• The Science & Technology
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• v.35 no.9 s.400
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• pp.38-38
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• 2002

• 한국과학기술학회:학술대회논문집
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• 2006.06a
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• pp.1-20
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• 2006

• 한국벤처창업학회:학술대회논문집
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• 2024.04a
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• pp.27-34
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• 2024

사회적 기업가정신은 기업가정신 분야의 연구에서 많은 학자와 산업계의 관심을 받고 있는 주제이다. 특히 사회적 기업을 창업하거나 사회적 기업에서 일하고자 하는 사람들은 일반 사람들과 다른 어떤 특성을 가지고 있는지에 대해 선행 연구들은 공감, 도덕적 판단, 지각된 사회적 규범 등의 요소들로 설명하고 있다. 이는 전통적인 기업의 창업자와 비교되며, 사회적 기업가정신에 중요한 선행요소라고 말하고 있다. 그러나 공감능력이 뛰어나고, 공동체에서 사람들과 잘 어울리며, 남을 돕기 좋아하는 사람들이 반드시 사회적 기업가적 의도가 높은 것은 아니며, 이런 특성을 가진 모든 사람들이 사회적 기업에서 일하고자 하는 것은 아니다. 사회적 기업가적 동기에 관한 선행 연구 중에 동기와 행동을 연결하는 복잡한 매커니즘에 대해 설명한 연구는 거의 없는 상황이며, 대부분 공감(Empathy), 사회적 자기 효능감(Social Entrepreneurial Self-Efficacy), 도덕적 의무감 등의 요소를 규명하는데 집중되어 왔다는 한계가 있다. 본 연구는 지금까지 거의 연구되지 않았던 사회적 기업적 의도를 설명하는 타인 지향적 동기(other-oriented motives)와 사회적 기업 직업정체성에 관한 연구이다. 이를 통해 사회적 기업에 참여하려는 개인의 성향을 촉진시키는 요인은 무엇인지를 규명하고자 하였다. 전국 일반고, 특수목적고 및 특성화고등학교와 대안학교 학생 444명을 대상으로 설문조사를 실시하여 타인 지향적 동기요소인 친사회성 동기, 사회적 존재감과 사회적 기업 직업정체성의 관계 분석에 활용하였다. SPSS 26 버전을 활용하여 다중 회귀분석을 실시한 결과 사회적 기업에 대한 직업정체성에 친사회적 동기와 사회적 존재감은 긍정적인 영향을 미치고, 특히 사회적 존재감은 친사회적 동기와 직업정체성과의 관계에 부분 매개효과를 보였다. 결과적으로 역지사지 성향을 가지는 학생일수록 사회적 기업에서 일을 할 의도가 높아지고, 남을 돕고자 하는 의지가 높은 학생, 공동체 의식이 높은 학생일수록 사회적 기업에서 일을 하고자 하는 의지가 높다는 것을 알 수 있었다. 또한 사회적 존재감은 이 과정에서 간접적으로 유의미하게 긍정적인 영향을 미치는 것을 알 수 있었다. 본 연구는 사회적 기업에 대한 직업정체성에 영향을 미치는 선행요인을 규명하고 사회적 기업에 참여하려는 개인의 성향을 촉진하는 요인이 무엇인지 규명했다는 데 의의가 있다. 그리고 이 요인들이 교육을 통해 강화할 수 있으므로 사회적 기업 창업가 육성에 대한 새로운 방향을 제시한다.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.87-93
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• 2004

본 논문에서는 미래 정보 사회에의 핵심인 정보교육에 적합한 컴퓨터 교육의 방향을 초등교육을 중심으로 논하였다. 이를 위해 관련 선행 문헌연구를 통해 정보사회에서의 컴퓨터 교육의 필요성과 방향을 살펴보고, 현재 7차 교육과정에서의 컴퓨터 교육을 분석하여 문제점을 제기하였다. 또한, ACM과 IEEE의 컴퓨터 과학 분야의 교육과정 연구를 바탕으로 새로운 초등 컴퓨터 교육에서의 교육과정의 방향을 수학적, 과학적, 사회적, 철학적, 통합적 관점으로 고찰하여 제시하였으며, 이를 바탕으로 초등 컴퓨터 교육의 목표와 내용을 재구성하였다. 본 연구는 향후 8차 교육과정의 개편에 있어서 컴퓨터 교육의 발전에 도움을 주리라 기대된다.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.41-61
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• 1999

In this study I defined the direction Integrated Science Education(ISE) should take. So that I groped for the direction ISE should take in the inherent nature of science and education, analyzing their respective validity from philosophical and psychological angles. Based upon these researches, I formulated the three directions for ISE to take; knowledge-centered, social problem-centered, and individual interest-centered. The results of this thesis may be summed up as follows: 1. The knowledge-centered ISE that thinks the inherent nature of science is in the scientific knowledge is based upon Hirst's integrated logic which is built on discipline-centered educational viewpoint. Now, the focus of interdisciplinary integration consists in clarifying the meanings of knowledge and the logical relations between one knowledge and another according to the respective form of exploration. The knowledge-centered ISE, therefore, was analyzed to find its justification in the educational philosophy of idealism, realism, neo-scholasticism; in the educational theories of essentialism, behaviorism, perennial ism; in the scientific philosophy of empiricism. positivism; in the educational psychology of developmental psychology and constructivism. 2. The social problem-centered ISE that thinks the inherent nature of science is the process of social concord is based upon Dewey's integrated logic which is built on experience-centered educational viewpoint. Now, the focus of interdisciplinary integration consists in the methodological aspect facilitating the process of experience. The social problem-centered ISE, therefore, was analyzed to find its theoretical justification in the educational philosophy of pragmatism; in the educational theory of progressivism; in the scientific philosophy of relativism and rationalism; and in the educational psychology of developmental psychology and constructivism. 3. The individual interest-centered ISE is based upon Patterson's integrated logic which is built on human-centered educational viewpoint. The focus of education here is self-realization. Therefore, rather than provide in learning conditions from outside, one is made to choose them oneself and the process of satisfying one's motive is emphasized. The individual interest-centered ISE, therefore, was analyzed to find its theoretical justification in the educational philosophy of existentialism; in the educational theory of humanism; in the scientific philosophy of relativism; and in Gestalt psychology.

• Journal of Technology Innovation
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• v.18 no.2
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• pp.1-32
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• 2010

It is well known that compensation satisfaction of employees is closely related to work attitude, job commitment, and employees'intentions to stay on the job. These known facts can also be applied to the professionals engaged in science & technology as well. Many studies have concluded that the Korea's losing competitiveness in the area of science & technology was mainly attributed to the distorted compensation system. In this vein, this paper identifies the potential determinants that affect the compensation satisfaction of S&T professionals, and to empirically examines the determinants influences on job commitment and intention to stay. This was done by acquiring data from S&T professionals currently being employed in firms, universities, and institutions. Consequently, for professionals engaged in science & technology, the compensation satisfaction was demonstrated to be largely influenced by job accomplishment, monetary compensation, and social compensation in order. In conclusion, to improve compensation system for S&T professionals, firstly, it is recommended to enhance job accomplishment by endowing more discretionary authority to conduct research. Secondly, the relatively lower-valued labor forces in S&T area will necessitate more economic support and compensation. Finally, the social compensation should be strengthened by not only ameliorating social status, but also improving labor liquidity and job security.

• The Science & Technology
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• v.11 no.4 s.107
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• pp.25-31
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• 1978

현대 사회는 조직으로 구성된 조직사회라고 할 수 있다. 사회가 발달하면 할수록 조직은 더욱더 비대해지고 전문화되기 마련인데 이 복잡다기한 조직속에서 발생하는 수많은 문제들 ,또 조직 상호간에 엇갈리는 이해관계 등 전문조직간에 야기되는 문제들을 전체 시스템내에서 능률적 과학적으로 해결하기 위해서 발달된 기법이 바로 Operations Research이다.Operations Research 즉 OR은 초기에 작전연구에서부터 개발되어 기업경영뿐만 아니라 정책수립에까지 운용, 기획, 경영의 의사결정과학으로서 현대사회 구석구석 이용되고 있다 이렇듯 일상생활에 이르기까지 필수적인OR에 대한 인식이 아직 우리나라에서는 비교적 덜 되어 있지만 점차 OR의 필요성이 강조됨에 따라 OR의 도입은 시급하리라고 본다. 「1980년대는 OR의 시대」 라고까지 단언하는 한국운용과학회 신응균회장으로 부터 OR이란 무엇이며 그 필요성은 어디에 있는가 알아보기로 한다.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.6
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• pp.563-570
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• 2018

The Nobel Prize, which began in 1900, has already produced more than 1,000 winners worldwide. However, South Korea has failed to produce a Nobel Prize winner in the field of science. In order to make the Nobel Prize possible in science, many concerns and improvements are needed in many ways, including scientific administration, bureaucracy, and public education. In the field of science administration, authoritarianism seem to be a major stumbling block. Developing scientific technology by policy means and achievement of scientific technology to make money are not healthy foundation for the Nobel Prize. School education to enhance the value of creativity and challenge in needed. Social awareness is needed to value creativity and challenges. Acceptance of fails is required to succeed. It can make money to study things that don't pay. The Nobel Prize can be approached without the recognition of the Nobel Prize.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.501-517
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• 2021

In the present age, when the development of science and technology is leading the changes, this study supports the view that students should possess the literacy to participate democratically and critically in socio-scientific issues, and should be positioned as agentic and participatory citizens. Accordingly, we implemented a club activity that emphasize climate social action for elementary students, and explored how students were positioned in relation to climate change. In this study, position is defined as a complex cluster of rights and duties that students have in relation to climate change. The club activity was implemented throughout 46 sessions from March to July, 2019 for 11 sixth graders of 'H elementary School' in Seoul, and transcripts of video and interviews were analyzed by means of a constant comparison method. In the course of the activity consisting of three steps, the students exhibited different positioning and they are as follows: In the global warming modeling activity for Step 1, students were positioned as 'active learners', but at the same time, they showed a contradiction in being positioned as 'apprentice'. In the student-led research activities inherent to Step 2, they were positioned as 'scientists who design and conduct research' and 'bystanders' due to the controversial nature of SSI knowledge. As students participate in the social actions involved in Step 3, the position changed from 'elementary school students facing difficulty in making a change' to 'participatory citizens creating changes.' This study is significant because it shows students' potential to promote participatory and democratic citizenship through action-oriented SSI activities. In addition, pedagogical approaches were discussed dealing with the contradictions and limitations of positioning.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.65-89
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• 2004

The article attempts to suggest s a direction of science education in terms of development of creative human resources based on discussion about scientific literacy and scientific creativity. Students are supposed to develop scientific attitude, inquiry skills, problem solving ability through science learning, and be prepared for the 21st century of rapidly developing age. The paper introduces definitions of scientific literacy and scientific creativity and discuss their meanings within science education in general as well as for the gifted. To enhance students' scientific creativity, science education should strengthen content of science related to technology, integrated science content, personal and social views, social inquiry for problem solving. In particular, science education for the gifted should emphasize students' holistic views in interpreting data, ability to connect artistic aspects to science process, intuitions to explain scientific phenomena and pursue of personal satisfaction. It may be said that science education and science education for the gifted is realized when students have opportunities to experience such elements in their science learning.