• Journal of Engineering Education Research
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• v.2 no.1
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• pp.3-9
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• 1999

This study investigated the improved teaching methods which can enhance the learning effects of students in engineering education and provide students with practical abilities of field works. As the results of applying student-oriented teaching methods to students who take the course of hydraulic and pneumatic control in the department of mechanical design engineering of Dongyang technical college, student-oriented teaching method Is more effective than professor-oriented teaching methods in the aspects of motivation of learning, cultivation of imagination and creativity, and ability of solving problems. In order to successfully execute student-oriented teaching method, integrated lecture of both theory and experimental practice has been carried out in the classroom equipped with experimental facilities, and after acquiring sufficient experience through experimental practices, students looked into theoretical backgrounds based on the experimental results during the process solving the subjects which a professor suggested. The subjects should be suggested with the contents for accomplishing the goal of learning, and it is very important for a professor to play the role of helping students solve the problems by themselves, which results in improving practical ability of field works. At the end of every class, a professor has students fill up the questionnaire about the level of learning achievement, questions, and teaching method, and applying the surveying results to the next class can bring out improving the extents of students' participation of classes and concerns about the course. Since the engineering education requires a practical ability of field works, imagination, and creativity in every course, it is desirable to introduce student-oriented teaching method rather than professor-oriented teaching method.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.475-486
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• 2017

The purpose of this study is to develop the STEAM program using 3D printer and to verify its effectiveness and students' satisfaction in order to draw implications and suggest the future directions. To design the alternative instructional framework utilizing the 3D printer, we used the learning standards of 'presenting the situation', 'creative design', and 'emotional experience' for the 3rd to 4th grade and 5th and 6th graders in elementary school. As a result of the experiment, statistically significant results were obtained about 'interest', 'care and communication', 'self-directed learning', 'career choice for science and engineering'. According to the students' satisfaction survey, students responded that they are interested in general, they can learn various subjects in relation to existing the regular classes, and that they have lots of making and experiencing activities.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1055-1076
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• 2011

In this study, we investigated the changes in beginning chemistry teachers' teaching practice without mentoring program and after the implementation of mentoring program. Participants in our study included two chemistry teachers who have less than one year of teaching experience and three mentor teachers. We collected data such as video recordings of teacher's classes, interview, and recordings of mentoring after each class. The results show there were slight changes in teaching contents, teaching procedure, and explanation method without mentoring. On the other hand, there were a lot of significant improvement in classroom environment, teaching contents and teaching procedure, teaching-learning techniques, questioning and feedback, and explanation method after mentoring has been implemented. However, there were no easy changes in the teaching style, understanding of students, and ways of interaction with students in connection with teaching purposes. Based on the results of this study, we explored the possibilities of instructional improvement through mentoring on beginning chemistry teacher's teaching practice. Therefore, we consider that more systematic and long-term mentoring is necessary to improve professionalism in teaching beginning teachers. In particular, we propose mentoring programs reflecting the individual needs of beginning teachers.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.147-162
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• 2010

The purpose of this study is to seek out efficient multicultural education plans by investigating Home Economics teachers' perception of multicultural families and multicultural education. Thus, a survey was carried out to collect data mainly from home economics teachers who is working for middle schools. The results of this study can be summarized as follows. Firstly, there were more teachers who had some experience of contacting with multicultural families than those who didn't have, but it was not a big difference. Also, it was found that there were not many teachers who took multicultural education-related classes for their studying at college or had multicultural education-related teachers' training for their working as a teacher. Secondly, it was found that their respect for multi-races, recognition of multi-cultures, belief in multi-cultures and acceptance attitude toward multicultural knowledge were very positive. Thirdly, it was found that most teachers had consideration -centered viewpoints most of all. On the other hand, assimilation-based viewpoints were the least among teachers. Fourthly, teachers believe that multicultural society centered contents, which is a society where people get along with each other, should be dealt in class while executing education for multicultural families. Lastly, in regard to methods of executing education for multicultural families, it was found that they showed the strongest opinion that it should be executed all over the domain of every school subject as integrated education.

• Journal of Technology Innovation
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• v.25 no.4
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• pp.1-15
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• 2017

In 2014, the Financial Services Commission designated the Tech Credit Bureaus(TCB) to issue technical credit evaluation reports. The Five credit rating agencies, KEB Hana Bank and others have issued the technical credit reports since the summer in 2014. Meanwhile, the technology evaluation model of KEB Hana Bank consists of 25 detailed evaluation items. These item classes are weighted and the technology rating is systematically. The technology rating is combined with the credit rating to calculate the technology-credit rating. In this paper, we analyzed the 406 evaluation results issued by KEB Hana Bank. Based on the number of years of work experience, company managerial years, technical personnel score, the possession of R&D department, the amount of R&D investment, the number of certifications, and the number of patents, the Correlation between the above items and the technical grade was analyzed. It was found that quantitative indicators such as the presence of R&D department, patent numbers, and R&D investment expenses had a significant effect on the company's technology grade, and in particular, the presence of R&D department was shown a high correlation with the technology rating.

• The Journal of Korean Association of Computer Education
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• v.23 no.4
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• pp.23-33
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• 2020

Online judge provides compilation, execution, and immediate feedback on the source submitted by the learner, and ensures the accuracy and reliability of the evaluation, but it's difficult to select the language according to the level of the learner because most of them provide only textual language. In this study, a block language for online judge was developed and applied to high school classes, and the difference in self-efficacy between the block language and the textual language group was confirmed. It was found that Block language group have more ability expectation to overcome disgust experience than textual language group and Textual language group have significant decrease in ability expectation to start activity and to continue activity. It implies that Block language has an effect on self-efficacy for afterward programming activities, and methods of teaching, learning and evaluation should be devised in the case of textual language so that student's self-efficacy does not deteriorate at the initial and ongoing stage of activity. The results of this study are meaningful in that it provide various implications of methods for enhancing self-efficacy in high school class of programming.

• Journal of the Korean Association of Geographic Information Studies
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• v.2 no.3
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• pp.1-15
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• 1999

This study was carried out to find out the way to build a comprehensive wetland ecosystem database using the technique of remote sensing and geographic information system. A Landsat TM image taken in May 17, 1997 was used for the primary source for the image analysis. Field surveys were conducted March to September of 1998 to help image analysis and examine the results. An actual wetland vegetation map was created based on the field survey. A Landsat TM image was analyzed by unsupervised and supervised classification methods and finally categorized into such 5 classes as Phragmites australis community, mixed community, sand beach, Scirpus trigueter community and non-vegetation intertidal area. Wetland basemap was developed for the overall accuracy assesment in wetland mapping. Vegetation index map of wetland vegetation was developed using NDVI(normalized difference vegetation index). The map of wetland productivity was developed based on the productivity of Phragmites australis and the relationship to the proximity of adjacent water bodies. The map of potential vegetation succession map was also developed based on the experience and knowledge of the field biologists. Considering these results, it is possible to use the remote sensing and GIS techniques for producing wetland ecosystem database. This study indicated that these techniques are very effective for the development of the national wetland inventory in Korea.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1063-1073
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• 2017

This study analyzed the difficulties elementary school students have in role-playing analogy activities for concept learning of heat transfer. Eleven fifth graders were given an orientation class on role-playing analogy activity, a class for concept learning of heat transfer as presented in a textbook, and then they performed the role-playing analogy activity with concepts of heat transfer. After the classes, researchers investigated the difficulties students encountered through questionnaires and interviews. The following are results of the research: Difficulties that students faced in role-playing analogy activity can be classified into five types. First, students encountered difficulties in expressing the analogy. The students who had difficulties in expressing the analogy focused on expressions outside the science concepts or lacked understanding of the science concepts. They also had difficulties in expressing the analogy because they lacked the expressiveness of analogy or abilities in mapping errors. They had difficulties in expressing the planned role-playing analogy in a narrow space. Second, students also experienced difficulties in performing activities due to lack of understanding on activities or lack of experience. Third, students experienced difficulties in selecting roles because they preferred the specific role or unwanted the specific roles. Fourth, the members of group experienced difficulties in group activities because they did not concentrate on activities, failed to perform roles, or showed attitudes of an onlooker. Fifth, they experienced difficulties in communications due to unilateral communication, conflicts of opinions, and lack of opinions.

• Journal of Acupuncture Research
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• v.32 no.4
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• pp.91-102
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• 2015

Objectives : The Oriental medical device industry is expected to continue to experience significant growth. It should increase its global market share rather than focusing on the domestic market. Countries around the world self-regulate their domestic market, so this study aims to aid in the development of a particular overseas market by introducing the U.S.(the largest market) medical device registration and approval process. Methods : For an understanding of the US medical device licensing process, we researched the relevant regulatory organization (FDA), the history, definition and classification of medical devices, the approval and 510(k) submission process related to substantial equivalence, IEC 60601-1 Edition 3, usability tests, and so on. Results : Medical devices in the United States are assigned to one of three regulatory classes: Class I, Class II and Class III, based on the level of control necessary to assure the safety and effectiveness of the device. If a company's device is classified as Class II and if it is not exempt, a 510k will be required for marketing. 1) A 510(k) is a premarket submission made to the FDA to demonstrate that the new device to be marketed is "substantially equivalent" to a legally marketed device (predicate device) 2) The IEC 60601-1 Edition 3 preparation process, which contains information related to usability, is expensive and time-consuming but a critical requirement. Conclusions : Although the U.S. market has high barriers to entry, access to this, large overseas market will encourage development of the Oriental medical device industry and commercial value enhancement is expected.

• Journal of the Korean earth science society
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• v.26 no.1
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• pp.9-29
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• 2005

By analyzing and integrating established geological field study instances, this study offered a new geological field excursion teaching model with several steps: unifying question raising. excursion generalization. intensive field direction, searching, primary conclusion, re-searching, group discussion. adjustment, and excursion summarizing. Then by Qualitatively assaying the responses which students showed after applying this teaching model, a concrete teaching plan was sought for earth science teachers who were planning to begin geological field excursion classes. Students evaluated very highly on the unifying question and excursion generalization because these items provided a sense of direction and an overall theme for geological excursion in advance. Also. since the students had little to none geological knowledge and field excursion experience, the intensive field direction gave them a lot of help with their field excursion activities. Students thought that coming up with a primary conclusion based on the summary of what they had observed in their activities was original. and highly valued the process of sharing different opinions in group discussions and drawing out a final conclusion. Teachers should help students develop a friendly atmosphere, by organizing group activities and continuously feedlng them with uniting questions and excursion generalization within the groups. Also they should prepare enough contents for intensive field direction and ways to get their points across. In the process, they should arrange beforehand detailed instructions for every outcome, with the intention of solving the question. Furthermore. teachers should follow carefully how conclusions are drawn. instruct students not to reach conclusions based on mere assumptions, and be aware of misconceptions students have toward geological phenomenon in advance, so that the discussion can be lead in the right direction.