• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.289-306
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• 2009

In this study, pre-service teachers who would be mathematics teachers of secondary school wrote the journal about learning mathematics. Journal writing helped pre-service teachers' math learning. Pre-service teachers could think mathematics reflectively, inquire it, represent their affectivity, plan the self-directed learning, and have the records of learning. They considered the educational issues as instructional methods, organization and management of instruction, assessment, and attitude of teacher. As well, they thought that journal writing was important in learning mathematics and how they would apply their students. Journal writing was meaningful to pre-service teacher education in cognitive and situative aspects.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.429-440
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• 2017

This study investigated the influence of paired think-aloud problem solving on interactions among the pedagogical content knowledge (PCK) components considered in the processes of making written test items by pre-service chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that the 'assessment in science education' of the five PCK components, regardless of the roles (solver or listener), was most frequently used in making written test items. 'Subject matter knowledge' and 'students' were also frequently used although less than the previous component. However, 'curriculum for science education' and 'instructional strategies and instruction for science education' was a little used. In the aspects of integration, the integrations between two or three components of various types were frequently found. The integrations among four or five components were also slightly found. However, the integrations of 'curriculum for science education' with the other components were less frequently found. The integrations of 'instructional strategies and instruction for science education' with other components were hardly found. The usefulness, limitations, and effective use of paired think-aloud problem solving as a strategy improving competency to make written test items and the PCK of pre-service teachers were discussed on the basis of the results.

• Journal of Science Education
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• v.34 no.2
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• pp.246-259
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• 2010

The purpose of this study was to investigate pre-service biology teachers' perception of the evolution. This study was to compare the views of pre-service biology teachers with no religion with those of christian preservice teachers. Subjects were 77 pre-service biology teachers who enrolled in an university and graduate school of education located in Seoul. The instrument of this study was a questionnaire which consisted of 14 items on 2 domains: the nature of science, the origins of human beings. The key results are as follows. Most pre-service teachers showed highly understanding of the characteristics of science. However pre-service biology teachers still possessed naive views on the distinction of law and theory. In terms of the methods of science, many of the pre-service biology teachers considered scientific theories to progress through the accumulation of observation and experiments or through changes and modifications in existing theories. Compared with the pre-service teachers with no religion, christian pre-service teachers had conflicting views and misconceptions about the origins of human beings. The factors of religion were found to be one of the important barriers which prevent them from understanding the origins of human beings. The results suggested that the education program for pre-service biology teachers integrating the concepts and development process of the scientific knowledges should be effective for understanding the nature of science. For pre-service biology teachers, It is important to understand conflicting views of the christian pre-service teachers who understand creationism as a science.

• Proceedings of the Korean Institute Of Construction Engineering and Management
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• autumn
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• pp.226-229
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• 2003

Construction manager must consider the possibility on the failure of the project in advance and the contingency to provide against the situation, those of which is a dangerous condition not to predict. If they have a quick decision without understanding the contingency, the over-cost in the total cost would be continuously accumulated, and be a barrier at a project going in progress. A various risk could not be coped with at a time to decide either going or sloping the project until the contingency is applied from the first step to progress the project. But a case to apply the contingency to the construction for the investment or the analysis of the project is a little. The process to evaluate it is also absent. The propose of this paper is the followed ; To establish the total cost including the risk first of all, devide into plus or minus factor of the cost, and then the process to calculate the contingency must be suggested by the regression analysis.

• Journal of Science Education
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• v.37 no.2
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• pp.310-322
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• 2013

The college of education should support pre-service science teachers to develop various abilities as a teacher, in which the teaching ability is the most fundamental one. This study is the result of a longitudinal research project following the processes that pre-service science teachers develop their teaching ability in a college of education. The data gathered include movie clips of seminar presentation, teaching demonstration, secondary school science experiment, and classes in the practicum. In order to analyze the teaching abilities in various context, a framework was developed. The framework consists of 'content,' 'progress,' and 'verbal/nonverbal' with which the movie clips of 5 pre-service science teachers were analyzed. The teaching abilities of pre-service science teachers showed overall development, that include the understanding of learners and curriculum in the 'content,' the time-management and the interaction with learners in the 'progress,' and the nonverbal behavior in the 'verbal/nonverbal.' The implications were discussed on the education in the college of education, such as the increase of teaching opportunities for pre-service science teachers and the support for those opportunities.

• Proceedings of the Korea Water Resources Association Conference
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• 2020.06a
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• pp.290-290
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• 2020

연구지역인 충청남도 홍성군 갈산면 신곡마을은 상시 가뭄지역으로서 농번기 물부족을 겪고 있으며, 물 확보의 수단으로서 지하수 인공함양이 고려되고 있다. 본 연구에서는 수치모델을 이용하여 수직정 방식의 지하수 인공함양시 주입 효과를 예비 평가하였다. 모델 지역은 가로 세로 2,450 × 2,350 m로서 10 × 10 m 간격의 격자로 구성하였으며, 현장에서 실시된 지하수위 조사 및 9공의 시추조사, 1개공의 양수시험 결과로부터 수리전도도, 지층분포 등을 구성하였다. 정류모델결과, 실측 및 예측 지하수위의 표준오차(Standard error of the estimate)는 0.53 m, 표준화제곱근오차(Normalized RMS)는 6.79%, 상관계수는 0.99%로 나타났다. 수직정을 통한 주입 효과를 평가하기 위하여, 주입량을 5 ㎥/d, 10 ㎥/d, 15 ㎥/d, 20㎥/d, 주입기간을 1일, 3일, 7일, 우물의 개수를 1개, 3개, 5개일 때 등 다양한 조건하에서의 부정류 모델을 수행하였다. 이로부터 주입의 효과인 지하수위 상승량 및 상승 범위 등을 토대로 물 부족 기간의 인공함양 시나리오(주입정의 위치, 갯수, 심도, 기간 등)를 예비적으로 제시하였으며, 추후 정밀 모델 및 실제 현장 주입 시험 등을 토대로 인공함양 설계를 추진할 예정이다.

• Smart Media Journal
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• v.11 no.7
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• pp.70-75
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• 2022

In 2019, the government improved the system to reduce the maximum weight of economic feasibility items in the comprehensive evaluation from 50% to 45% in order to improve the problem that economic feasibility is a decisive factor in passing the preliminary feasibility study. This study is to analyze the effect of system improvement in 2019 and verified the difference between before and after system improvement. As a result of regression analysis and correlation analysis, both periods showed high correlation, and the difference through Z-test was analyzed as not statistically significant. This result means that institutional improvement to reduce the impact of economics was not effective. Therefore, it is judged that it is necessary to discuss the design of a more effective comprehensive evaluation study through research such as reevaluating the weights of each item in the comprehensive evaluation in various ways in existing projects.

• Journal of Korean Library and Information Science Society
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• v.48 no.3
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• pp.177-205
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• 2017

The present study develops an evaluation indicator for cultural value of library. First, a preliminary evaluation indicator was developed based on analysis of both domestic and foreign studies on the value of library. The preliminary evaluation indicator was used for three rounds of Delphi survey conducted by 10 experts for development of the final evaluation indicator. The final evaluation indicator consists of four evaluation areas community cultural development, succession - and promotion of cultural heritage, contribution to local residents' enjoyment of culture, and establishment of community culture and 10 evaluation items, and 50 specific evaluation indicators.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.1-18
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• 2015

The purpose of this study was to conduct a course entitled 'Teaching practice' applying Problem Based Learning(hereafter PBL) for perspective Home Economics teachers to explore the applicability of PBL to the course. A course entitled 'Teaching practice' was carried out for 17 undergraduate students from the 2nd of March till 11th of June in 2014. Pre- and post-tests to measure teacher disposition were performed to investigate the effectiveness of the course applying PBL. Three questions for PBL were developed, were determined after obtaining verification of the questions from 5 experts, and were used for the course entitled 'Teaching practice'; Developing teaching-learning plan, establishing plan for homeroom class management, and designing assessment of Technology & Home Economics. The processes of PBL include defining the problem, planning problem solutions, reassessing the problem, identifying possible solutions, and performance presentation. Procedures for solving one problem of PBL took 4 weeks and teacher disposition assessment for effectiveness of PBL was carried out for pre- and post tests. The reflection journal showed that even though it was their first experience of PBL, instructor's feedback, group activities, and individual activities were helpful for solving the problems of PBL. The result of dependent t-test for paired samples revealed significant differences between the pre- and post tests, which means that there was effectiveness of the course applying to PBL on teacher disposition of prospective Home Economics teachers.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.162-174
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• 2021

The purpose of this study was to investigate the types of questions raised by pre-service elementary teachers when planning a science class utilizing smart technology and the characteristics of their lesson plans. For this purpose, lesson plans and questions written by the 96 pre-service teachers were collected. The results of this study can be summarized as follows: (1) Pre-service teachers used simulation apps, information offering apps, clicker evaluation apps, astronomical observation apps. Simulation apps and clicker evaluation apps were used the most in the introduction stage of the class, simulation apps in the development stage, and clicker evaluation apps in the finishing stage. (2) In the lesson plans, the activities that elementary school students use smart technology showed more than those used by teachers, and its characteristics were more prominent in the development stage of the class. (3) As for the content type of smart technology, experience type was the highest, followed by tool type and resource type. In comparison, there were relatively few interaction support types and learning opportunity extensions. (4) There were many cases in which pre-service teachers replaced elementary school students with virtual experiences using experience type instead of providing opportunities to experiment or experience directly. (5) Pre-service teachers asked various questions while planning science class utilizing smart technology, and a total of 25 question types appeared in 7 categories.