• Journal of Digital Convergence
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• v.15 no.10
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• pp.429-436
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• 2017

A design thinking-based collaborative workshop in which various stakeholders in the milk processing industry circulation ecosystem participated shows a new problem innovation paradigm that encourages the spread of practical prototyping culture. in the expression of empathy and collective intelligence among members on facing issues, the conversion of collaboration and communication methods, the business handling of the organization based on the design work method as 'creativity mechanism'. In this workshop, which was promoted in three stages of 'approach to problems', 're-definition of problems', and 'experience-based future vision design', participants themselves redefine real problems in terms of the accuracy of feed orders between feed suppliers and livestock farmers, ordering of feeds on time, cost reduction of feed supply and present new alternatives and expanded business areas. The results suggested in this workshop suggest the usefulness of design thinking in business innovation in that they presented how to approach the problem and a creative thinking system to find its solution to direct and indirect stakeholders of the industry as well as the improvement of supply and demand rate of livestock feed and quality.

• The Science & Technology
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• v.27 no.1 s.296
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• pp.39-43
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• 1994

한국과학기술단체총연합회는 북한의 과학기술에 대한 실상을 올바로 이해하고 남북간의 협력방안을 모색하기 위한 「북한의 과학기술과 남북교류정책」에 관한 워크숍을 12월8일 타워호텔에서 개최했다. 이날 워크숍에서는 과총이 그동안 북한과학기술의 실상에 관한 연구와 남북한 비교조사연구를 각 분야별로 전문가들에게 의뢰하고 그 연구결과를 순차적으로 발표키로 함에 따라 올해에는 9개분야의 연구결과가 발표됐다. 그중 ▲과학기술정책분야를 비롯 ▲천문학 ▲기상 및 대기환경 ▲원자력 ▲전자공학 및 정보공학 ▲한의학등 6개분야의 연구결과를 요약, 소개한다.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.854-869
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• 2007

In this study, we investigated secondary science teachers' internalization of constructivistic science teaching who participated in a collaborative program between teachers and researchers designed by researchers according to constructivist views. The program consisted of lecture, workshop, and small group activities. New trends in science education and framework for science teaching were introduced during lectures, and understanding about the framework were deepened by analyzing school science classes recorded during workshops. In small group activities, participating teachers and researchers cooperated to design science lesson plans using science teaching frameworks. Five secondary science teachers participated in collaborative workshops. Collaborative programs were video-taped. Semi-structured interviews were conducted before and after workshops. All data recorded were transcribed and analyzed. In the process of internalization, participating teachers attended on different parts. Various and discernable factors such as there own background, beliefs, values, and school context produced tensions with or facilitated internalization of constructivistic science teaching. Teaching experiences and student understanding affected teachers' lesson planning activities. Teachers also showed different understandings on inquiry, application, and model from the framework, and they interpret those concepts in the framework based on their prior understanding. They perceived that too much content should be dealt within relatively limited time. Therefore, they tended to separate science class into two parts when developing science lessons: explaining science content by lecture and science laboratory as a constructivistic activity. The results of the study provide meaningful implications to the constructivist teacher education and professional development.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1502-1523
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• 2012

Recently, there have been growing interest in teachers' professional development since teachers were regarded as a critical factor in the context of the reform efforts. Along with these efforts, educational researchers have continued to implement various programs to improve teachers' subject matter knowledge, beliefs, and their practices. Although considerable researches have been done regarding the efficiency of these programs, most of them have focused on individual teacher's change. However, a "teacher's mind is socially formed" (Edwards, 2001). This perspective indicates that teacher change is necessarily viewed in terms of social mediational process between individual and the social context. This study examines the interactions between teachers and researchers in order to explore the mediational processes and the aspects of collective understanding, which has emerged from the collaborative workshop. The data were collected from small group activities in a workshop and then analyzed using interactional sociolinguistic approach. Futhermore, activity system was employed to describe the social mediational process. The findings show that participating teachers constructed knowledge through conflict regarding collective understanding. This process of collective understanding was mediated by object, rules, and roles within each activity system. Findings from the study suggest that the sociocultural perspectives to teacher education are essential in understanding how teachers learn to teach and that teachers' professional discourse can play a significant role in teachers' professional development.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.432-446
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• 2007

The purpose of the study is to explore the science teaching orientations of secondary science teachers, and how they influence the planning and execution of reform-based lessons. Professional development workshop for constructivist teaching consisted of three different phases; five lectures, small group discussion, and preparing lesson plans. Four teachers who participated also executed their lesson plans in their own classroom. All workshops were videotape recorded. Classroom observations and interviews were conducted and recorded. Instructional materials were also collected for each science class. All data recorded were transcribed and analyzed. Based on the data collected from multiple sources, we identified each teacher's teaching orientations, and through this lens, we also tried to understand their classroom practices. We expected teacher-participants to implement constructivist science teaching. However, the differences among teachers in the course of actual planning and implementing activities for constructivist science was wider than we expected and even some teachers were unsuccessful. Teaching orientations can act as a filter for teachers when they decide whether to accept and apply new knowledge about teaching and learning to actual lessons or not. Even if a teacher plans a guided-inquiry lesson, her/his didactic teaching orientation could be revealed in actual classroom, and lead her/his class to other direction which is quite different from her/his original intention. Although the teachers participated in the same workshops in our study, they planned and executed differently and their own teaching orientations contribute substantially to their practice. Understanding the role of science teaching orientations could be an important step in addressing issues of diverse difficulties in supporting reform efforts in science.

• Nuclear industry
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• v.26 no.5 s.279
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• pp.84-90
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• 2006

신월성 1,2호기 기공 건설 '본격화'/ 방폐장지원금 3천억원 경주시에 지급/ PLUS7 개량연료, 울진 원전에 최초 장전/ 고리 1호기 계속 운전 '청신호'/ 제3차 원자력진흥종합계획 공청회 개최/ 원자력 통제 제도 종합 개선 계획 수립 및 추진/ 연구용 원자로 이용 '냉중성자 실험동' 기공식/ 반세기에 접어든 한 · 미 원자력 협력/ 한국표준형원전(OPR 1000)베트남에 적극 홍보/ '국제원자력기구 에너지 모델' 워크숍 개최/ '글로벌 원자력 안전 체제 대응 방안' 논의/ 울진 4호기 제 6차 계획 예방 정비 착수/ "세계 최고의 발전 회사가 되자"/ 핵연료 기술 정보 교류 연차대회 개최/ '한수원 중소 협력 업체 모임' 최초 출범/ '지역 공동체 경영' 2년만에 착근/ "원자력은 현실적 대안 에너지"

• Journal of Digital Convergence
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• v.17 no.11
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• pp.9-19
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• 2019

This study conducted the international evaluation of the APEC educational cooperation projects initiated by the Korean government and drew out strategies and tasks for their sustainable implementation. To this end, eight projects implemented by the Institute of APEC Collaborative Education were selected for the evaluation which examined participants' awareness of and the degree of participation in the eight projects as well as contribution to the intended outcomes of the projects. An online survey was conducted to participants of the eight projects and 283 experts and participants from 18 economies responded. The descriptive analysis found that the participants of ALCoB Cooperation Project reported the most positive perception of the awareness while the participants of the ALCoB Internet Volunteers showed the lowest degree of participation in and contribution to the intended outcomes of the project. Based on the results, several suggestions for further progress in Korea's APEC educational cooperation were made.

• Journal of Korean Library and Information Science Society
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• v.35 no.1
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• pp.337-357
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• 2004

The purpose of this study is to investigate the cases of cooperation between school libraries and public libraries in order to reinforce their cooperation, and to prepare the base for development of school libraries. Data is collected through five workshops which attended school librarians, public librarians, and the peoples in the several regional offices of education. The results show three models of school and public library cooperation. School library - public library cooperation model is suited for metropolitan area where school library and public library are developed. Public library support model is suited for mid-size cities where school libraries are undeveloped. School library and public library integration model is suited for small towns where both school libraries and public libraries are undeveloped. These models, however, should be revised through testing several libraries and different situations.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.564-579
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• 2009

The purpose of this study was to examine the change in the classes of the beginning science teachers through a cooperative mentoring program that induces the practice of reflective thinking. Participants in this study included three mentor-teachers, two teachers in doctorate or masters courses, one university professor, and three mentee-teachers who had less than four years of teaching experience. We collected data such as video recordings of mentee-teachers' classes and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor's and mentee's journals, and RTOP class observation reports. RTOP was used for the class analysis, and the cognition and changes in mentee-teachers' classes were determined from their journal entries and one-on-one mentoring interview materials. According to mentee-teachers' recognition of changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching styles, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classes through their reflective practice and improvement. Based on the result of this study, however, the teachers' reflection was not all accompanied with reflective practice even if the beginner science teachers made some partial changes in reflective practice by reflection. This means that it is hard to instill a reflective practice in mentee-teachers through mentoring in a short period. Therefore, we consider that more systematic and long-term mentoring is necessary for beginner science teachers.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.305-305
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• 2023

수문조사기기 검정은 강수량, 수위, 유량 등과 같은 수문자료를 관측하는 수문조사기기가 대상지역의 수문상황을 정확하게 관측하는지를 검사하는 일련의 과정으로 「수자원의 조사 계획 및 관리에 관한 법률」 제12조에 법적 기반을 두고 있다. 검정 대상은 강수량, 수위, 유속, 유사량, 토양수분량, 증발산량, 증발량 측정기기 총 7종이며, 환경부장관으로부터 한강홍수통제소가 검정업무를 위임받고, 한국건설기술연구원과 한국수자원조사기술원이 위탁받아 운영중에 있다. 최근에는 증발산량, 토양수분량 및 유량 측정기기기 등이 첨단화되어 기존 검정 방식에 대한보완 및 신설에 대한 요구가 증가하고 있다. 특히, 유량 측정시 기존에 사용하였던 회전식 유속계는 ADCP(Acoustic Doppler Current Profiler) 유량측정기기로 대체되어 활용률이 2013년 24%에서2021년 67%로 약 2.8배 급격히 증가하였다. 하지만 수문조사기기 검정 관련 고시 내 ADCP에 대한검사방법 및 허용오차 등의 규정이 부재하여 수문조사기기의 검정 공백이 발생하는 등의 문제가 존재하고 있다. 이에 본 연구에서는 ADCP 운영 및 기술 현황, 현행 법령, 국외 사례 등을 검토하여 ADCP 유량측정기기의 검사방법 및 허용오차에 대한 방안을 제시하고자 한다. ADCP 검사방법은 총 5단계로 외관검사, 자가진단 검사, 온도센서 검사, 수심측정 검사, 유량비교측정 검사에 따라 검정을 실시한다. 첫 번째 외관검사시에는 기기 외관과 센서 등 물리적 손상을 점검하고, 두 번째 자가진단 검사에서는 센서 변환 매트릭스 값, 수신부 센서 테스트, RAM/ROM 테스트, 통신 테스트 등에 관한 정상값 산출 여부를 확인한다. 세 번째 온도센서 검사에서는 검증용 온도센서를 이용한 값과 ADCP에 부착된 온도센서 값과 차이를 확인하고 ±2℃초과시 재검사 또는 적절한 조치를 취한 후 다음 단계의 검사를 진행한다. 네 번째 수심측정 검사에서는 수조 내 수심 측정을 확인하여 실제 수심과의 오차를 확인하고 ±1% 초과시 재검사 또는 적절한 조치 후 다음 검사를 실시한다. 유량비교 측정검사에서는 각 기기 간의 평균유량의 상대오차를 평가하는 것으로 ±5%미만에는 합격, ±5이상 ±10%미만에서는 재검사, ±10%이상에서는 공장수리를 권고하도록 하고, 1~5 단계의 검사를 통과한 기기를 대상으로 인증서를 발급하도록 한다. 유량비교 측정검사시에는 매년 ADCP를 사용하는 일반기업 및 공공기관 등이 모여 ADCP의 성능을 상호간 비교하는 'ADCP 기술협력 워크숍'을 확장하여 실시할 수 있다. 각 검사 단계의 허용오차는 USGS 또는 제조사 기준과 2022년 ADCP 기술협력 워크숍 성능검사 분석 결과를 토대로 하였다. 본 ADCP 검정 방안은 향후 ADCP 모델별로 단계별 시범 검토를 통해 세부사항에 대한 제시가 필요하며, 온도센서 검사, 수심측정 검사, 유량 비교측정검사에 대한 허용오차에 대한 타당성에대한 검증 및 검토가 이루어져야 할 것으로 사료된다.