• The Mathematical Education
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• v.61 no.1
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• pp.157-178
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• 2022

Mathematics teachers' content knowledge is an important asset for effective teaching. To enhance this asset, teacher's knowledge is required to be diagnosed and developed. In this study, we employed problem-posing and problem-solving tasks to diagnose preservice teachers' understanding of fraction multiplication. We recruited 41 elementary preservice teachers who were taking elementary mathematics methods courses in Korea and the United States and gave the tasks in their final exam. The collected data was analyzed in terms of interpreting, understanding, model, and representing of fraction multiplication. The results of the study show that preservice teachers tended to interpret (fraction)×(fraction) more correctly than (whole number)×(fraction). Especially, all US preservice teachers reversed the meanings of the fraction multiplier as well as the whole number multiplicand. In addition, preservice teachers frequently used 'part of part' for posing problems and solving posed problems for (fraction)×(fraction) problems. While preservice teachers preferred to a area model to solve (fraction)×(fraction) problems, many Korean preservice teachers selected a length model for (whole number)×(fraction). Lastly, preservice teachers showed their ability to make a conceptual connection between their models and the process of fraction multiplication. This study provided specific implications for preservice teacher education in relation to the meaning of fraction multiplication, visual representations, and the purposes of using representations.

• Management & Information Systems Review
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• v.32 no.1
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• pp.241-258
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• 2013

HRD professionals should be able to contribute to performance improvement by focusing on strategic business partner activities such as planning, organizational development, and organizational design. Taking a systems view is important in the development of strategy because simply offering specific interventions neither changes nor improves the fundamental systems of an organization. In order to guide the management of organizations as systems, HRD professionals need to not only deal with resistance to change in solution implementation but also identify quantifiable measures to judge the effectiveness of implemented solutions with partnerships with relevant stakeholders. HRD professionals are particularly required to play a critical role in aligning process goals, process design, and process management to improve performance. Adjusting human performance policies and practices to local cultural differences is also among the urgent tasks for HRD professionals.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.629-644
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• 2016

The purpose of this study was to investigate the effects of whole-task sequencing emphasis manipulation on expertise acquisition in web based complex task. To achieve the purpose, emphasis manipulation sequencing type is composed of a simple emphasis manipulation, a snowballing manipulation, and a full emphasis manipulation sequencing and participants was drawn from a pool of 93 undergraduate students sampled for the study. According to the findings, a snowballing manipulation group invested significantly lower cognitive load than a full emphasis manipulation group but did not a simple emphasis manipulation group. Based on these findings, though complex task is included of high interactivity owing to real task, learner cannot suffer cognitive overload because emphasis manipulation which can view the whole task and the part task in parallel provides meta cognition for learner. And whole-task sequencing emphasis manipulation affects to transfer. The snowballing emphasis manipulation group invested significantly higher than simple emphasis manipulation group and full emphasis manipulation group. Based on these findings, the snowballing manipulation which learner use whole-task sequencing and part-task sequencing simultaneously contribute to understandings and ability to solve problems for complex task and it will in turn, lead to expertise acquisition.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.527-538
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• 2016

The purpose of this study is to select the factors of 'Group scientific creativity' and to find out how 'Group scientific creativity' turns out in the creative problem-solving process of students. To select the factors that affect 'Group scientific creativity', this research extracted 27 influencing factors on the group creativity from the prior study and organized them according to opinions of education experts. To select factors that affect 'Group scientific creativity' in the creative problem-solving process of students, this research analyzed the group problem-solving process that has been done on 72 gifted students for two days. Main results of the study is as follows: First, nine elements such as scientific thinking, scientific knowledge, scientific information-processing capacity, motivation, challenge, age and gender, existence of diversity, creativity educational experience, and the group cohesiveness were selected as human factors. Four elements such as scientific communication skills, scientific inquiry process, autonomy, and leadership were selected as the combining factors. Also, three elements such as the learning environment, teacher types, and compensation were selected as the Environmental factors. Second, it was possible to find that the group scientific creativity influence factors affecting the creative process by analyzing the gifted students in creative-problem solving process. Based on these results, this study described additional points on the factors improving 'Group scientific-creativity.'

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.515-539
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• 2016

The purpose of this study is to develop the integrated curriculum for gifted elementary students based on ICM (Integrated Curriculum Model) and to apply it for analysis of the relationship between creativity and creative problem solving skills. An integrated curriculum for gifted students attending a university-affiliated institute was developed and applied to twenty mathematically gifted 5th and 6th grade students. TTCT language test and CAT test for students' products from activities were conducted. In addition, tape-recorded group discussions and activities during instruction, and interview with students and teacher, activity sheets were analyzed. As results, their language abilities shown TTCT test have been improved. Furthermore, the correlation between the test results of automata and language creativity, the average of two projects and language creativity, and future problem solving and the average of TTCT showed significant correlations. Results showed the gifted students' understanding of high level concepts and cooperation among groups were needed in order to improve creative problem solving. It suggested a further study research the integrated curriculum applying creativity and giftedness to real-life problem situations for gifted students to make them grow into essential competent persons in the future.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.4 no.1
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• pp.142-163
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• 1993

A 8 year old boy with problems of hyperactivity, impulsivity received playpsychotherapy. Through the detailed examination of their contents and group supervision of play therapy session, common mistakes novice therapist make frequently and tasks in the initial phase of play psychotherapy are illustrated. Therapist's personality and anxiety frequently interferes therapeutic processes. Common mistakes therapist makes during initial phase of play therapy are ; therapist's over-enthusiasm, overinvolvement or non-responsiveness, premature or inappropriate interpretation and direct connection of play theme to reality. It is utmost important for the therapist to make positive and trusting relationship with the patient in the initial phase of the therapy. In order to do so therapist must accept the patient as he is, permit the patient takes his leads. And as a result, the Patient can go through corrected developmental experience. In conclusion, it is a therapist's main task to establish relationship.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.247-254
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• 2021

The purpose of this study is to investigate the effects of action learning on the satisfaction of majors by cultivating task-solving ability through self-reflection in the form of team learning for a certain period of time in the form of team learning by using action learning for students taking convergence curriculum in universities. The subjects of the study were 40 students from the Department of Sports Rehabilitation, a convergence of the Department of Sports and Health Management and the Department of Physical Therapy located in Jeollanam-do. This was conducted to confirm the difference in the effect of satisfaction. Comparison of changes in groups of experimental groups with action learning teaching methods showed significant differences in self-directed learning skills, problem-solving skills, and major satisfaction(p<.001)(p<.05). A significant difference in self-directed learning ability, problem-solving ability, and major satisfaction was also shown in the comparison of changes in control groups that applied traditional teaching methods(p<.05). Comparison of changes between groups showed significant differences in self-directed learning skills, problem-solving skills and major satisfaction(p<.05). Applying the action learning teaching method to the level of students in the convergence course will improve self-directed learning skills, problem-solving skills, and major satisfaction, and further research will be needed to expand the target and add variables to combine qualitative research.

• Proceedings of the Korea Water Resources Association Conference
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• 2008.05a
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• pp.480-484
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• 2008

셀렝게(Selenga)강은 몽골에서 발원하여 세계최대의 담수호로 알려진 러시아 바이칼호로 유입되는 국제하천으로서 소비에트 연방해체 이후 계획경제가 무너지면서 다양한 물환경문제에 노출되어 있다. 몽골의 경우 도시개발이 급격히 진행되고 있으나 처리시설의 미비로 인한 오폐수 배출 및 무분별한 광산개발에 따른 수질오염문제가 현안이 되고 있으며, 러시아(브리아트공화국)는 계획경제의 붕괴에 따른 산업구조의 변화, 처리시설의 부족 및 운영의 비효율성, 산림자원의 개발에 따른 비점오염부하의 증가 등의 수질문제 해결이 요구된다. 몽골은 자연적인 특성상 광물질을 많이 포함하는 지표수 성상 및 매우 적은 강우량으로 인한 수자원의 부족, 지역별로 극심한 물공급량의 불균형, 산업개발에 따른 지하수 오염 등의 문제를 포함한 수자원 부족이 해결해야할 현안과제이고, 러시아는 수자원은 매우 풍부하나 공급시설의 낙후 및 비효율적인 운영으로 인한 물 공급 시스템의 개선이 절실히 요구되는 상황이다. 물 환경관리 체계를 보면 양국 공히 대내적으로는 이용 및 공급 주체별로 분화된 물 관리체제로 인해 부문간 통합성이 결여되어 있으며, 대외적으로는 셀렝게강 상 하류 물이용 개발, 수질보전 및 수생태계보호와 연관된 문제해결을 위한 몽골과 러시아간의 국제적인 협력시스템이 없는 실정이다. 경제개발에 따라 최근 수질오염 및 물이용 개발과 관련된 이해당사자 간의 갈등이 심화되고 있어 이를 지역, 국가, 국제적인 차원에서 조정할 수 있는 통합관리시스템의 구축과 이해당사자의 인식제고 및 자체적인 관리능력 배양을 위한 역량강화프로그램의 개발 운영이 요구되고 있다. 따라서 본 연구에서는 동지역에서 기초현황조사, 물 환경현안 파악, 물 관리정책 및 체계와 문제점을 파악하고 향후 DPISR(Drivers-Pressures-Impact-State- Response) 분석이 가능하도록 물환경관리와 연관된 물환경상태, 현안, 원인, 영향 및 대책을 종합적인 관점에서 분석하며, 해외의 주요 국제하천의 물 환경관리모델에 대한 사례분석 및 비교연구를 통해 물이용 및 개발과 관련된 이해상충 조정체계를 개발하고자 하였다.

• The Journal of Korean Association of Computer Education
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• v.15 no.1
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• pp.33-41
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• 2012

The purpose of this study was to examine the effectiveness of problem-based learning(PBL) of information communication ethics on the problem-solving skills of fifth- and sixth-grade elementary school students about information communication ethics and their attitude. The findings of the study were as follows: First, the PBL-based teaching materials for information communication ethics could serve to stir up the interest of students by letting them face problem situations caused by the disfunction of the information society. Second, a wide variety of teaching-learning activities including cooperative learning and discussion were implemented while the selected students performed the given problem-solving tasks, and the activities had a very good effect on PBL-based information communication ethics education. Third, PBL-based information communication ethics education could be one of effective ways to boost not only the problem-solving skills of students but the teaching interest and capability of teachers.

• School Mathematics
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• v.11 no.3
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• pp.527-546
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• 2009

This study was designed to gain insights into instrumental genesis process of CAS in Korean high school students and to explore its practical potentials in secondary mathematics education. Two activities, such as Concept-Centered Mathematics Activity based on CAS and Problem Solving Activities, were constructed and executed to 10th Grade seven students for twelve class hours. The finding on the students' activities are as follows : it is meaningful in mathematics education, especially in algebra education, in that the CAS based concept centered mathematics activity offers great opportunities to deal with high-qualified application problems. The problem solving activities based on the instrumented CAS may have an influence on the sequence of mathematics curriculum, e.g. the optimization problems may precede the calculus problems such as derivatives in high school. The results of this study to investigate the instrumental genesis of CAS in mathematical activities will give insights into the secondary mathematics curriculum to prepare the CAS in Korea.