on reflecting these elements, that is, learning activities, assessment and usage of portfolio, ubiquitous technology and database. This system will provide guidance on what methods and assessment procedures should be applied in the ubiquitous computing environment totally different from the conventional one. Also, The new system will be helpful in indicating what kind of techniques should be required in the real educational evaluation.