• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.316-324
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• 2017

The purpose of this study is to identify the relationship between the self-concept of nursing teachers and teacher efficacy and to determine differences in the level of self-concept of nursing teachers. The research results were as follows. Firstly, the relationship between the self-concept of nursing teachers and teachers efficacy showed that there was a positive correlation between self-concept and general/individual teacher efficacy. Secondly, the observation results on the variations of the teacher efficacy depending on the level of the self-concept of nursing teachers noted the positive correlations and general-, individual teacher efficacy. Self-concept showed a higher correlation with individual teacher efficacy than general teacher efficacy. In summary, the research confirmed the definite correlation between the self-concept of teachers and teacher efficacy.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.273-282
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• 1998

The purpose of this study is to compare the effect of concept formation between conflicted case and non-conflicted case as a method of learning science concepts. This study consists of 8 classes in 5th and 6th grade of elementary school children's in Kyoung-Buk, which were divided into conflicted group and non-conflicted group. The research procedure is as follows : first, two groups were asked the introducing problems-one was asked the conflicting problem, the other was asked the non-conflicting problems. Futhermore, the incorrect-answered students of conflicting problems were classified into conflict group am the correct-answered students of non-conflicting problems were classified into non-conflict group. Secondly, the demonstration and picture presentation about the introducing problems were carried out. Thirdly, the researcher introduced scientific concepts to the students. Afterwards, posttests, made up of the same items, were presented to the students-three times-posttest, delayed posttest(one week), second delayed posttest(one month). Finally, the degree of concept formation between the two groups was compared and analyzed by these results.

• ICROS
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• v.6 no.5
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• pp.46-53
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• 2000

본 논문에서는 계층적 구조를 가진 이산사건시스템의 관리 제어이론에 대해 알아본다. 특히 하위레벨(low level)과 상위레벨(high level) 로 구성된 계층적 구조의 이산사건시스템에서 레벨들 사이의 정보 전달을 바탕으로 상위레벨에서 설정된 사양을 만족시키기 위한 상위레벨 및 하위 레벨의 관리제어기 설계기법을 소개한다. 계층적 구조에서 관리 제어 목적은 계층적 일치성의 개념으로 정의되는데, 이것은 설계된 하위 레벨 관리제어기에 의해 제어된 하위 레벨 이산사건시스템의 동작에 대한 상위 레벨로의 정보사상이 주어진 상위레벨의 사양과 일치함을 의미한다. 본 논문에서는 상위레벨 상에서 임의의 사양이 주어질 때 계층적 일치성을 만족하게 하는 관리 제어기가 존재하기 위한 계층적 이산사건시스템의 동작특성과 레벨들 사이에서의 정보전달의 특성을 소개한다. 또한 설계된 관리제어기를 포함하는 전체 관리제어 시스템에서 계층적 일치성 및 비막힘성의 동시 만족에 대한 관리 제어 문제를 소개한다.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.400-408
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• 1999

This study investigated the effect of the grouping method in cooperative learning applied to chemistry concept learning. Two grouping methods used were the HML (High-Medium-Low) and the HL/MM (High-Low/Medium-Medium) ability grouping. Three classes (N = 136) at a high school in Seoul were randomly assigned to the control and the treatment groups. Before instruction. the test of attitude toward science instruction, the perception questionnaire of learning environment consisting of three subtests (participation, conflict, and competition), and the questionnaire of self-esteem were administered, and a mid-term examination score was obtained. These scores were used as covariates. After instruction, the three tests administered before instruction and the conceptions test were administered. Two-way ANCOVA results revealed that there was a significant interaction between the treatment and the level of previous achievement. The low-level students in the HL/MM cooperative group performed better than those in the other groups. The cooperative groups, regardless of the grouping methods, exhibited more positive perception than the control group at participation subtest of the perception questionnaire of learning environment.

• 대한공업교육학회지
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• v.34 no.1
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• pp.129-154
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• 2009

The purpose of this study was to find the effect of intuitive free association and systematic free association on the creativity of high school students group in the conceptual design process. Based on this study result, the conclusion can be summarized as follows. 1. There was meaningful relation between intuitive free association and creativity factor of high school students. Mean value of experimental group A 's creativity and it's factor originality, practicality, elaboration, and fluency which treated intuitive free association was increased. 2. There was meaningful relation between systematic free association and creativity factor of high school students. Mean value of experimental group B 's creativity and it's sub factors: originality, problem solving, elaboration, and fluency which was treated systematic free association was increased. 3. It was found that two different divergent thinking does not show any meaningful difference in creativities of two groups. However, the meaningful difference was found in post creativity test in each groups sub-factors. There was meaningful difference in practicality factor, though there was no meaningful difference in originality, elaboration, fluency factors. Using the obtained results, it was concluded that intuitive thinking and systematic thinking play different roles in practicality which is one of sub-factors of the creativity of high school students. Consequently, it can be concluded that systematic thinking which leads students to take a step to solve a given problem can elicit more scientific thinking, and helps students create more practical solution in problem solving than intuitive thinking that emphasize the quantitative aspect of ideas.

• Proceedings of the Korean Information Science Society Conference
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• 2005.11b
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• pp.535-537
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• 2005

본 논문에서는 시소러스 상에서 개념간 세분화를 위한 의미적 기준인 개념 패싯 (Conceptual Facet)과 관계 패싯 (Relational Facet) 그룹을 사용하는데, 패싯이란 공통의 특성을 갖는 개념들을 함께 그룹화하고 용어간 관계를 구조화하기 위한 장치이다. 개념 패싯은 용어가 갖는 대표적인 의미속성, 범주를 의미하며, 용어 각각을 구별되는 의미장 (Semantic Field)에 분류하도록 한다. 관계 패싯은 상$\cdot$하위 개념 간 의미 관계를 표현한 메타 개념이다. 본 시소러스는 여러 전문가들의 다양한 관점을 반영하도록 설계되었다. 관점이란 주관적이며, 임의적이어서 개별 개념에 내재된 자질 또는 속성과는 구별되는 독립적 속성이다. 개념 패싯, 관계 패싯의 도입은 계층 관계, 동등 관계, 범주 관계 등과 더불어 용어 간 관계를 보다 구체적으로 명시함으로써 최종 사용자에게 검색의 효율성과 정확성을 제공할 수 있다.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.133-142
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• 2014

The purpose of the present study is to develop and validate the scale measuring consumer empathic response to advertising drama. Through a series of consumer surveys and factor analyses, the Consumer Empathic Response to Advertising Scale (the CERA scale) containing 11-Likert format items was developed. The CERA scale consists of three factors which are empathic understanding, identification, and vicarious emotional response. The CERA scale improves the content validity of the existing consumer empathy scales by including identification factor which has been ignored.

• Proceedings of the Korean Information Science Society Conference
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• 1998.10c
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• pp.102-104
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• 1998

본 시스템은 현재 연구 개발중인 정보에이전트 시스템의 일부로서 특정분야에 대한 사용자의 관심 주제에 관련된 정보와 함께 적절한 문서를 제공하는 지식 기반 시스템이다. 이러한 목적을 위해서 본 시스템의 지식베이스는 구조적인 방식으로 표현된 BKB(Biology Knowledge Base)와 DIC(DICtionary)로 구성된다. DIC는 특정분야에서 일반적으로 사람들이 사용하는 용어와 학명을 기준으로 하는 시스템에서 사용하는 용어와의 관계와 그러한 용어들간의 동의어 관계를 갖고 있다. 또한 BKB는 동물에 관련된 지식베이스로써 상위.하위 개념과 함께 사용자가 원하는 정보를 제공하기 위해 객체의 속성과 이에 관계된 값들을 포함한다. 본 시스템은 문서를 검색할 때 사용자 초기 질의를 상위.하위 개념 그리고 동의어로 확장할 뿐만 아니라 사용자 의도의 정확한 표현을 위해서 제공하는 다양한 질의 형식에 따른 질의 처리 결과로도 확장하므로 효과적인 문서 검색 결과를 보인다.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.91-99
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• 1999

The researches related to students' preconceptions and conceptual change model have been reported that students' learning motivation is one of the key variable for the conceptual change. The effects of students learning motivations on conceptual changes were evaluated. Subjects of this study were 8th grade students. and they were divided into 2 groups. One group was taught by traditional teaching method, and the other group by concept change teaching model. After the intervention, learning motivations of the students were testified. The students of high motivation who were taught by concept change teaching model showed higher scores in the concept of chemical change than the students by traditional teaching method. But there was no difference in both groups of students who have low learning motivations. The learning motivations before the intervention. the motivations stimulated by classes. and the degree of concept understanding showed high correlation. The motivations stimulated by classes explain 23.3 % of the degree of concept understanding. The results seems to mean that students learning motivations contribute to the understanding of concepts. Especially confidence of learning as a subcategory of the learning motivation contributes significantly to the understanding of new concepts. In contrast, the traditional teaching methods and the teaching methods of concept change learning theory were not effective for the stimulation of students learning motivations.

• Product Safety
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• s.58
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• pp.18-19
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• 1997

이제까지 물류는 다른 경영기능의 하위 시스템으로 다루어져 왔으나, 실무상 물류는 생산$\cdot$판매와의 상호관련성 내에 존재하는 것이다. 따라서 물류를 기업의 경쟁전략의 개념틀 안에 포함시켜, 기업의 이익창출에 적극적으로 공헌하는 중요한 경영기능으로 활용할 수 있다.