• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.161-180
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• 2013

The purpose of this paper is to introduce the current studies and research methods about Learning Progressions disseminated to several countries including the U.S. since 2006. It also provides a methodological base to investigate learning progressions in science by introducing a case study of learning progression conducted in Korea. For this study, we described several features of current studies on learning progressions in the U.S., and reported the common ways and sequences employed in examining learning progressions especially with respect to assessment for learning. Learning progressions are descriptions of developmental pathways of learning a topic, in which science knowledge is used in students' engaging in science practices. Each learning progression consists of upper anchor, lower anchor, and intermediate steps that connect both anchors. In investigating a learning progression, researchers usually utilize Wilson's four building blocks of assessment system based on the assessment triangle. This kind of method was also applied in investigating the learning progression for water cycle in this study. We discussed implication and consideration for the future research on learning progressions in science in Korea.

• Proceedings of the Korea Water Resources Association Conference
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• 2007.05a
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• pp.1058-1062
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• 2007

본 연구에서 이동상 모래하천에서 식생의 변화과정을 연구하였다. 연구 대상 하천은 낙동강 상류 하회지구를 대상으로 하였다. 이 지역은 우리나라에서 대표적인 모래하천으로서 지형적인 요인으로 형성된 사행하천의 만곡부에 해당하고 있다. 특히 상류에 댐과 취수보 등 수자원개발시설이 건설되면서 수십 년 동안 물과 유사의 공급이 조절되어 안동시권역에서부터 하류방향으로 향하면서 점차 바뀌어 가고 있는 실정이다. 이 가운데, 이동성을 지니고 있던 사주부에 식생이 유입되고, 식생역이 확장되면서 사주가 고정화되는 경향을 보이고 있다. 이러한 이동상 하도에서 이동사주내 식생역의 발달과정을 파악하기 위하여 사주내 토양의 물리화학적 조사를 수행하였다. 연구 결과, 안동 하회지구내 모래사주에서 식생이 정착 발달 확장 되어가는 과정을 파악할 수 있었다. 하회지구의 식생역의 발달은 시기적으로 홍수기와 비홍수기의 반복적인 출현에 영향을 받고 있었다. 그리고 공간적으로는 홍수기 동안의 유사의 퇴적과 세굴과정과 밀접한 관련이 있는 것을 확인할 수 있었다. 식생역의 확장과정은 이러한 시공간적 상황으로 인해 유발되는 토양의 물리화학적 특성과 높은 상관성이 있음을 확인할 수 있었다.

• Proceedings of the Korean Society of Fisheries Technology Conference
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• 2003.05a
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• pp.333-334
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• 2003

1998년 1월부터 2001년 12월까지 한국 서해안 충청남도 격렬 비열도 해역에서 채집된 암컷 돌가자미, Kareius bicozoratus를 대상으로 난황형성 기구를 조사하기 위해 난형성과정 중 생식세포 분화과정과 생식소중량지수(GSI), 간중량지수(HSI), 비만도지수(CF), 그리고 생식소 발달단계에 따른 생식주기를 세포ㆍ조직학적 방법에 의해 조사하였다. (중략)

• Survey Research
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• v.3 no.2
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• pp.123-153
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• 2002

Research industry in Korea has been changed in many aspects since 1968, which the first organization was built in. As now, 22 research companies are registered in KOSOMAR(Korean Association of Opinion and Marketing Research). In this paper, it will be reviewed how research industry in Korea has been changed, what is meanning is, and what will be the future tasks.

• Journal of the Korean earth science society
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• v.38 no.3
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• pp.222-238
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• 2017

The purpose of this study is to explore a learning progression for integrated process skills in Earth science inquiry. For the purpose, a hypothetical learning progression (HLP) that capture how students' integrated process skills of science become sophisticated over time is developed through the literature review. This learning progression contains four components of the integrated process skills of science: designing inquiry, collecting data, analyzing data, and forming conclusion. Three hypothetico-deductive inquiry tasks of Earth science that start from recognition of the given problem to the forming conclusion are developed in order to document students' integrated process skills. A total of 126 students from middle, high, college level students participated in this study. After conducting the Earth science inquiry tasks, the integrated process skills of individual students are assessed by element based on HLP. In addition, the validation process for HLP was administered by applying the Rasch model using the students' assessment data. Finally, based on the analyzed data, the empirical learning progression (ELP) is developed by revising and supplementing the HLP. This study can help to find scaffolding methods to effectively improve the students' integrated process skills in Earth science inquiry class by identifying the factors that affect students' development of integrated process skills. It also provide implications for improving teachers' PCK of Earth science inquiry instruction.

• Proceedings of the Culinary Society of Korean Academy Conference
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• 2006.07a
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• pp.85-122
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• 2006

This Research was developed bread, food and fast food through history that recognize meaning and develop process also research trend to future of food.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.53-62
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• 1986

본 연구의 목적은 한국 중 고등학교 학생들의 지적 발달의 특성을 조사 분석함으로써 교과서 및 교육과정의 개발에 필요한 기초자료를 얻으려는 것이다. 지역, 학년, 연령, 성 및 가정의 사회 경제적 지위에 따른 인지 발달 특성을 조사하였다. 연구의 대상은 전국을 대도시, 중 소도시, 농촌으로 유층화한 유층군집 표집방법에 의해 표집한 중학교 1학년부터 고등학교 2학년까지의 남 녀 학생이었다. 표집학생 수는 중학교가 18개교 54학급 3,164명이었고, 고등학교가 18개교 36학급 1,981명이었다. 가정의 사회 경제적 지위는 가정의 경제적 형편, 부의 직업, 부의 학력, 가정의 수입 정도를 고려하여 4계층으로 구분하였다. 사용된 도구는 지적 영역의 조사에 Piaget의 인지발달이론에 따른 논리발달 검사를 이용했다. 분석된 결과를 요약하면 다음과 같다. 첫째, 명제논리, 확률논리, 조합논리, 변인조작개념은 연령과 학년이 높아질수록, 대도시로 갈수록, 사회 경제적 지위가 높을수록 더욱 발달하는 경향이다. 둘째, 개념의 발달경향에 있어서 이원추리와 조합논리개념의 발달이 확률논리와 명제논리 개념의 발달보다 빠른 경향이다. 셋째, 한국의 중등학생 중에서 12세의 64.6%, 13세의 58.1%, 14세의 43.8%, 15세의 30.1%, 16세의 22.6%가 구체적 조작 후기에 도달해 있다. 넷째, 중등학생의 학년별 인지발달경향을 보면 중1의 69.8%, 중2의 51.1%, 중3의 47.4%, 고1의 21.6%, 고2의 21.7%가 구체적 후기의 발달수준이다.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.163-175
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• 2003

The research was aimed to find a special quality to the mathematical concept development using a graphing calculator in the collaborative learning. I could observe the process in which the students had formed the generalized and abstract mathematical concepts after they were given different concepts. I \ulcorner-Iso observed the characteristics of how they started with a vague syncretic conglomeration and approached to the complicated thoughts and genuine concepts. The advance of the collection type was achieved in the process of teacher's confirming of what the students had observed with a calculator. The language and the instrument were used in order for students to control the partial process. Also, they were given similar types of problems to make them clear when the students confronted 'the crisis of thoughts' at the level of pseudo-concept.

• Journal of Aquaculture
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• v.8 no.4
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• pp.327-341
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• 1995

A Study was conducted by using a histological method to examine gonadal development in diploid and triploid mud loach, Misgurnus mizolepis. Shape of ovaries from both groups looked like a single mass however, size of triploid ovary was significantly smaller than that of diploid ovary. Testis of triploid was also similar that of diploid in shape, but it was smaller than that of diploid. Ovarian development and oogenesis in diploid were significantly more rapid than those process in triploid, and first matured eggs were observed 100-days after hatching (SL, 5.68cm). Triploid ovary from hatching to 9-month-old had external appearance of undeveloped gonad and a few of oocytes of perinucleolus stage. However, normal matured eggs like those of female diploid were observed in one 5year-old triploid fish ovary examined. Although testicular development and sperrnatogenesis of diploid were prosperous sexually, testicular development of triploid were rather retarded compare to their male diploid counterpart in spermatogenesis.

• 재활복지
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• v.15 no.4
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• pp.27-47
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• 2011

The purpose of this research is to develop transition process and programmes for gently converting people with disabilities to local communities, through their empowerments. The methods used in the research were literature research, case studies on related programs, and expert interviews. The following shows the results. Firstly, the transition process for people with developmental disorders is exceedingly limited, and the process does not consider special attention needed for people with developmental disorders. Secondly, the postsecondary education programs for people with developmental disorders are being started as transition processes, however these programs need more connection with secondary schools. Thirdly, the primary factors which must be contemplated for University programs(for people with developmental disorders, after secondary education) are self-cognition and self-understanding. According to these results, we can suggest transition processes and programs within Universities for people with developmental disorders. (In Korea) Firstly, the postsecondary transition for people with developmental disorders requires a consideration of their characteristics, and mainstreaming education is also needed for their self-cognition and self-understanding. Considering this, the transition process within Universities can be an alternative. Secondly, tertiary educations within Universities for people with developmental disorders need to consider the following factors: ① The programs in Universities need to set up a support network. ② The door to program should be open to all students with developmental disorders within the Universities. ③ Organization of human resources must be systematized and connected, so that specialists within the Universities can participate in the postsecondary education programs for people with developmental disorders. ④ Inclusive learning activities must be under-taken, allowing students without disabilities to participate in the programs for students with developmental disorders.