• School Mathematics
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• v.15 no.2
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• pp.405-427
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• 2013

In this study, we have accomplished content area reading activities for pre-service teachers since 2003. These activities were guided each year to students of the college of education. We proceeded our content area reading activities by four courses. Four courses consisted of reading the book, discussion of reading, announcement of the results, reminding announcement. After content area reading activities, the pre-service teachers have learned naturally the knowledge and ideas that will help in teaching mathematics. And they have shared and expand their knowledge and ideas with colleagues. Moreover the pre-service teachers came to realize that content area reading is very important in pre-service mathematics teacher education. In the study, it was suggested that there is a need to provide opportunities to experience the content area reading for pre-service teachers in mathematics teacher education.

• Cartoon and Animation Studies
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• s.9
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• pp.59-79
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• 2005

The paper concerns the role model of the local cultural industry agencies, which were established by the local government for the purpose of fostering the regional cultural industries. In this article, the term of the innovative milieu refers to the interaction and network system for the creation, diffusion and application of knowledge. In doing so, the case on the Gyeonggi Digital Content Agency(GDCA), which has managed the Digital Animation Academy and the cultural heritage based digital content development project will be examined in terms of the network between academic and industry. As a result of the case study, it is not certain that the activities and policy programs of the GDCA has affected the improvement of the knowledge and network environment in the field of cultural content industries. This demonstrates industries rather than the innovation system as a whole. In this respect, the paper develops the Cultural Content R & D Network Model for the improvement of the creative partnership among universities, companies and public sector organizations. In addition, the paper suggests that the Digital Animation Academy should be managed in terms of the improvement of the innovative environment of the regional cultural content cluster.

• Knowledge Management Research
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• v.21 no.4
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• pp.175-193
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• 2020

With the proliferation of information technology communication and smart device, the environment where contents are produced and distributed is changing. People can use the contents quickly and easily, and the content industry is attracting attention and creating newly added value by converging with other industries. Accordingly, there is a need for content-related companies to understand the quality of content perceived by users in order to succeed in content, and to use it strategically. Therefore, this study aims to examine the relationship between content quality factors, user satisfaction, and recommendation intention through empirical analysis based on an IS success model. The analysis was conducted using smartPLS3.0 based on a total of 301 survey responses. As a result of the study, it was found that content usefulness, accessible system quality, convenient system quality, service provider trust, and interaction had a significant effect on user's satisfaction. Perceived privacy protection had a significant effect on user satisfaction and recommendation intention. Lastly, it was found that user satisfaction had a significant effect on recommendation intention. The results of this study are expected to provide useful information and therefore content companies can understand about the quality perceived by users.

• Child Health Nursing Research
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• v.4 no.1
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• pp.5-16
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• 1998

The purpose of nursing education is to prepare the professional pratictioner as nurse who will be interesteed in the health and the related aspects of community and will assume responsibility for con tributing toward the improvement of the health for the all. This means that nursing education must provide opportunities for the development of knowledge, skills, and attitudes which make this possible. Consequently, this approach has relavence for nursing education. Faculty engaged in endless debates about what is to be included, and to what de1th, and what will be given short shrift as a result. Thus, it can be seen why there is so much confusion and lack of agreement between the emphasis and objectives in nursing. This study attempted to review and identify the curriculum content of child nursing in Korea to build and develop the standard curriculum contents for national board examination for nurses and child's health needs for the coming 21st centry. The questionnaire was consisted of items for selection and organization of the knowledge components and type of unit with weigh to be attained in child nursing. Response of 34% of nursing program in university and junior college. Content analysis was done by using consensual validation of essential knowledge for curriculum content to identify what is obvious or trivial. This study pointed out that it is not yet apparent that demographic fact has greatly influenced child nursing curriculum content. In a similar vein the majority of content of child nursing devote little time and weigh to social and epidemically significant to child health. It seems to be needed that the content of child nursing may push the paradigm shift in nursing education such as health promotion and prevention for potentional roles of child and family. In conclusion, it is the time to convoke and debate for convergence of model on essential content and standarization on job analysis for national board exam for nurses in Korea.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.569-593
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• 2008

Since 2005 KICE-TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.147-158
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• 2016

This study examined the changes of preservice biology teachers' NOS pedagogical content knowledge through two consecutive science methods courses: NOS understandings; attitudes toward teaching science; difficulties of NOS teaching; NOS teaching strategies; and views of orientation of NOS teaching. During the science methods course I, the preservice teachers engaged in discussions and reflections on what science is and how scientific knowledge has produced, drawing NOS aspects from episodes of history of science, and planning the lessons cooperating NOS instructional objectives. Then the next semester, through the science methods course II, the preservice teachers had a chance of the simulated teaching by adopting NOS teaching and learning activities in the context of the secondary biology context. The preservice teachers, further, reflected on their NOS teaching. The results showed that the preservice teachers constructed the NOS pedagogical content knowledge. They significantly improved their views of NOS and its teaching(p<.05) after the science methods course I, and retained their understanding after the science methods course II(p>.05). The preservice teachers mentioned the difficulties of teaching NOS in the secondary biology context, and further suggested effective NOS teaching methods in their reflective journals.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.2
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• pp.237-246
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• 2009

In this research, there was an investigation about the objective and content domains concerning marine education in the Fish and Marine High School. Also, validity and guidance level on the classification were analyzed. According to the analysis, analyzing guidance level of Marine related contents which are included in school marine education is as follows. There are 971 information and knowledge domains, 710 skill domains, 5 value and attitude domains and 8 behavior and participation domains in the objective domain in school marine education. The number of the knowledge domains was most while attitude domains was least. Content domain of school marine education consists of 774 ocean human and marine ecology domains, 461 artificial marine environment and facility domains, 290 marine resource domains, 76 marine pollution domains, 123 marine conservation and measure domains. So, ocean human and marine ecology domains were most while ethics of marine conservation domains were not included.

• School Mathematics
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• v.10 no.4
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• pp.489-514
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• 2008

Since 2005 KICE - TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.

• Journal of Fisheries and Marine Sciences Education
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• v.6 no.2
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• pp.198-216
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• 1994

The problem of promoting instructional effect using reorganizing the content of textbook is one of the major concerns of many education theorists and teachers. The results of many researches about above problem reveal that reorganizing the content of textbook promotes the ability of recall and problem solving of learners. The content structure of current navigation textbook revealed a categorical structure as its basic framework, though it seems to be a poor one. A categorical structure is known as providing an inferior information processing mechanism for learners than a learning hierarchy content structure is. Furthermore current content structure hasn't given any considerations to navigation in practice, spatial contexts and sequential events of ships from a harbor to another harbor. The learning hierarchy content structure has an advantage of giving learners more systematic and stronger knowledge networks than a categorical structure.

• Journal of Korean Library and Information Science Society
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• v.46 no.1
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• pp.177-202
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• 2015

This research was conducted to evaluate whether knowledge and information resources produced in four educational institutions function as a knowledge management system in the institutions, and to suggest a proposed plan for the foundation of the national knowledge management system. Knowledge and information resources available on the institutes' websites were classified as 'knowledge and information resources of result', 'knowledge and information resources of process', and 'knowledge and information resources of communication'. The application of metadata and the configuration of the search system were examined by content analysis method. From the result, 8 ways to improve the management of knowledge and information resources have been found; the development of standardized metadata and classification scheme, high recognition that the website is a counter for external distribution of knowledge and information resources, various searching skills and the provision of knowledge maps available, provision of linked information for original information acquisition, awareness of the agency managers and homepage managers to the homepages as knowledge management systems, segmentation of appropriate data size unit in a mobile environment work, an organic linkage function of the internal electronic approval system and the homepage have been proposed.