• 복식
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• 제59권6호
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• pp.16-28
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• 2009

This study examined relationship among fashion product attributes of schoolbag, product satisfaction and repurchase intention. Total 315 questionnaires were distributed to the female/male students in Daegu and GyeongJu. Frequency analysis, factor analysis, reliability analysis, multiple regression were conducted using SPSS 13.0K statistics program as data analysis. The independent sample t-test was also conductd to examine the differences among sex, domicile, middle and highschool students. The findings hum the analysis are described in the following: First, female students is higher subjective fashion product attributes(fashion, individuality, refined) and objective fashion product attributes(design, color) importance than male students in purchasing schoolbag. High school students is higher subjective fashion product attributes(fashion, individuality) and objective fashion product attributes(brand, color) importance than middle school students in purchasing schoolbag. Second, product satisfaction are positive influenced by practicality and individuality of subjective fashion product attributes. Product satisfaction are not influenced by fashion and refined of subjective fashion product attributes. Third, product satisfaction are positive influenced by brand and design of objective fashion product attributes. Product satisfaction are not influenced by price and color of objective fashion product attributes. Forth, repurchase intention in schoolbag are strong positive influenced by product satisfaction.

• 한국수학교육학회지시리즈A:수학교육
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• 제55권3호
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• pp.299-316
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• 2016

The abilities for 21st learners have recently changed and learners' engagement is emphasized. In flipped classroom, students learn the prerequisite concepts of the lecture online in advance and perform various types of activities based on interaction and engagement. As students in flipped classroom construct knowledge actively, students' engagement is very important. Therefore, I conducted a research of flipped mathematics class to help teachers to better understand students' engagement in flipped mathematics class. The flipped mathematics class was conducted for about 3 weeks with 29 middle school students and one teacher. Video and audio recordings, completed student worksheets and interview data were collected and analyzed using the qualitative method. The results of this study showed that students' engagement is influenced by diverse factors. Engagement factors were categorized by teacher factors, community factors, material factors, tasks and strategy factors, classroom culture factors. Each factor facilitates or suppresses behavioral, emotional, cognitive, agentic engagements, and sometimes several factors are related. The results of this study increase understanding of engagement through the example of a case study on flipped mathematics class.

• 대한수학교육학회지:학교수학
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• 제8권4호
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• pp.417-439
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• 2006

본 연구의 목적은 프로이덴탈의 수학화 교수 학습론을 토대로 현행 고등학교 미적분 교수 학습의 문제점을 해결하기 위한 대안을 탐색하는 데 있다. 이러한 연구의 목적을 달성하기 위해 프로이덴탈의 수학화 이론과 딘즈의 개념학습의 다양성 이론의 변증법적 통합을 시도하고 이를 토대로 수학 II 미분 영역의 교과서 분석을 통해 문제점을 도출한 후, 수정된 수학화 과정에 충실한 미분계수 개념의 수학화 적분 교수 학습 자료를 개발하였다. 개발된 자료의 특징은 미분계수 개념의 역사적 근원문제인 접선문제와 속도문제를 다양한 표현도구를 이용하여 해결하는 과정에서 접선개념과 속도개념을 수학화 한 후에 미분계수 개념을 수학화하는 데 있다.

• 한국과학교육학회지
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• 제16권4호
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• pp.429-440
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• 1996

This study examined the effects of the ARCS model for science education and found a way of improving ARCS while finding any weaknesses. More specific research questions were as follows: 1) Does the ARCS model enhance the learners' achivement in highschool Earth Science significantly?; 2) Does the ARCS model enhance the learners' motivation in highschool Earth Science significantly?; 3) What are the weaknesses of the prescriptions of the ARCS model for designing a lesson, if any?; 4) How can the weaknesses of the prescriptions of the ARCS modeI be overcome? In order to fulfill the purpose of this study, the two major research methodologies were implemented: pretest-posttest control group design and formarive research. This study was conducted in two distinct phases: 1) designing a set of instructions for 4 weeks with the principles of the ARCS model (to find the weaknesses of the ARCS model) and 2) teaching the instructions and checking the effectiveness of the ARCS model by pretest and posttest with control and experimental groups(to find weaknesses of the underlying theory of the ARCS). After the experiment, each group took an achievement test and an attitude test on the given instruction and gathered data were analyzed with t-tests. Also, from each four classes 7$\sim$8 students were randomly sampled and individually interviewed about the instructional effectiveness and their preference on the instructions. The results of this study are summarized as follows: Significant differences between the control group and experimental group are seen in three components; Attention, relevance, and satisfaction. No significant differences are seen in the attitude of confidence. The weakness of the prescriptions of the ARCS model, are insufficient of strategy for 'confidence'. For overcoming the weaknesses of the prescriptions of the ARCS model, developmental type research is needed.

• 한국산학기술학회논문지
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• 제15권2호
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• pp.970-978
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• 2014

본 연구는 남녀고등학생의 성폭력 개념 인식과 성폭력에 대한 인식, 태도, 대처법을 파악하기 위해 시도되었다. 자료수집은 2013년 7월 1일부터 30일까지 D광역시 고등학생 563명을 대상으로 하였다. 수집된 자료는 SPSS 19.0 Program을 이용하여 실수, 백분율, $x^2$_test로 분석하였다. 연구결과, 성폭력, 성희롱 경험 실태는 유의한 차이가 있었고, 성폭력 개념 인식은 음흉한 눈길로 보는 것, 선정적 그림과 글 강요, 성적 농담, 외모에 노골적 표현, 대중교통 이용 시 고의적인 몸 밀착에서 차이가 있었다. 성폭력에 대한 인식, 태도 및 대처는 성폭력 발생장소, 시간, 가해자에 대한 인식, 성폭력 원인, 도움 요청 시, 성폭력 피해자에 대한 태도에서 남녀학생의 차이가 있었다. 성폭력 처벌과 예방은 법률지식, 처벌 기준, 예방대책에서 남녀학생의 차이가 있었고, 성교육 경험과 요구는 성교육 시기, 방법, 성폭력 성교육 유무, 성교육 및 성폭력 지식에서 남녀학생의 차이가 있었다. 본 연구결과를 바탕으로 성폭력 예방에 관한 체계적인 교육실시가 절실하다고 본다.

• 한국환경교육학회지:환경교육
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• 제21권4호
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• pp.12-24
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• 2008

In this research, we have carried out an experiment with grade 10 students. Students will be choosing their roles and creating their own script in relation to the environmental problems such as the seriousness of global wanning and the mutation of ecosystem. Throughout this process, they will come up with a solution to the problem In addition, we will assess students' knowledge achievement as well as the changes in attitudes toward environment, and analyze whether the role-play method of education is efficient or not. According to the research result, we have confirmed that the method of role-play as a education tool was more efficient than the traditional lecturing method. Students experienced higher rate of knowledge acquisition and more optimistic effects on their attitudes toward the mutation of ecosystem and also the seriousness of the global wanning. Students also pointed out in the interview that the role-play allowed them to share their thoughts with other classmates, which were not carried out frequently in the traditional education system In addition, each member of groups could participate cooperatively with teammates, which ultimately helped them to develop scientific and introspective ways of thinking.

• 한국과학교육학회지
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• 제16권2호
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• pp.210-216
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• 1996

Assessment of science laboratory environment was conducted with 539 students at middle and high school. Science Laboratory Environment Inventory(SLEI) was used as an instrument. The major findings of this study are as follows. 1. Mean scores obtained on each scale in the actual and preferred version of SLEI were relatively low, particularly on the scale of open-endedness, integration, and material environment. 2. Mean scores obtained on each scale in the actual version were lower than those in the preferred version. Score differences between actual version and preferred one were found to be significant statistically. 3. Boys and high school students perceived their laboratory environment with more open-endedness and less rule clarity than girls and middle school students respectively. 4. Girls preferred student cohesiveness at their laboratory more than boys. Highschool students wanted open-ended environment more than middleschool students. 5. Each scale of SLEI showed significant correlation with the scores of attitudes toward science. Particularly open-endedness was found to account for a significant contribution to the affective outcomes.

• 한국환경교육학회지:환경교육
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• 제25권1호
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• pp.15-24
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• 2012

The goal of this study, as an effort to reduce national greenhouse gas (GHG) emissions, is to calculate the carbon footprint of students based on the commute pattern of high school students in big (Seoul), middle (Suwon) and small (Icheon) size city. By conducting a survey, the commute pattern and method of students as well as students' carbon footprint were evaluated. As a result, the carbon footprint of the high school student in Icheon ($1.698kgCO_2$) had 2~3 times higher than student's carbon footprint in Seoul ($0.623kgCO_2$) and Suwon ($0.699kgCO_2$). One of the reasons for the different carbon footprint result between big and small city was whether the public pedestrian facilities and a bicycle path or not. Based on our research results, we pointed out the problems and suggested some ways to reduce carbon footprint of students.

• 한국산학기술학회논문지
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• 제11권11호
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• pp.4260-4265
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• 2010

이 연구는 중 고등학생들의 혈액형과 뇌 기능 및 좌우뇌선호도와 관계가 있는지를 개인이 지닌 뇌신경 생리학적 지표인 뇌파 측정을 이용하여 비교 하여 보았다. 대상자는 2005년 9월에서 2008년12월까지 한국정신과학연구소에 뇌파측정 의뢰한 중 고등학생을 기준으로 선정한 자료이다. 중학생 여 628, 남 1002, 고등학생 여 213, 남 365, 총 2208명이다. 중 고등학생 혈액형 분포도는 A>B>O>AB형 순이었다. 분석의 결과 중 고등학생의 혈액형과 좌우뇌선호도와는 무관하였다. 그리고 혈액형과 중 고등학생의 뇌 기능과도 무관하였다. 위의 결과를 종합하면 혈액형과 지능이나 성격을 함부로 연관지어 편견이나 차별을 유도 하는 것은 바람직하지 않다고 본다.

• 문화기술의 융합
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• 제8권5호
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• pp.503-506
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• 2022

20년 이상 지속된 저출산으로 인한 학령인구의 급감은 대학들의 무더기 미충원 결과로 나타났다. 대학들의 미충원은 수도권 소재 일반대학보다는 지방 소재 일반대학이, 일반대학보다는 2년제 전문대학이 더욱 심각한 것으로 나타나고 있다. 대학 신입생 미충원 원인을 학령인구의 감소, 수도권 집중화 등 여러 가지 원인이 있겠지만 그 중 내신 등급제에 따라 대학을 선택하고 있는 점에 착안하여 내신 등급제와 대학서열화가 대학 신입생 미충원에 어떤 영향을 미치고 있는지 연구하고자 한다. 통계청 제공 2015~2021년은 실제 데이터를 바탕으로 하였고, 2022~2040년 고3 학생수 추계 데이터를 바탕으로 내신별 학생수를 예측하고 대학서열에 따라 신입생이 충원된다는 가정하에 대학의 충원율을 서로 비교하였다.