• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.1-18
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• 2010

The purpose of this study was to develop a teaching-learning process plan for sustainable residing creating with neighbors and to apply it to the housing section of Technology-Home Economics according to the 2007 Revised Curriculum. Teachinglearning method solving practical problems was used for the teaching-learning process plans of 6-session lessons according to the ADDIE model. In the development stage, 17 activity materials and 15 teaching learning materials (6 reading texts, 6 moving pictures, 2 internet and 1 image materials) were developed. for the 6-session lessons, based on the stages of solving practical problems. The plans applied to the 3 classes of 8, 9, and 10th grade of the H. junior and senior high school in Myun district in Kyungbook during Sept. 1st to 14th, 2009. The results showed that students actively participated when the contents and materials were related to their own experience. The 6-session lessons about sustainable residing creating with neighbors was significantly increased the sense of community between before and after. Each of the 4 stages of the teachinglearning method solving practical problems were highly participated by the students. The satisfaction with the contents and methods of the 6-session lessons were evaluated over medium to somewhat higher levels. The practical activities to solve the community space and programs were got positive comments. Problem solving process and presentation and discussion were needed to learn more. Those results might support that the teachinglearning process plan this research developed. would be appropriate to the lessons for sustainable residing creating with neighbors.

• The Korea Beekeeping Bulletin
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• s.238
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• pp.8-9
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• 2000

어느 업종이던 간에 건전한 기반 위에 자리를 잡고 매번 수지를 맞춘다는 것은 참으로 어려운 일이다. 이는 곧 고도 기술의 활용 내지는 각자 두뇌의 발전여하와 쓰임개가 일의 성패의 초점이라 할 것이다. 본래 실천단계에 있어 세기의 흐름 속에서 새로운 묘기, 적정정보의 청취도 불가결하지만 경영주마다 자신의 입지에 맞추어 값싸고 간편하게 소화하여 대응 할 수 있는 아량도 고려하지 않을 수 없다는 것이다.

• The Monthly Diabetes
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• s.223
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• pp.18-21
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• 2008

걷기만 하면 다 운동이 되는 것일까? 어디서든지, 언제든지 할 수 있는 걷기운동이지만 말 그대로 운동의 효과를 보기 위해서는 체계적이고 계획적으로 할 필요가 있다. 우리는 앞에서 걷기운동의 중요성과 그 효과에 대해서 알고, 주의사항도 숙지하였으므로 이제는 본격적으로 실천해보자! 아래의 프로그램은 초급자, 중급자, 고급자 단계로 나뉘어 있다. 천천히 따라하다 보면 당신도 걷기로 인해 활력과 건강을 얻을 수 있을 것이다.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.939-947
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• 2015

For secondary school teachers who attended 'A Social Constructionism Science Teacher Training Program', we analyzed their processes of cognizance change as well as whether they put its results into practice in the field of education, so as to find out the efficacy of the program. 'A Social Constructionism Science Teacher Training Program' consists of three phases based on La main ${\grave{a}}$ la $p{\hat{a}}te$, a French experience-oriented science education program. In its first phase, a study of the philosophy of La main ${\grave{a}}$ la $p{\hat{a}}te$ was made, together with a search for examples of creativity education. In its second and third stages, real education programs were developed for designated themes and free themes, respectively, and then discussions were made. It was a ten-session program, with each session comprising a four-hour sub-program. All activities were both visually and orally recorded, while the participants were asked to write reflective journals for each class. An additional survey and interview were conducted six months later to check if the seven selected secondary school teachers put the results of the program into practice. It was found that changes may be made in the beliefs of teachers with the introduction of theories in teacher indoctrination, but the acquisition of practical knowledge that can be implemented in actual classes may be effectively secured by demonstrations and practice sessions. It was concluded that indoctrination should be conducted to lead participants to the level of practical planning from the level of mere belief so that the theories might actually be put into practice in the education field.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.101-113
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• 2010

The purpose of this study is to develop and evaluate the practical problem-based lesson plan for high school home economics class focusing on consumer choice of genetically modified(GM) food. The ADDIE instructional design model was applied. The first analysis step, practical problems were chosen based on the previous studies and the educational goal suggested in the 2007 revised curriculum. The next design and development steps, 4 hours of lesson plans were developed by reconstitution a chapter of Food Safety. Additional learning materials(17 student activity papers, 17 student reading materials, 3 teacher reading materials) were also developed. The implementation step, the lesson plans developed were applied to the S high school students in Bundang, Geyonggi-do. The last evaluation step, the perception change about GM food and the adequacy of teaching method were evaluated. As results, the studens' attitudes and minds towards the GM food were changed. The level of concern on GM food increased, and the ratio of students who would check whether GM food or not was increased. Also students showed high level of satisfaction on teaching method and materials.

• Journal of Science Education
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• v.42 no.3
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• pp.371-389
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• 2018

This study focuses on the fact that students and teachers commonly have difficulty in 'selecting the topic' in many activities including student-led research that is conducted from topic selection to the drawing of conclusion. The purpose of this study is to develop a manual for science teaching research. The instructional manuals of 4 stages were developed based on practical knowledge that can be implemented in the actual class through previous research and literature. Each stage is composed of , , , and . In the third stage, students are expected to find scientific questions and develop them into research topics through detailed class research on newspaper articles, scientific magazines, traditional knowledge, proverbs, daily life, and textbook experiments. In the experimental group, the final research topic was selected through a variety of sources such as textbook experiments, proverbs, YouTube images, newspaper articles, individual WHY NOTEs, and understood the conditions of the scientific research topic and expressed the variables in the research title. However, in the control group, some students did not consider the research scope of the selected research subjects to be specific or not to be able to study at their level. As a result of giving the students as much autonomy as possible, many groups did not fully understand the previous research and submitted it. Based on the results of this study, it can be concluded that development and use of a 'topic selection stage' centered practice manual for general high school teachers would not only improve the students' abilities to discover solutions to scientific questions, but it will also help shift their attitudes towards science in a positive direction.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1994.04a
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• pp.635-645
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• 1994

생산현장은 생산일정을 실천하는 과정에서 생산일정수립시에 이용하는 정보의 부정확성과 작업장내의 동적특성 때문에 기존에 수립했던 일정을 더 이상 수행하기 어려운 상황에 놓이게 되는 경우가 잦다. 따라서 변화된 방황에 맞게끔 재일정을 신속하게 수립해 주어야 한다. 일정에 동적인 상황을 반영하기 쉽게 하고 일정에 대한 사용자의 이해를 도와서 좋은 일정을 빠른 시간내에 수립하기 위해 생산통제시스템을 사용자 편의의 일정편집기능과 일정수립기능을 제공하는 의사결정 지원시스템으로 설계하였다. 일정편집기능은 규칙기반 시스템으로 구현되었으며 사용자가 편집작업을 수행했을 경우 일저으이 국소적인 변화가 전체에 파급시키는 효과를 추적하여 생산일정의 실행가능성을 유지시켜 준다. 이를 통해 사용자가 일정에 대한 이해와 확신을 가지고 일정을 실천에 옮기게 할 수 있을 뿐만 아니라, 사용자의 의사를 적극 반영할 수 있어서 좀 더 현실적인 일정운영이 가능하다. 한편 일정수립기능을 위해 2단계 일정계획 방법을 고안하였다. 단계 1에서는 우선순위 규칙으로 일정을 수립하고 단계 2에서는 단계 1에서 수립된 일정을 makespan 측면에서 개선시켜 일정을 향상시키는 방법을 취하므로서 우선순위 규칙만을 사용하는 근시안적인 방법보다는 수행도가 좋으면서 타당한 시간내에 일정을 수립할 수 있도록 하였다.

• The Korean Journal of Air & Space Law and Policy
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• v.10
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• pp.417-441
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• 1998

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.1-19
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• 2010

The purpose of this study was to develop practical problem focused teaching learning process plan for housing for the later life in order to apply it to the older stage of family planning section of Technology Home Economics in a highschool. Practical problem focused method was used for the teaching learning process plans of 3-session lessons according to the ADDIE model. The global practical problem was "What should I do to plan a safe and comfortable housing for the later life?" In the development stage, 53 teaching learning materials (44 students activity materials, 2 students' and 5 teacher' reading texts, and 2 moving pictures) were developed for 3-session lessons. The planes applied to the 5 classes, 150 students, in the freshmen of B highschool during April 20th-24th, 2009. The 5 point likert questionnaire were used to evaluate the 3-session lessons about 4 contents related aspects as well as the methods and effects of the lessons besides 2 open ended questions. The overall evaluation was very positive in all 6 aspects of the lessons. Some students wanted to learn more about universal design and aging related jobs. Those results showed that the practical problem focused teaching learning process plan for housing for the later life which this study developed would be appropriate to teach the older stage of family planning section related to housing and could be adjusted to the condition of each school and regions.

• Journal of the Korean Chemical Society
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• v.66 no.3
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• pp.228-242
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• 2022

In this study, the educational effect was investigated by providing a teaching program so that pre-service chemistry teachers could apply model ignorance education to teacher training practice. The teaching program was constructed in consideration of the sensemaking concept proposed in the study of Odden & Russ and the process of teacher sensemaking proposed by Asli et al. The subjects of this study were 23 pre-service teachers in the 4th year of chemistry education department at a teacher training university in the central region of Korea. In order to form a sensemaking for the model's ignorance education, the teaching program consisted of four stages; the initial idea generation stage, cognition of model's ignorance stage in a inconsistent situation, the lesson strategy construction stage for model ignorance education, and lesson plan & practice stage during teacher training practice. In the first stage of this program, pre-service teachers' initial ideas about the Arrhenius model and Bronsted-Lowry model of acid-base reaction, and the electron transfer model of the oxidation-reduction reaction were investigated. In the second stage, inconsistant situation that cannot be explained by the knowledge of model was presented to recognize the ignorance of the model. The third stage was to develop the teaching ability of model's ignorance through textbook analysis and lesson strategy composition activities. As a final stage, during the teacher training practice, the pre-service teachers were asked to plan and practice the implementation of the model's ignorance education. Through the teaching program to form a sensemaking for ignorance education of the models, pre-service teachers had come to recognize the ignorance of the model, acquired ability to organize and execute lesson strategies reflecting model ignorance, and acquired recognition of the educational value and necessity of teaching the ignorance of models.