• The Korean Journal of Financial Management
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• v.15 no.2
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• pp.23-53
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• 1998

본 연구의 목적은 우리나라 상장기업들의 기업규모 및 시장지배력이 연구개발투자활동에 미치는 영향을 분석하는데 있다. 가설검증을 위하여 1997년 3월말 현재 한국증권거래소에 상장된 72개 제조기업을 대상으로 상관분석과 회귀분석을 실시하였다. 실증분석결과 연구개발투자 활동은 기업규모와 관련성이 크며, 기업규모가 일정 크기에 이를 때까지는 연구개발 활동이 증가하지만, 일단 그 선을 넘어서면 기업 규모에 비례해서 증가하지는 않는 것으로 나타났다. 또한, 시장지배력을 나타내는 시장집중률 및 시장점유율과 연구개발 활동간에는 유의한 부(-)의 효과가 존재하는 것으로 나타났다. 그리고, 매출액성장률과 연구개발투자 활동간에는 분명한 관계를 확인할 수가 없었으나, 기술기회는 연구개발 활동과 예상대로 정(+)의 관계가 있는 것으로 나타나 성장기회가 높은 산업일수록 연구개발 활동이 많은 것으로 나타났다. 이 연구는 기업의 규모 및 시장지배력이 연구개발투자 활동에 미치는 영향을 우리나라 기업을 중심으로 실증적으로 검증함으로서 기술혁신을 위한 산업조직 및 개별기업의 연구개발 투자를 위한 의사결정과 관련한 시사점을 제공한 점에 의의를 찾을 수 있다.

• Journal of Science Education
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• v.33 no.2
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• pp.184-192
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• 2009

Understanding about the Nature of Science (NOS) is element of scientific literacy. Its importance is emphasized, especially understanding about NOS was presented as goal of science education on the fifth curriculum in Korea. Attempt of teaching NOS has been continuous in school, that was limited by method of using History of Science. Except method of using History of Science, Experimenting is appropriate for method of teaching NOS. We expected that is effective to apply reflective approach method for understanding the NOS and composite lesson to emphasize reflection and discussion to general experiment class in the school. We applied experiment class to emphasize reflection and discussion to second grade students in the middle school and researched whether positive reflection and discussion is helpful understanding the NOS in science experiment class or not, through questionnaire about NOS and analysis of observation and interview. As a result, experiment class to emphasize reflection and discussion was effective for scientific inquiry skills and sociality of scientific inquiry, particularly for relation observation with deduction and possibility of variable analysis to experiment result. Therefore, experiment class to emphasize reflection and discussion is effective for understanding the NOS.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.109-120
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• 2017

The purpose of this study is to explore the experiences and meaning of nursing students participating in a multicultural children mentoring program and to find out how mentoring activities can contribute to the cultural competence of future nurses. This study was based on a qualitative research design through reflective journals and in-depth interviews. From March 20 to June 30, 2016, we collected data from 10 nursing students who participated in a mentoring program for multicultural children. The research question was what was the experience of nursing students participating in multicultural children mentoring? Reflective journals were created individually before participating in mentoring activities and after 10 mentoring activities. In-depth interviews were conducted with three participants to clarify the meaning of their reflective journal and identify the implications of additional mentoring activity experiences after the completion of the mentoring activities. The results were obtained for 3 central themes; Breaking the prejudice against cultural diversity, Understanding the reality of multicultural children, and Acquiring experience for the sake of growth. The results of this study can be used as the basic data for the development of a nursing education program for the purpose of enhancing the cultural competence of nursing students.

• Journal of the Korean Geographical Society
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• v.44 no.4
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• pp.577-603
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• 2009

The purpose of this study is to understand two geography student teachers' experience of practical knowledge on the geography classroom organization during their student teaching. I carried out a qualitative case study on the geography classroom organization and its practice. Data was gathered through participant observation and in-deep interview. The results are as follows: 1) I present portraits two pre-service geography teachers' lives, which represent typical case of intrinsic deep motivation and spontaneous interest in subject matter. 2) Their classroom are organized $9{\sim}14$ segment, its segment organizations in introduction close steps and main lesson step behave differently. The segment activities in close step behave most irregularly. 3) In the reflection rubric, the level of their reflection is middle, mostly concentrated on 'technical' or 'dialogue' level. On the basis of these findings, it can be concluded that a different way of understanding the relationship between knowing to teach and knowing about teaching is necessary.

• 건강소식
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• v.12 no.9 s.118
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• pp.2-7
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• 1988

평소 몸이 약했던 강정숙양(16세서울K여중 3학년)은 초등학교 때 심장이 약하다는 얘기를 들은 후 오랫동안을 운동이나 활동으로부터 제외 되어져 살아왔다. 경제적인 어려움으로 병원 한 번 갈 수 없었던 그녀의 삶은 아픔과 그 아픔을 원고지 위에 옮겨놓은 것을 희망으로 삼은 것이 전부였다. 그런데 얼마 전 건협의 건강관리 공개강좌에서 심장병에 대한 강의를 듣고 건협에서 검사를 받은 결과 그녀는 뜻밖에도 보통사람과 똑같이 활동해도 좋다는 진단을 받고 지금은 건강하고 밝게 살아가고 있다 우리나라 심장병의 관리 상태를 반성하고 새로운 계기를 마련하는 데 도움이 되었으면 하는 마음으로 강양의 집을 찾아가 봤다.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.267-286
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• 2017

This study analyzed the processes of lesson plan, implementation, and reflection by a professional learning community with five teachers who were teaching second grade students in the same elementary school. The results of the study showed that the learning community helped the teachers prepare for a lesson effectively, enhance their teaching practices, and reflect on their teaching methods. However, the teachers had difficulties in re-designing and implementing the collaborative lesson plan in their classrooms and had a tendency to talk about their feelings about lessons rather than meaningful comments for subsequent lessons. The successes and difficulties revealed through this study are expected to provide us with directions of learning communities for improving teachers' professional development.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.94-113
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• 2013

The purpose of this study was to examine the change in the classes of beginning science teachers through the collaborative mentoring program that induce reflective thinking practice. Participants in this study were three mentor-teachers, two teachers in doctor's or master's course, one university professor, and three mentee-teachers who have less than four years of teaching experience. We collected data such as video recordings of the mentee-teachers' classroom teaching and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor and mentee's journals, and RTOP classroom teaching observation reports. RTOP was used for the analysis of classroom teaching and mentee-teachers' recognition and changes in their classes were found out through journals and one-on-one mentoring interview materials. According to mentee-teachers' recognition and changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching style, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classroom teaching through their reflective practice and improvement. As a result of this study, the interactions with mentor-teachers through collaborative mentoring program stimulated mentee-teacher's reflections on their teaching. Therefore, these reflections led to their reflective practice that showed progressive changes in their teaching behavioral activities. The extent of these changes varied according to the mentee-teachers' individual disposition toward reflection and the issue of whether mentee-teachers' reflective practice was in accordance with priorities in motivational ZDP or not. Also based on the results of this study, the teachers' reflection was not all accompanied by reflective practice even if the beginning science teachers made some partial changes in reflective practice through reflection. It means that it is hard to lead reflective practice for mentee-teachers through mentoring in a short period of time. Therefore, we consider that a systematic and long-term mentoring program is necessary for beginning science teachers.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.322-334
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• 2014

In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through meta-analysis of their own reflective journals. The meta-analysis activities are expected to enhance their learning effectively as a kind of self-assesment. During 8 week simulation teaching, 26 pre-service teachers kept individual journal writing and the meta-analysis activities were implemented twice (after the 3rd and 8th week). Right after the first meta-analysis, the pre-service teachers' productive reflection increased clearly. However this would not guarantee the effect would last long time period. By analyzing 8 week reflective journals, reports on meta-analysis activities and small group interview, this study shed light on practical ways of enhancing reflective teacher education.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.95-112
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• 2012

The research evaluated the effects of the improvements in scientific inquiry for elementary school students and focused on the development and application of the explicit and reflective learning strategy through observation and classification. The explicit and reflective learning strategy was modified and completed with the review of the experts after the development of the draft based on the theoretical approach. The students were evaluated for their academic achievements in scientific inquiry skills before and after taking the course. The results were as follows: First, the steps of the developed learning strategy (1) to motivate, (2) to explore reflectively, (3) to guide explicitly, (4) to inquire explicitly, and (5) to verify reflectively were set to reflect the verification. Second, the results of applying the developed model to the lessons based on the quantitative analysis was effective for observation and classification skills in the quest for improved performance of the whole (the sum of observation and classification, inquiry skills) and the observed features, but there was no effect on classification. Also, the lessons applied the developed teaching strategy and showed effectiveness in improving academic achievement. Particularly in analyzing the relationship between the academic achievement and exploration capabilities, in order to improve academic achievement, the importance of improving inquiry skills was found. Third, the qualitative analysis of teaching and learning strategy developed by applying the lessons of this teacher guide and small group activities through the explicit and reflective observation and classification of the student learning activities showed the significant improvement of ability of the scientific inquiry skills. In addition to the improvement in the abilities of the classification showed after the formation of the most basic observation skills of the scientific inquiry.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.895-905
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• 2015

Citizens should be sensitive to the complex and controversial SSIs (Socioscientific Issues), be able to make a responsible decision with evidence and empathy, and furthermore take political action for the larger welfare. The premise of this research is that understanding the nature of science (NOS) takes an important role when students and adults participate in the discourse on SSIs because SSI reasoning requires individuals to examine information and counter-information with skepticism. We therefore designed SSI programs that were incorporated with NOS by adapting a contextualized-reflective approach. The leading research question was to what extent SSI contexts contributed to promoting students' understanding of NOS. A total of 71 11th grade students participated in this program. The school was located in an urban city near the capital city of Seoul, South Korea. We designed SSI programs to cover the issues of genetically modified organisms, climate change, and nuclear energy. Each issue required four to six class periods to complete. We conducted pre- and post-program tests using the revised VNOS-C, recorded group discussions or debates and collected student worksheets to observe the increase of student NOS understanding. As a result of this program, students showed moderate improvement in their understanding of NOS.