• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.27-35
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• 2021

The purpose of this study is to perform spatial restructuring by user participation design as one of the school space innovation projects. The contents of this study were conducted through the process of deriving and applying various requirements and specific ideas while communicating through the user participation process targeting Y Elementary School in Busan. As a result of the study, the space design was pursued in various ways, away from the uniform educational space of grades 1-6. This study focuses on the development of various space designs that reflect the characteristics of each grade level, and it is characterized by a built-in cabinet for each person to secure a personal space. For a space created by innovation, It can be seen that for a space created by innovation, it is essential to design based on the user participation of various people who use the space.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.375-392
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• 2016

The purpose of this study is to provide a philosophical reflection on mathematical process consistently emphasized in our curriculum and to stress the importance of sharing creativity and its applicability to the mathematical process with the value of sharing and participation. For this purpose, we describe five stages of changing process in a peer mentoring teaching method conducted by a teacher who taught this method for 17 years with the goal of sharing creativity and examine components of mathematical process and their impact on it in each stage based on learning environment, learning process, and assessment. Results suggest that six principles should be underlined and considered for students to be actively involved in mathematical process. After analyzing changes in the five stages of the peer mentoring teaching method, the five principles scrutinized in mathematical process are the principles of continuous interactivity, contextual dependence, bidirectional development, teacher capability, and student participation. On the basis of these five principles, the principle of cooperative creativity is extracted from effective changes of mathematical process as a guiding force.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.183-192
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• 2021

As part of the second-year monitoring study on the implementation of the 2015 revised science curriculum, this study investigated high school science teachers' perception and realization of instruction and assessment of elective courses to derive measures to settle and improve the science curriculum. A total of 244 high school science teachers responded to the survey questionnaire, and 9 teachers participated in interviews. In survey results, science teachers are contemplating ways to increase students' science competencies and their participation in classes, but still, lecture-oriented classes are most often used in their teaching. Regarding assessment, teachers responded that there were positive changes in all of the questions related to process-based assessment (PBA). Regarding the difficulty of managing science elective courses, teachers most often selected increased numbers of subjects being covered, overload of work, and the burden of restructuring classes considering various ways of teaching and assessment. Through in-depth interviews, teachers argued the difficulty for Science I courses to emphasize student participatory classes compared to integrated science, and the difficulty to implement student participatory classes for Science II courses, which are mainly placed in the third grade. Teachers also argue that it is necessary to secure time to implement PBA in science elective courses, and that there is no need to implement PBA for the science experiment since there are no tests on the SAT. Based on the results of the study, discussed in the conclusion are support plans for the settlement of PBA in elective courses, and the need for in-depth analysis of the direction and cause of student participatory classes and PBA at the school.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.149-162
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• 2016

This paper aims to examine the mediating effects of client involvement and client utilizing willingness among consultant competency, consultation process and consulting performance. To accomplish the purpose, the analysis was conducted with 446 SMEs which had a consulting experience. The collected data were analyzed with SPSS and AMOS for Windows. This study used several statistical techniques such as descriptive analysis, confirmatory factor analysis, reliability analysis, feasibility analysis, Sobel test and the significance test of indirect effects. All studied factors presented meaningful results(+) except the path of consultant competency and client involvement. The client utilizing willingness presented the mediating role between consultation process and consulting performance. Consequently, it said that consultation process with client utilizing willingness was more important than consultant competency itself.

• Korea journal of population studies
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• v.22 no.1
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• pp.5-36
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• 1999

본 논문은 우리나라 청소년 인구의 장기적 경제활동참여율 변동추이와 고용(실업)구조에 있어서의 변화에 관한 연구이다. 청소년층의 경제활동참여와 취업은 학교교육의 이수, 군복무, 결혼·출산을 통한 자신의 가족형성 등 일련의 생애전이과정(life-course transitin)과의 긴밀한 연계속에서 이루어지며 따라서 집단적으로는 연령단계에 따라서 큰 변화를 보인다. 본 논문에서는 먼저 지난 20여년간(1980년대-1990대) 청소년층의 연령단계별 경제활동참여 및 취업률이 어떻게 변화해 왔는가를 살펴본다. 청소년기에는 학교에서 노동시장으로의 진입과정(school-to-work transition)을 포함하고 있기 때문에 청소년층의 경제활동참여율 및 취업률은 무엇보다 동 연령집단의 취학률 및 진학률의 변화와 직접적으로 연결되어 있다. 본 논문에서 제시되는 자료에 의하면 지난 20여년간 우리나라 청소년층의 고등학교 및 대학진학률은 지속적이고 급격하게 상승하고 있었던 것으로 나타나고 있으며, 따라서 이러한 변화가 그들의 경제활동참여율 및 고용구조에 있어서의 변화에 미친 영향을 경험적 자료를 통하여 살펴본다. 1980년대 초반이후 우리나라 학교교육체제에 있어서의 변화가 청소년층의 취업구조에 미친 가장 주요한 영향 중의 하나는 높은 대학진학률에 따른 청소년 노동력의 고학력화와 그에 따른 고(高)실업의 문제이다. 본 논문에서는 사회구조적 요인과 고실업을 낳는 노동시장에 있어서의 불평등한 기회구조에 관한 이론적 논의와 경험적 증거들을 제시한다.

• Journal of the Korean Institute of Landscape Architecture
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• v.44 no.6
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• pp.1-12
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• 2016

There is growing concern about landscape agreement with regard to a variety of activities within resident-based agreements in Korea. This study aims to investigate the communication method of the agreement contacting process and its essential role as a bottom-up resident-based process. The study site is Gobuk Market in Suwon city, where a resident-based landscape agreement was successfully made. In this study, the author implemented in-depth interviews and a literature review to understand the meaning of the agreement contracting process and participants' opinions regarding the Gobuk Market case. During the landscape contracting process, the level of participation of residents, experts and the government changed. The study found that diverse communication methods, such as training, agreement information sessions and seminars were conducted during the process of the resident-based landscape agreement and it is crucial to construct healthy relationship among stakeholders. Furthermore, the experts' role is crucial in establishing agreement among residents initially. However, as local empowerment and the willingness of local people grow, each stakeholder's role is changed by stage. Therefore the Central and Local Government have the necessary task of providing institutional strategy. This study has offered practical information on how each stakeholder played their individual role within the landscape agreement.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.163-169
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• 2022

This study is a one group pretest-posttest design study to confirm changes in career choice commitment, career decision-making self-efficacy, and career maturity before and after high school students participate in the Gyeonggi-do health cluster curriculum. The study was conducted on 47 second grade high school students who participated in health clusters of 3 high schools in Gyeonggi-do. The study was conducted from March 8, 2021 to December 29, 2021, and data collection was conducted through a self-reported questionnaire. Data were analyzed using SPSS 22.0 with frequency and percentage, mean and standard deviation, and paired t-test. As a result of the study, high school students who participated in the health cluster curriculum improved their career choice commitment(t=-9.01, p<.001), career decision-making self-efficacy(t=-8.45, p<.001), and career maturity(t=-3.63, p=<.002) statistically significantly after participation. Through the results of this study, a standardized program of the health cluster curriculum that can improve the level of career decision-making of high school students should be developed.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.171-186
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• 2018

Recent research has shown that elementary school students can experience epistemic affect -emotions and feelings experienced within epistemic practices, such as the enjoyment of having a wonderful idea or uncomfortable feeling of at a cognitive dissonance- during modeling process. This study explores how an introverted elementary student could participate in the modeling process by constructing an epistemic affect. Based on the theory of constructed emotion, we analyzed one elementary student's constructed epistemic affect using data resources such as emotion diaries, video recordings, and post interviews. We selected one introverted student (a fifth grader), showing peripheral and full participation during modeling. Specifically, we explored which emotions were constructed when she participated in modeling peripherally -and which epistemic affect was constructed when she participated fully- during the construction, evaluation, and revision processes. The research results showed, first, that the introverted elementary student came to participate in the model construction process by constructing the epistemic affect called aha. Second, the results showed that she came to participate in the model revision process by constructing the epistemic affect called feeling that the reasoning was wrong when confronting the rebuttals of the other student. Finally, she came to participate in the model evaluation process by constructing the epistemic affect called dislike of another student's idea. Through our exploration of the constructed epistemic affect of the introverted elementary student, we deduced that it is important to help each student to construct an epistemic affect that facilitates his or her participation in modeling. Also, we discussed that it is important to understand the impact of the emotional load that can occur for each student, depending on the constructed past, present, and future emotions.

• Journal of Internet Computing and Services
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• v.23 no.6
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• pp.79-86
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• 2022

This study aims to analyze the research trends on the civic participation in a smart city and to present implications to policy makers, industry professionals and researchers. As rapid urbanization is defining development trend of modern city, urban problems such as transportation, environment, and energy are spreading and intensifying around the city. Countries around the world are introducing smart cities to solve these urban problems and to achieve sustainable development. Recently, many countries are modifying urban planning from top-down to down-up by actively engaging citizens to participate in the urban construction process directly and indirectly. Although the construction of smart cities is being promoted in Korea to solve urban problems, awareness of smart cities and civic participation are low. In order to overcome this situation, discussions on ideas and methods that can increase civic participation in smart cities are continuously being conducted. Therefore, in this study, by collecting publication containing both 'Smart Cities' and 'Participation (Engagement)' in Scopus DB, the topics of related studies were categorized and research trends were analyzed using topic modeling. Through this study, it is expected that it can be used as evidence to understand the direction of civic participation research in smart cities and to present the direction of related research in the future.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.351-368
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• 2023

The scientist-led Research and Education (R&E) program aims to strengthen gifted science students' research capabilities under the guidance of scientists. Students' actual research experiences in scientist-led R&E activities range from understanding how scientists conduct research to actively participating in research. To develop R&E that promotes student agency, i.e., student participation, this study aimed to identify the pedagogical characteristics that supported gifted science students' agentic participation in the scientist-led R&E program. We conducted interviews with learners and scientists in three teams undertaking R&E activities every three months. The interview covered their perceptions of R&E activities, student participation, and scientists' support for the activities. The recordings and transcripts of the interviews were used as primary data sources for the analysis. The trajectory of each team's activities, as well as the learners' and scientists' dynamic positioning were identified. Based on this analysis, we inductively identified the pedagogical characteristics that emerged from classes in which the scientists supported the students' learning and engagement in research. Regarding agency, three types of student participation were identified: 1) the sustained exercise of agency, 2) the initial exercise and subsequent discouragement of agency, and 3) the continuous non-exercise of agency. Two pedagogical characteristics that supported the learners' agentic participation were identified: 1) opportunities for students to take part in research management and 2) scientist-student interactions encouraging learners to present expert-level ideas. This study contributes to developing pedagogies that foster gifted science students' agentic participation in scientist-led R&E activities.