• Journal of the Korean Geographical Society
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• v.44 no.5
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• pp.647-660
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• 2009

Although tourism has been quite popular as development strategy, the outcomes may vary dependent upon managing stakeholders involved. Thus, stakeholder management has been the subject of growing research interests recently. Collaboration theory was suggested as an alternative to this question; however, collaboration theory may provide potential benefits, it lacks in consideration into stakeholder power relations. The purpose of this paper is two foleded. One is to examine critically collaboration theory in the context of tourism development, and address the necessity of stakeholder analysis framework, and the other is to provide the framework. This paper argues that careful analysis of stakeholders from diverse perspectives should be done in advance, and presents stakeholder analysis framework which consists of six analysis indicators: interest, perspective, power base(resource), involvement, influence, and legitimacy. The framework consists of three stages: (1) identifying stakeholder, (2) assessing stakeholder, and (3) establishing strategies. It is argued that the framework in this paper can be useful to analyze stakeholders and to set up strategy for more collaborative tourism development.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.383-393
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• 2015

This study analyzed the 6th grade elementary science textbook 'Science stories' reading process of students by utilizing eye movement tracking techniques. Participants read 3 articles in the new experimental science textbooks and solved 9 problems about each article. By understanding and academic achievement results, participants were divided into high-groups, middle-groups, and low-groups. The results of eye movement characteristics of the high-groups and low-groups had the following differences. Number of fixations and number of regressions were higher in high-groups. Average fixation duration and average regressive fixation duration were longer in low-groups. Fixation time for the key sentence of the article was longer in high-groups. Analysis of a scan path and post-interview, high-groups had frequent regression between sentences and they knew where the core of the article is and paid much attention there. In contrast low-groups are sequentially read most articles and some of them had a leap of abnormal range. Problem-solving approach is also different between groups. In conclusion reading style is associated with the science stories comprehension and students who had more regressions, much core search process, effective attention distribution, high concentration showed better understanding results. Also words or sentences used in textbooks are associated with science stories comprehension.

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.79-88
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• 2006

This study investigated the effects of computer-assisted instruction adapting to the level of students' conceptual understanding upon students' conceptual understanding, retention of conceptions, learning motivation, and perception about computer-assisted instruction in concept learning. 94 seventh grade students from a coed middle school in Seoul were randomly assigned to control, CAI, adaptive CAI groups, and were taught about 'motion of molecules' for 7 class periods. Two-way ANCOVA results revealed that the scores of a conception test and a learning motivation test for the adaptive CAI group were significantly higher than those for the control group. The scores of a retention test of conceptions for the adaptive CAI group were significantly higher than those for other two groups. There were no significant interactions between the instruction and the level of previous achievement in the scores of the conception test, the learning motivation test, and the retention test of conceptions. The perception about computer-assisted instruction for the students of the adaptive CAI group were more positive than those for the students of the CAI group.

• 대한공업교육학회지
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• v.36 no.1
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• pp.167-190
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• 2011

The purpose of this study is to identify the effect of problem solving with task-based activities on understanding of major concepts and learning attitude in 'Applications of ICT' subject. In teaching the 4th class of 'Applications of ICT' subject, problem solving with reasoning task-based activities are used for the experimental groups and instructor-oriented teaching for the comparative groups. The results are as follows: First, no meaningful difference was found in the pretest result of concepts of ICT, while posttest found that the students with problem solving with reasoning task-based activities in experimental group marked average 5.87 point higher than the control group and showed meaningful difference at significance level p<.05. Dividing concepts about Information Communication Technology into four domains, there were no meaningful difference between two groups in the concept test about communication principles and methods and network, while the test results about the other two concepts, that is, expressions and patterns of information and compositions and types of communication network, showed the meaningful difference at significance level p<.05. Second, the research proved that the experimental group with problem solving with reasoning task-based activity teaching, compared to the control group with lecture, showed desirable change in learning attitude. From the results, the solving with reasoning task-based activity model is better teaching-learning method compared to lecture, revealing positive change in understanding major concepts of information and communication technology and learning attitude.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.87-92
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• 2009

본 연구에서는 UCC 동영상을 활용한 수업이 미국문화 이해도에 미치는 영향을 알아보았다. 이를 위해 7차 영어과 교육과정 목표를 참고하여 5학년 학생들 발달 단계에 맞는 미국문화 내용을 선정하고, 알맞은 UCC 동영상을 선별하여 UCC활용형 지식체험교수학습 모형을 개발하였다. 개발된 교수 학습과정안을 적용하여 초등학교 5학년을 실험집단과 통제집단으로 나누어 13차시 수업을 실시하였다. 실험 결과 UCC동영상을 활용하여 수업한 실험집단 평균 M=25.15(SD=3.02), 통제집단평균 M=24.09(SD=3.84)로서 실험집단이 통제집단보다 평균에서 더 높은 결과를 나타내었고, 이는 t=2.458(p=.017)로 p<.05 수준에서 통계적으로 유의미한 차이가 있는 것을 알 수 있었다. 따라서 UCC 동영상을 활용한 미국문화 교육이 기존의 수업 방법보다 초등학생들의 미국문화 이해도 향상에 효과가 있음을 알 수 있었다

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1077-1091
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• 2011

The purpose of this study was to examine the effects of argumentation-based general chemistry laboratory on preservice science teachers' chemistry concepts understanding and writing. Five topics about argumentation-based general chemistry laboratory activities were developed using Science Writing Heuristic (SWH) approach. Summary Writing Test, and Chemistry Concepts Test were developed as tools to examine the effects of this approach. Both Argumentation-based general chemistry laboratory activities and traditional general chemistry laboratory activities were implemented for the experimental group (23 students), and traditional general chemistry laboratory activities were implemented for the comparative group (16 students). Results of this study indicated that there were significant differences in both groups' chemistry concepts understanding and summary writing. The experimental group showed significantly higher mean score than comparative group in chemistry concepts understanding and summary writing. In the analysis of the sub-component of Summary Writing, there were no significant difference between both groups in 'Big Idea.' However, the experimental group gained significantly higher mean score in 'argumentation,' 'understanding of science concepts,' and 'rhetoric structure.' The results showed that argumentation-based general chemistry laboratory programs were effective in achieving chemistry concepts understanding and writing in general chemistry laboratory.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.45-52
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• 2010

This paper is a research to know how to influence english lessons in a elementary school, when the class uses both video UCC and PPT to understand for an american culture and english lessons. We study 68 students in the 5th grader for 5 months. The results of the experiment research are as follows. Students of an experiment group show the advanced increase than a control group in understanding. We measure the degree of interesting about English lesson. The motive and interest in english lessons of an experiment group show the developed result. We put a question the experiment group on their opinion in video UCC utility. The experimental group answer the ratio of very positive opinion in usefulness and interest.

• Korean Journal of Social Welfare
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• v.65 no.2
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• pp.313-334
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• 2013

A study aims to assess Korean mental health literacy and analyze the characteristics of vulnerable population. This study presented typical vignettes of schizophrenia, depression and alcoholism to 1,197 adults randomly. All respondents were asked for recognition of mental illness, beliefs about causes, professional help and self-help, stigma for receiving psychiatric treatment for the person described. The results showed that the recognition of mental health problem in a vignette was very poor and that personal causes were seen by public as more important than environmental and bio-genetic causes. When the public were asked about various professional therapies and self-help activities, psychotherapy was favored while other professional help were considered to be less helpful than self-help activities. Among professionals, psychiatrist were viewed as most helpful. We used cluster analysis to compare high mental health literacy group with low mental health literacy group(vulnerable population). Vulnerable population were found to be more aged and to live in county area. We proposed government initiated program for enhancing public mental health literacy.

• Journal of the Korean Chemical Society
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• v.51 no.2
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• pp.213-222
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• 2007

In this study, science history program was developed to enhance student's concepts toward the particulate nature of matter and the understanding about the nature of science. And the effects of its application was investigated in the lesson of ‘Composition of Matter' in middle school science class. This science history program was based on genetic approach and included the contents from the old Greek natural philosophers to Avogadro. Before instruction, the test of understanding about nature of science was administered, and the science scores of the previous course were obtained, which were used as covariates. During 24 class hours, this study was conducted with two classes(experimental and comparison group) in a middle school in Seoul. The experimental group was received lessons by science history programs and the comparison group was received traditional lessons. After instruction, the scientific concept test, the test of understanding about nature of science were administered. The result of this study indicates that the scientific concept scores of experimental group were significantly higher than comparison group at p <.01 level of significance. It means that the students in experimental group has more sound conceptions about the particulate nature of matter and less mis conceptions about matter than the students in comparison group. However, there was no significant difference between two groups in the score of understanding about the nature of science.

• Journal of the Korean Chemical Society
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• v.54 no.2
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• pp.248-256
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• 2010

This study investigated the effects of the level of enrichment for analogies upon students' mapping, conceptual understanding, and the types of mapping errors in concept learning about Boyle's Law. Analogical reasoning ability test was administered and the score was used as a blocking variable. Three types (simple, enriched, and extended analogies) of learning materials according to the level of enrichment for analogies were studied by randomly assigned middle school students, and a conceptions test and a mapping test were administered immediately. The retention tests of both were administered four weeks later. Analyses of the results revealed that there was no main effect in the level of enrichment for analogies, but there was interaction effect with analogical reasoning ability in the post test on mapping. And the score of enriched analogy group was significantly higher than those of simple analogy group, but the score differences among three groups were not significant in the retention test on conceptual understanding. The frequency of the total mapping errors in the simple analogy group was the highest, and the frequencies of most types of mapping errors in the enriched and the extended analogy groups were less than those in the simple analogy group. There were also some differences in the frequencies of mapping errors with respect to the level of analogical reasoning ability. Therefore, these results will help science teachers plan and practice instructions using analogy.