• Korean Management Science Review
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• v.8 no.1
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• pp.27-39
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• 1991

This paper describes the instructional flexible manufacturing system(FMS) laboratory facility at Virginia Polytechnic Institute(VPI) which is directed at problems and issues in the design, implementation and control of computer integrated manufacturing systems. It begins with a configuration and an operational description of FMS laboratory facilities. Next, relevant curricula in manufacturing systems design and control, which can use the FMS laboratory for instructional purpose, are introduced, A computer simulation can be used as an excellent tool for analysis prior to implementation of FMS as well as an on-going improvement tool. A brief survey of simulation languages is lastly included.

• Journal of the Korean Society for Library and Information Science
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• v.12
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• pp.121-147
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• 1985

In the modern communicative age, the standards of the school libraries are the qualitative guarantee on the services of school libraries or school library media programs, as the guidline, the active guide, the policy documentation and criteria for the professional excellence. The standards of SLMP were revised the sixth time by the school library profession(ALA) with the members or agency of NEA in the U.S. There are the first standard was a quantitative; 'the Certain Report'(by A.L.A., 1920) appearing that the school library is the heart of the school, 2nd 1925; turning up the teaching material source and personel, 'School Libraries for today and tomorrow' (by AASL, 1945) incluseing the instructional materials and the 7th educational ideas in the quantitative feature, 'Standards for School Library Programs' (by AASL, 1960) expressing the instructional material center, communicative environment, learning and teaching laboratory, 'Standards for school media programs' (by DAVI & AASL, 1969) implicating the instructional resource, learning and teaching laboratory, the condition precedent of qualitative education for excellence, 'Standards for media programs; District/school (by AASL & AECT, 1975) containing the improving user's educational experience and personal freedom on the use of SLMP's services. Through changing the standards of SLMP in the US, We have known that the main educational idea in the standards are; (1) SLMP is the instructional force and resource for qualitative, excellence education by learning and teaching laboratory, instructional resource, communicative environment (2) SLMP is the actualizing force and resource for user's self-realization by intellectual and personal excellence, individualizing, humanizing and personalizing education.

• Korean Journal of Acupuncture
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• v.39 no.3
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• pp.71-83
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• 2022

Objectives : Instructional design is the systematic approach to the Analysis, Design, Development, Implementation, and Evaluation of learning materials and activities. We aimed to apply the rapid prototyping to instructional systems design (RPISD) in meridianology laboratory, a subject in which students train acupuncture to develop lesson plan. Methods : The needs of the stakeholders including client, subject matter expert and students were analyzed using the performance needs analysis model. Task analysis was implemented by observation and interview. First prototype was drafted and implemented in meridianology laboratory class once. The second prototype was modified from the first, by usability evaluation of the stakeholders. Results : The client requested an electronically documented manual to improve the quality of acupuncture training. The learner requested an extension of practice time and detailed practice guidelines. The main problems of students' performance were some cases of violation of clean needle technique, the lack of communication between the operator and recipient in direct, and lack of confidence in their own performance. Stakeholders were generally satisfied with the proposed first prototype. Second prototype of lesson plan was produced by modifying some contents. Conclusions : A lesson plan was developed by applying the systematic RPISD model. It is expected that the developed instructional design may contribute to the quality improvement of meridianology laboratory education.

• Journal of Korean Library and Information Science Society
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• v.33 no.2
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• pp.189-210
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• 2002

Constructional media centers connected to education of library and information science sets laboratory rooms for practical classification and cataloging classes; laboratory rooms for film media which can utilize advanced media, listening tools, and practical materials; information management laboratory rooms which can experience the various information research methods through the Internet, cultivate the ability of information application, and teach the curriculum of library and information science related to computers.

• Korean Journal of Health Education and Promotion
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• v.2 no.1
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• pp.113-121
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• 1984

How can the educator help learners to learn? The old way was to tell learners as much as possible, passing on the educator's knowledge. Now the educator acts as a helper. She will organise experiences which allow the learners to do health behaviors, she may utilize instructional materials, she may write downsome questions for a group of learners to discuss. In all these ways the teachers is helping learning. Some educators feel that they must do all the talking themselves. They feel that they are not really teaching the learners some new information, but this is quite wrong. In fact if a educatorgives a lecture and learners do not learn, then the educator is talking not teaching. So the devlopment of instructional materials is much needed to be a learner education. And the selection of materials may be very important for the level of maturity of the learners in interest, complexity of ideas, opportunity for self-identification, speed of learners' ability to observe and length of concentration. Author studied the several instructional materials which can be utilized in the field of dental health education and also studied their values, limitations and considerations when they are used. The learning activities are poster, puppet, model, mock-up, specimen, flannel board, chalk board, bulletin board, psychodrama, role play, field trip, exhibition, laboratory method.

• Journal of The Korean Association For Science Education
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• v.25 no.6
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• pp.635-641
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• 2005

This paper suggests a research & education (R&E) model for the gifted in science education. The model has been developed under three assumptions. The first is that using the sequences of a gifted educational program designed to facilitate the process will assist in gifted students' construction of scientific knowledge and comprehension of laboratory practice through concrete experimental experience. The second is that gifted students will be able to apply this learning to further study using and extending scientific knowledge and experience. The third is that challenging tasks and feedback at the requisite stage of development will improve instructional effectiveness. The R&E Model has five phases: engaging, exploring, planning, performing and elaborating; furthermore, it suggests roles for the mentee and mentor. The R&E model has two functions for gifted education. The first is providing guidance for gifted curriculum developers as they design a mentor program, and the second is helping a mentor improve instructional effectiveness through use of strategies. This model has potentials to educate the gifted students in the Science Education Institute for the Gifted.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.60-67
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• 2020

This study was conducted to understand the experiences of engineering college professors teaching classes online due to COVID-19. Instructional strategies were proposed based on these results. This study qualitatively analyzed interviews of four engineering college professors who switched from teaching classes offline to teaching them online in the first semester of 2020. The results showed that the professors had difficulties in creating video content, interacting with students, and conducting online assessments. The results also showed that the professors had difficulties in switching to online teaching. This study was significant in that it produced empirical data about online teaching based on the experiences of engineering college professors teaching classes online.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.99-105
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• 2018

In this paper, we present fortified instructional methods that contributed in improving students' interest toward the expository organic chemistry laboratory course. Reformed TA (Teaching assistant) training and allocation method, a thorough course orientation session, text-light/graphics-heavy results PPT reports, and journal article templated-term papers have improved students' satisfaction in the organic chemistry laboratory course. These methods could be implemented while maintaining the traditional organic chemistry laboratory instruction styles and hence could be broadly applicable.

• Journal of the Korean Society for Library and Information Science
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• v.34 no.1
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• pp.265-295
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• 2000

Education of library and information science must focus on practical education acted upon as a laboratory room in the characteristics of learning, because it cultivates a librarian as an information expert who can conduct professional affairs and services, applying traditional theory to the practical business of library and information. This dissertation suggested a new paradigm of an instructional media center as an advanced laboratory room which faithfully can run the curriculum of a library and information science for cultivating librarians, information experts who can satisfy the 21C information society. To carry out this purpose, I considered the various opinions of professors and librarians, after investigating and analyzing facilities and furnishings of laboratory rooms and teaching and learning data related to departments of library and information science in 32 universities. These contents can be summarized as follows : 1) Constructional media centers connected to education of library and information science sets laboratory rooms for practical classification and cataloging classes; laboratory rooms for film media which can utilize advanced media, listening tools, and practical materials; information management laboratory rooms which can experience the various information research methods through the Internet, cultivate the ability of information application, and teach the curriculum of library and information science related to computers. 2) Arrangement plans linked to laboratory rooms for classification and cataloging, one for film media, and one for information proceedings are as follows: , , and . 3) The size of each room is $162m^2$ (49.1pying); the number of persons to be admitted is about 40 to 50; each room has one media expert and one assistant as operating manager of exclusive responsibility. 4) Instructional & learning data which must be contained as instructional media of library and information science include computers, marginal tools related to it, listening materials, supplies for ordering books, teaching aids containing various equipment and tools, textbooks for practice, books connected to classification and cataloging for practice, and textbooks related to practical subjects and reference books. 5) Industrial media centers belonging to library and information science require for practice, general furnishings like bookshelves, and various material depository boxes.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.304-311
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• 1994

Four science concepts were selected from high school science textbook to investigate the differences in priorities of students knowledge activated during solving earth science problems in laboratory and earth science environmental contexts. Two items, one for laboratory context and the other for earth environmental context, were developed for earth selected concept The subjects were constituted of 192 students in 11th grade and 196 in 12th grade in one senior high school. Students' responses were categorized using graph models and analyzed in terms of 'Common Activated Knowledge'(CAK). and 'Specific Activated Knowledge'(SAK) across students' cognitive frames, grades, and sex. As contextual differences of the problems increased, context effects in priorities of CAK were reported in favor of laboratory context, on the contrary those of SAK in favor of earth environmental context. Context effects were reported across cognitive frames, especially students with laboratory cognitive frames showed more significant context effects than others. Lower graders and girls showed relatively large context effects. The results of this study showed that science concepts learned in a laboratory context are not easily transferred to earth environmental context. Therefore, special instructional strategies should be developed to overcome the context effect s according to activated knowledges with high priorities in laboratory and earth environmental context.