• 한국벤처창업학회:학술대회논문집
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• 2020.06a
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• pp.31-37
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• 2020

높은 위험을 안고 사업을 하는 벤처 기업은 자금 조달이 쉽지 않다. 벤처 캐피탈은 벤처의 재정적 필요를 해결하고 부족한 역량을 보충함으로써 벤처의 성공을 돕고 고위험 고수익의 벤처 생태계를 지탱하는 중요한 역할을 담당한다. 국내 벤처 캐피탈의 성장과 지속적인 관심에도 불구하고 학문적 성과가 충분히 축적되고 있는지는 의문이다. 이에 따라 본 연구는 2011년부터 2019년까지 벤처창업을 주제로 한 연구의 주요 흐름을 텍스트 마이닝 방법을 통해 고찰함으로써 문제를 진단하고 시사점을 도출하고자 한다. KCI 키워드 트렌드와 벤처 캐피탈의 성장에 관한 시계열 상관분석의 결과 학술적 성과가 벤처 캐피탈의 성장 추이를 따라가지 못하는 것으로 보인다. 또한 벤처창업연구의 주제 흐름을 바이그램과 TF-IDF로 관찰한 결과 2016 이후 창업 기업에 대한 연구 관심이 두드러지고 2019년에 들어 벤처 캐피탈에 관한 연구 커뮤니티의 관심이 높아진 것으로 나타났다. 본 연구의 결과는 벤처 캐피탈에 관한 주요 연구 토픽을 보다 더 적극적으로 발굴하고 탐구함으로써 연구 커뮤니티의 책무를 강화하고 한국의 벤처 캐피탈 성장과 그에 따른 이슈들을 논의할 이론적 기틀 마련이 필요함을 환기한다.

• Review of KIISC
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• v.34 no.1
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• pp.15-20
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• 2024

본 논문에서는 우주 사이버 환경에서 블록체인 기술의 적용 가능성과 전략을 탐구한다. 분산 원장 기술의 현황을 검토하고, 우주 사이버 보안의 현재 상황과 주요 도전 과제를 분석하여, 우주 환경과 사이버 보안의 상호작용을 이해한다. 이를 통해 블록체인 기술의 핵심 요소가 우주 환경에 어떻게 적합한지, 데이터 보안과 무결성을 어떻게 강화할 수 있는지, 그리고 통신 및 네트워크 관리에 블록체인을 어떻게 활용할 수 있는지를 기술 현황 분석을 통해 제시한다. 또한, 우주 사이버 환경에서 블록체인의 기술적 가능성과 현재 기술 수준의 한계를 분석하며, 경제적 및 운영적 측면에서의 타당성을 분석한다. 결론적으로 우주 사이버 환경에서의 블록체인 적용이 미칠 영향을 전망하고, 실제 사례 분석을 통해 실용적 적용 사례를 제시한다. 본 논문은 우주 사이버 환경에서 블록체인 기술의 잠재력을 평가하고, 미래의 발전 방향을 제시함으로써, 우주 사이버 보안 분야에 중요한 기여를 한다.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.541-553
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• 2018

The purpose of this study is to explore the relationship between epistemic goals, epistemic considerations and complexity of reasoning of science high school students in an open inquiry and to explore the context on how open inquiry compares with the characteristics of an authentic scientific inquiry. Two teams were selected as focus groups and a case study was conducted. The findings are as follows: First, the contexts, such as 'sharing the value for the phenomenon understanding, reflection on the value of the research, task characteristics that require collaboration and consensus, and sufficient communication opportunities,' promote epistemic goals and considerations. On the other hand, contexts such as 'lack of opportunity for critical review of related literature and environmental constraints' lowered epistemic sides. Second, epistemic goals and considerations influenced the reasoning complexity. The goal of 'scientific sense making' led to reasoning that pose testable hypotheses based on students' own questions. The high justification considerations led to purposely focusing attention to the control designs and developing creative experimental know-how. The high audience considerations led to defending their findings through argumentation and suggesting future research. On the other hand, the goal of 'doing the lesson' and the low justification considerations led to reasoning that did not interpret the meaning of the data and did not control the limit of experiment. The low audience considerations led to reasoning that did not actively defend their findings and not suggest future research. The results of this study suggest that guidance should provide communication and critical review opportunities.

• School Mathematics
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• v.14 no.1
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• pp.109-134
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• 2012

The purpose of this study is to develop authentic assessment model and example tools of mathematics teaching and learning. By reviewing literature researches, we set up the definition of authentic assessment in mathematics education, checked the criterian of authentic assessment tasks and mathematical activities. We searched various assessment models of mathematics teaching and learning, project assessment proceeding model, and criterian of project assessment, and checked various project tasks of the authentic assessment. And we developed authentic assessment model and example tools of mathematics teaching and learning. The model is applied project tasks in the form of being integrated with class to high school students, with high school mathematics especially. Furthermore, we carried the test of content validity for a validity of developed tasks for experts in studies of mathematics education. The result is that authentic assessment model and example tools of mathematics teaching and learning has an significance in mathematics education and can be used to judge whether students are doing 'real' mathematics or not, keeping the applicability in the form of being integrated with class.

• Science of Emotion and Sensibility
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• v.23 no.1
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• pp.89-102
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• 2020

This study aimed to compare the effects of two emotion regulation strategies, namely, cognitive reappraisal and expressive suppression in female college students. Specifically, the effects of these two emotion regulation strategies were tested and the intrapersonal factors related to the effects of these strategies were explored. The participants included 60 female college students. In Study 1, 40 participants were randomly assigned to each of the two different strategy groups, i.e., a between-subject design was employed. In Study 2, 20 participants were asked to use both strategies to regulate their emotion, i.e., a within-subject design was employed. The results revealed that both emotion regulation strategies effectively reduced negative emotion of emotional stimuli. However, the use of emotion regulation assessed with a questionnaire was not matched to the actual usage of regulation strategies examined with a task. Finally, the use of a suppression strategy was related to the extroversion psychological adaptive variable. Our findings suggest that the subjective assessment of the use of an emotion regulation strategy may not be the same as the actual use of an emotion regulation strategy. Furthermore, we demonstrated that when participants have an option to use both strategies, the cognitive reappraisal is more functional than expression suppression. This concurs with the previous findings on the effects of emotion regulation strategies.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.91-103
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• 2017

This study has developed the earth science class model based on flipped learning and analyzed the effects of that model at the elementary pre-teachers' science classes. The model of this study, the material which was consists of all contents and information about classes was offered to learners before science class as a substitute for preceding homework at general flipped learning. In science class, the knowledges which were recorded in materials were explained directly to learners by instructor for 20minutes. So the learners resolved some inquiry questions in materials through mutual debate collaboration with learners in small group. After inquiry questions' resolving, the learner among small group makes a presentation in front of the whole class. At the same time, the instructor evaluated learning action of all small groups' learners during the classes as process evaluation. The final evaluation results of semester were obtained scores of the small group in 14 classes and the achievements of individual portfolio as final exam. The learners were very positive perception to this science class model, why it is helped to concentrate on the class, extended debating and thinking ability. Consequently, the class model of this study is useful to applicate the earth science classes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.10
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• pp.2857-2863
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• 2009

This research is based on the circumstances of the regular employees in the industry. The purpose of this research is to help the intern employees improve the competitiveness in getting jobs. Therefore, it aims to provide basic direction on the education of intern employees. Major findings of this research may contribute to the new education system for intern employees in which the opinions of both students and industry are reflected. Additionally, we hope to help improve the competitiveness of travel industry under the rapidly changing environment. Major findings of this research are like the followings; First, evaluation factors of internship include self-discipline, positiveness, technology, the capability to conduct the given job, reports, the intensity of inquiry, knowledge, cooperation and the understanding. Second, evaluation factors of internship have positive impacts on the internship education(positiveness, the intensity of inquiry, discipline) and the decision making of job finding(discipline, positiveness, cooperation).

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.201-208
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• 1998

Although cooperative learning strategies in many subject areas have been found to be effective, the effect of cooperative learning on academic achievement in science laboratory setting is not clear. Reported results on the effects of the strategies for higher achieving students are not also consistent. In this study, the cooperative learning strategies emphasizing student-centered learning which included higher order thinking activities were used in a elementary school science course. The cooperative and traditional learning groups were selected from fifth-grade classes, and taught about dissolution and solution for 16 class periods. The effects of the cooperative learning strategies upon students' academic achievement, science process skill, the attitude toward science instruction, and the perceptions of classroom environment were investigated. Two-way ANCOVA results revealed that the test scores of academic achievement and science process skill for the cooperative learning group were significantly higher than those of the traditional learning group. No interaction between the instruction and the level of previous achievement was found. The perceptions of confliction were higher in cooperative learning group. In the attitude toward science instruction and the perceptions of participation, however, no significant difference between the two groups was found. Educational implications are discussed.

• Journal of the Korean association of regional geographers
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• v.11 no.2
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• pp.263-277
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• 2005

Since the 1980's, metacognition has been one of the core subjects in the studies on teaching-learning. There have been significant considerations about the metacognition in the reaching-learning become increasingly important in relation with learner's thinking. Though, metacognition has now become important concept used in learning process, there have not been sufficient researches in geographic education. The purpose of this parer is to define metacognition concept in geograpbic education. First, the concept of metacognition in geograpbic education, alike in the other education, can be classified as metacognitive knowledge and metacognitive function. Metacognitive knowledge can be categorized as knowledge about self, task, and strategy. Metacognitive function can be categorized as function about monitoring, evaluating and controling. Next, based on geographical metacognition concept, this paper is researched the characteristics of geographical metacognition in the students' reading maps inquiry activity.

• School Mathematics
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• v.11 no.4
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• pp.625-642
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• 2009

This paper presents an overview of theories about ethnomathematics to seek for implications for multicultural mathematics education. Initiated by anthropological inquiries into mathematics outside of Europe, research of ethnomathematics has revealed the facets of mathematics as a historicocultural construct of a community. Specifically, it has been shown that mathematics is culturally relative knowledge system situated within a certain communal epistemological norms. This implies that indigenous mathematics, which had traditionally been regarded as primitive and marginal knowledge, is a historicocultural construct whose legitimacy is conferred by the system of the communal epistemological norms. The recognition of the cultural facets in mathematics has faciliated the reconsideration of what is legitimate mathematics. what is mathematical competence, and what teaching and learning mathematics is an about. This paper inquires multicultral discourses of mathematics education that research of ethnomathematics provides and identifies its implications concerning multicultural mathematics education.