• 공학교육연구
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• 제20권3호
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• pp.25-31
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• 2017

As the world enters the era of the Fourth Industrial Revolution, which is represented by advanced technology, it not only changes the industrial field but also the education field. In recent years, Smart Learning has enriched learning by using diverse forms and technologies that utilize vast amount of information about learners' individual knowledge through the emergence of realistic and intelligent contents that combine high technology such as artificial intelligence, big data and virtual reality and there is an increasing interest in intelligent adaptive learning, which can customize individual education. Therefore, the purpose of this study is to explore intelligent adaptive learning method through recent smart education environment, beyond traditional writing-based communication education which is highly dependent on the competency of instructors. In this study, we analyzed the various learner information collected in the communication course and constructed a concrete teaching and learning method of intelligent adaptive learning based on the instructor's intended smart contents. The result of this study is expected to be the basis of highly personalized teaching and learning method of digital method in communication education which is emphasized in the fourth industrial revolution era.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권1호
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• pp.119-130
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• 2017

The purpose of this study is to explain the long term growth and development of elementary teachers' Professional Learning Communities(PLC) about mathematics implemented on an institutional basis. Especially, it is meaningful to analyze and present the development process and characteristics of PLC, which was started by the basis on the collaboration of a National University of Education and its affiliated elementary school. In this study, PLC activities during three years were analyzed according to the capacities and dimensions of a professional learning community. The developmental capacity of the PLC analyzed in this study can be summarized as follows. In the first year, development of organizational competence in terms of capacity, resources, structure, and system of exchanges was the main factor in personal competence, and the development of individual competence began to share collective learning and practice. In the second year, personal exchanges were active in all the topics of activities, and personal level competence was activated such that more activities of critical knowledge formation were performed on an individual level. On the basis of the development of the individual level formed in the second, individual competence and organizational capacity developed. Factors that have influenced the development of capacities of PLC include: disclosure of activities outside the community, participation in outsiders, provision of procedures to share equal participation and leadership, voluntary and critical participation of teachers, improvement of mathematics teaching methods, sharing themes and visions.

• 대한지역사회영양학회지
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• 제16권6호
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• pp.647-660
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• 2011

The purpose of this study was to investigate effects of nutrition education program and pamphlet for the lower grades elementary students focused on individual daily needed food exchange units using Food Exchange System. Program consisted of four lessons (40 min/lesson), "5 major nutrients & function", "6 food group and sources", "daily needed food exchange units for normal body weight", and "smart snack choice and exercise". Pamphlet as activity book was developed for the program. The subjects were 3rd grade elementary students (educated group, 31 vs. non-educated group, 31). Educated group were lessoned as group and/or individual. We examined the differences in nutrition knowledge, dietary attitudes, dietary intakes and satisfaction of the program and pamphlet. In educated group, there were positive improvements on nutrition knowledge score "function and foods of 5 nutrients" and on dietary attitudes "type of breakfast and snacks". In the evaluation of dietary intakes according to KDRI, there were positive improvements on intakes level of riboflavin, vit. C, folate, Ca, P, Fe and Zn in educated group. In satisfaction with the program and pamphlet, contents, font size, visual, figure, difficulty and program curriculum were over 2.90/3.0. It showed that the developed nutrition education program and pamphlet focused on individual daily needed food exchange units using Food Exchange System improved nutrition knowledge, dietary attitudes and nutrients intake level in the lower grades elementary students.

• 한국지구과학회지
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• 제23권2호
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• pp.119-131
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• 2002

Constructivism is defined in a variety of ways (e.g., constructivist research paradigm, sociological constructivism, and philosophical constructivism) and applied in vastly different contexts. Among the various usages and interpretations of constructivism, one is educational constructivism that embodies an epistemological view of knowledge and learning that is an alternative to naive empiricism or classical behaviorism. To represent the full range of stances taken by educational constructivists, three versions of educational constructivism were considered in this study: individual constructivism originating in the work of Piaget, the radical version of constructivism associated with von Glasersfeld, and the social constructivism of Vygotsky. I investigated preservice teachers' meaning construction about constructivist epistemology as they went through their preservice teacher education program using in-depth interviews. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Features of preservice teachers' internalized meanings of educational constructivism include: (1)traditional pedagogy as the default, (2) Literal interpretation of constructivism, (3) Individual constructivism as conceptual change learning, (4) Radical constructivism as a strong individualistic philosophy, (5) Social constructivism as being too ideal to be practical. A compilation of the teachers' own statements about how to implement conceptual change learning and their projected role as constructivist teacher is also provided.

• Architectural research
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• 제8권2호
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• pp.1-10
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• 2006

This research has acquired preliminary information about the existing conditions and understanding of members regarding time management for members in the architectural field. The goal of this research is to construct a basis for the time management education framework in architectural field in the future. This research mainly focuses on following questions based on limited objectives: Do groups of academics and professionals have understanding and knowledge of time management? Can the level of an individual's scheduling techniques be correlated to the patterns of knowledge and understanding of time management principles and practices? Can the time management practice status in individual's working environment be correlated to the patterns of knowledge and understanding of time management principles and practices? Can an individual's self-confidence level be correlated to the patterns of knowledge and understanding of time management principles and practices? Data have been collected through comprehensive questionnaires given to academics and professionals in United States. By means of statistical analysis, the hidden patterns, deficiencies and relationships in attitudes about time management have been revealed. The statistical analysis has produced conclusions that, among several subdivisions, self-discipline and planning have strong relationships and confidence, personal organization, control, and information gathering subdivisions have certain relationships with objectives of time management education in this research.

• 공학교육연구
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• 제25권5호
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• pp.12-19
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• 2022

This study explored the determinants of first job employment outcomes(employment status, salary, company size) of engineering college graduates using 2018 Graduates Occupational Mobility Survey(GOMS) data. Independent variables were used as variables for personal characteristics, academic background, and job preparation efforts. The priorities and interactions between the factors determining employment outcomes were identified using the decision tree analysis. The research results are as follows. First, it was found that the most important factor in determining the 'first job employment status' was 'exam preparation(public and private company, test for teacher recruitment)' among individual's job preparation efforts. Second, the most important factor in determining 'first job salary' was 'gender' among individual characteristics. Third, the most important factor in determining the 'first company size' was the experience of 'corporate job aptitude study' among individual's job preparation efforts. Based on the results of the analysis, suggestions for establishing customized career development strategies for engineering college students were presented.

• 디지털융복합연구
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• 제10권1호
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• pp.229-240
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• 2012

본 연구는 전산세무회계와 관련한 수요자집단별 차별화 교육이 전산세무회계 교육의 효율적 운영에 미치는 영향의 분석을 목적으로 수행되었다. 이를 위하여 본 연구에서는 전산세무회계교육의 독립변수와 종속변수를 측정하고, 회귀분석을 통하여 측정된 전산시스템의 운영만족도, 학습만족도 및 효율적 활용성을 수요자집단별로 분석하고 이를 통하여 각 수요자집단별 전산세무회계 교육에 대한 인식의 차이를 확인하였다. 본 연구를 통하여 도출된 전산세무회계에 관한 수요자집단별 차별화 교육의 필요성은 향후 전산세무회계 교육의 보다 효율적인 운영전략 모색에 있어 중요한 지침이 될 수 있을 것이며, 동시에 유사한 여러 연구에 많은 응용이 가능할 것으로 기대된다.

• 한국콘텐츠학회논문지
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• 제16권6호
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• pp.537-549
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• 2016

사회복지사들의 소진 가능성을 극복하기 위한 대안으로 직장 내 영성에 대한 관심이 높아지고 있다. 이 연구는 노인복지관에서 일하는 사회복지사들에게 영성교육 프로그램을 제공하고 이후 어떤 변화가 있었는지 알아보았다. 노인복지관 3곳의 사회복지사 25명에게 12주에서 14주간 임상사목교육(Clinical Pastoral Education: CPE)이 실시되었다. 교육 종료 후 교육 참여자 24명과 4회의 FGI(focus group interview)를 실시하였다. CPE 교육에 참여한 사회복지사들에게는 개인적 차원에서(자기성찰의 일상화, 개인의 영성과 사회복지사의 영성의 통합, 자기비움과 이타성 추구), 실천 행위에 있어서(클라이언트의 개별성 인정, 해결책 제공의 강박관념에서 탈피, 공감적 경청 실천), 조직 내적 차원에서(끈끈한 동료의식의 생성, 수평적인 조직관계) 많은 변화가 있었다. 사회복지사 개인과 조직이 동시에 성장할 수 있도록 사회복지조직이 소속 사회복지사들의 개인적 영성의 발달을 돕고, 개인적 영성과 조직의 영성이 통합될 수 있는 방향으로 조직의 변화를 추구하는 것이 필요하다.

• 보건교육건강증진학회지
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• 제29권1호
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• pp.39-57
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• 2012

Objectives: This study was to measure community capacity using individual-level and organizational-level capacity indicators and illuminated the relationship of community capacity and self-rated health status in two regions in Seoul, Korea. Methods: The data from individual surveys were obtained by quota sampling the residents of two autonomous gu in Seoul (N=1,000). The data from organizational surveys were obtained by snowball sampling lists of organizations in the possession of gu offices with a sampling frame (N=153). The survey tools were 6 indicators regarding residents' social capital and a sense of community and 5 indicators regarding community-based organizations and their networks. The analysis methods consisted of the effect of the components of capacity on health status and social network analysis. Results: As for capacity on individual levels, while D-gu was mainly developed inn individual capacity in terms of social interaction, Y-gu was stronger in a sense of community and cohesion among residents. As for capacity on organizational levels, Y-gu was more developed than was D-gu in associational networks. Conclusion: It is necessary to develop health promotion program per community and to strengthen partnerships with and among grassroots organizations based in local communities through the measurement of community capacity.

• 한국과학교육학회지
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• 제22권5호
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• pp.1030-1043
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• 2002

The development of cognitive psychology provides us a theoretical base from which we can obtain information about human problem solving. One purpose of this study was to investigate the effects of cognitive psychological factors on the problem solving of the two kinds of tasks (content free, content specific). And the other purpose was to find out the existence of critical situation in problem solving process. Even the items of tasks with the same logical structure and content knowledge could have different sizes of mental demand. The results were as follows. The mental demand of the problem, and the problem solver's mental capacity, might be the main factors in problem solving. Critical situation of both a group and an individual existed in the tasks that need content free knowledge (FIT 752 task). But the critical situation of a group was completely different from that of the individual in the tasks that need content specific knowledge (electric circuit task). According to the analysis of achievement for each individual in the task that need content specific knowledge, the critical situation of an individual existed in problem solving, but the critical situation of a group was not existed by were summed up the individual results.