• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.234-243
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• 2000

This study investigated the relationships between verbal behaviors and chemistry problem solving ability in cooperative learning. Based on the previous chemistry achievement. 11th-graders were assigned heterogeneously into three-membered groups. Small cooperative group problem solving processes in using 4 stage-problem solving strategy were audio/video taped. Students' chemistry problem solving ability was then measured by a problem solving strategy performance test. Their verbal behaviors were classified into giving information, receiving information, asking questions, and disagreeing. These were further coded into 16 subcategories. Providing, a subcategory of giving information, was the most frequent behavior. In studying partial correlation between verbal behaviors and problem solving ability, 7 categories were found to have significantly positive relationships. Providing showed the highest correlation with the problem solving ability as reported previously. Moreover, this study also revealed significant correlations in the categories of clarifying provided, correcting, justifying, and clarifying. In the case of low-ability students, the verbal behaviors of giving or receiving information were strongly correlated with problem solving ability. However, these verbal behaviors did not enhance the problem solving ability of high- and medium-ability students.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.3
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• pp.303-334
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• 2014

This study aims to develop standard indicators and methodology for college & university libraries' evaluation based on the agreement among various stake-holders, then suggests a new evaluation system. For the goal, we identify purposes and required conditions, then develop indicators for the evaluation through open-ended interviews, a questionnaire survey, and focus group for reaching an agreement on the included indicators among the stake-holders, finally we construct the overall evaluation structure and weighting system. The overall structure is developed based on process-centered approach, then both the internal and functional viewpoint and external and service-oriented viewpoint are considered. The weighting system is based on the balance among the process categories, such as resources, process, and output elements. Additionally, we suggest methodology for the evaluation and annual improvement process for ongoing improvement of the evaluation system. We expect that the results from this study will contribute not only to the evaluation activities but also to active discussions on library performance and its predictor factors.

• Communications of Mathematical Education
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• v.30 no.1
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• pp.101-120
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• 2016

The purposes of the study were to analyze pre-service mathematics teachers' MKT and to examine the perceptions of MKT to find implications for the improvement of pre-service mathematics teacher education program in the aspect of teachers' content knowledge. Twenty-six pre-service mathematics teachers participated in the survey to examine the perceptions of MKT and they also finished two MKT tasks which focused on a specific area of middle school geometry. According to the survey results, the participants thought that they have enough knowledge in all categories of MKT except KCT-2 and they appreciated the importance of MKT education in pre-service mathematics teacher education program. However, the participants showed difficulties in MKT task items which required SCK, KCS, KCT, especially, the proportions of those who showed appropriate knowledge on the items required SCK and KCT was less than 50%. These results show disagreement between the perceptions of pre-service mathematics teachers' MKT and practice of MKT.

• Journal of Science Education
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• v.39 no.2
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• pp.267-277
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• 2015

This study explored elementary school teachers' perspectives on science inquiry teaching. First, an open-ended questionnaire was administered to elicit teachers' experiences of their approach to inquiry teaching. These self-reported approaches revealed three conceptions of teaching for inquiry learning in science: 'science process skills-centered' category focused on observing, classifying, measuring, and fair testing; 'generating scientific questions' category focused on students' question-generating; and 'illustrate concept and/or content' category focused on science content demonstration by making use of experimental procedures to obtain expected results. Second, teachers were asked to place 18 activity cards either close to or further from an 'inquiry-based science classroom' card. The relative distances from the activity card to the central classroom card were measured. The teachers perceived that students' activity of 'designing and implementing appropriate procedures' was the most important in supporting an inquiry-based science classroom. Understanding teachers' views has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development.

• Journal of the Korean Data and Information Science Society
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• v.23 no.4
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• pp.757-764
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• 2012

This research is for comparison of test statistics for homogeneity when the data is collected based on complex sample design. The survey data based on complex sample design does not satisfy the condition of independency which is required for the standard Pearson multinomial-based chi-squared test. Today, lots of data sets ara collected by complex sample designs, but the tests for categorical data are conducted using the standard Pearson chi-squared test. In this study, we compared the performance of three test statistics for homogeneity between two populations using data from the 2009 customer satisfaction evaluation survey to the service from Gyeongsangnam-do regional offices of education: the standard Pearson test, the unbiasedWald test, and the Pearsontype test with survey-based point estimates. Through empirical analyses, we fist showed that the standard Pearson test inflates the values of test statistics very much and the results are not reliable. Second, in the comparison of Wald test and Pearson-type test, we find that the test results are affected by the number of categories, the mean and standard deviation of the eigenvalues of design matrix.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2000.10a
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• pp.13-16
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• 2000

본 연구에서는 우리나라 조직의 지식경영 관행을 파악하기 위하여 국내 제조업 빛 서비스업 그리고 공공기관에 종사하고 있는 경영층을 대상으로 지식경영 프로세스 전반에 관한 구조화된 설문조사를 하였다. 구체적으로 현재 조직에서 수행하고 있는 지식관리 현황, 지식관리의 방법, 지식경영활동의 극복과제, 그리고 지식평영 프로젝트의 추진 상황이라는 네 가지 범주를 중심으로 설문조사를 실시하였으며, 이를 통하여 우리 나라조직들의 지식경영에 대한 인식, 현황 그리고 향후 계획에 대한 유용한 정보를 얻을 수 있었다. 또한 업종별 비교를 통하여 업종에 따른 지식경영관행의 차이점도 발견할 수 있었다.

• Proceedings of the Korea Contents Association Conference
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• 2015.05a
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• pp.339-340
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• 2015

본 연구는 노약자용 기능성 운동 시나리오 설계에 앞서 특정 대상인 노약자들을 다양한 측면에서 이해하고자 수행하였다. 따라서, 노약자에게 적합한 운동 환경 및 게임 환경에서 고려해야 하는 사항들을 신체적 특성, 심리적, 인지적 특성 및 사회적, 물리적 특성 그리고 적합한 게임 환경 등에 대하여 체계적 문헌연구(systematic review)를 통하여 조사하고 범주화 한 후 전문가들의 검증을 거쳐 목록화하였다.

• Proceedings of the Korean Association for Survey Research Conference
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• 2001.06a
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• pp.57-70
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• 2001

In this paper we consider a various estimation methods including the post-stratification estimation, regression estimation and calibration estimation or a generalized raking estimation under a unit nonresponse. All of them have a common type of calibration estimation based on the post-stratification for a categorical auxiliary variables.

• Electronics and Telecommunications Trends
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• v.30 no.1
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• pp.154-161
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• 2015

본고에서는 Q-mark 모델의 R&D(Research & Development) 품질 영향 분석을 기술한다. 이를 위해 Q-mark 모델 특징과 종류 그리고 절차를 간략히 기술하고, R&D 품질에 대한 Q-mark 인증 모델 영향에 대해 연구현장 설문조사 내용을 바탕으로 연구결과 완성도 측면, 대외 신뢰도 개선을 통한 과제 수주 측면, 기술 이전과 사업화 측면, 그리고 과제관리 효율화 측면 등에서 분석하여 제시한다. 또 앞으로 Q-mark 모델이 보다 객관적이고 효과적인 R&D 품질관리를 위한 인증 모델로 개선되고 지속적으로 운영되기 위해 보완되어야 할 사항에 대해 설문조사 결과를 바탕으로 인증 측면, 프로세스 범주 측면, 제공 템플릿 측면, 그리고 품질 지원 서비스 및 전문성 측면에서 기술한다.

• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.27-49
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• 2014

This study aims to examine the awareness of the school librarians for task process using SNS(social network services). So, we have surveyed some of them and interviewed two focus groups by the sequential mixed method. The result showed the using SNS of them because of only one persons' operating system and role's characteristics. They are mostly satisfied with the using SNS, so we analyzed the causes. First, we extracted the 103's results except 4's from some librarians and examined descriptive statistics, frequency analysis and ANOVA. Second, we interviewed 2 focus groups and transcribed their opinions. We got 37's concepts, 22's sub categories, 13's categories from results of the open coding. Third, we synthesized the results of survey and open coding's and suggested the directions of future research of the field.