• 한국수학교육학회지시리즈E:수학교육논문집
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• 제26권3호
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• pp.301-316
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• 2012

Ball, Thames, Phelps(2008)는 수학을 가르치는 교사에게는 특별히 수학 가르침을 위한 지식(MTK)이 필요하다고 주장을 하면서 그 하위 영역으로 학생들이 분수의 나눗셈을 수행하는 것에 대해 평가할 수 있는 교사의 능력과 같이 특정 영역에 대한 지식과 기술을 의미하는 전문화된 내용 지식(SCK)을 제시하였다. 본 연구에서는 초등 6학년 학생들에게 교과서에서 유일하게 제시된, 문장제 만들기, 즉 분수 나눗셈 $9/10{\div}2/5$에 알맞은 문장제 문제를 만들게 하였고, 이들이 제시한 답의 유형을 네 가지의 유형으로 분류하였다. 각 대표적인 유형의 답들을 선택하여 초등 6학년을 지도한 경험이 있는 10명의 교사들에게 제공하였고, 이 답들에 대한 평가를 하는 과정에서 나타나는 오류와 분수 나눗셈에 대한 문장제의 의미를 통해 교사들의 전문화된 내용 지식(SCK)을 분석하였다.

• 인터넷정보학회논문지
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• 제25권2호
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• pp.123-132
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• 2024

본 연구는 2022 개정 중등 정보과 교육과정의 '알고리즘과 프로그래밍' 영역에서 위계를 고려한 학습 요소를 추출하기 위한 목적으로 진행되었다. 교육과정에 제시된 핵심 아이디어와 '지식·이해', '과정·기능', '가치·태도'의 내용 요소를 고려하여 내재적 타당성을 확보하였고, 25명의 전문가가 참여한 FGI와 CVR 등을 통해 학습 요소 추출의 외현적 타당성을 확보하였다. 본 연구를 통해 도출된 학습 요소는 중학교가 1단계 7개, 2단계 18개, 3단계 26개이며, 고등학교는 1단계 8개, 2단계 23개, 3단계 27개이다. 각 단계별 지식의 범위와 크기가 다를 수는 있으나, 1단계의 지식이 2단계와 3단계로 구체화 되는 위계를 갖기 때문에 하나의 지식이 어떤 구조로 가르쳐져야 하는지에 대한 방향성을 제시하고 있다.

• 보험의학회지
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• 제27권1호
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• pp.18-20
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• 2008

I have taught various case audit underwriting methods to underwriters for many years. Underwriting requires specialized medical knowledge and experience of comprehensive individual risk analysis. Decisions in individualized underwriting depend on the insurance company's management philosophy and vision, marketing strategies, culture, product line etc. They also depend on the information acquired through proposal forms, inspection reports, laboratory results and disclosures. Underwriters match this acquired information to each insurance product, search appropriate medical resources, assess the probabilities of future claims, and decide what, if any, further medical information should be gathered. Sources include doctors' reports, medical records, biopsies, blood and urine tests, CT, MRI, Holter monitoring, sonography etc. Insurance medical directors help and teach underwriters to analyze individual medical risks and make effective.

• 대한지구과학교육학회지
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• 제5권2호
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• pp.166-174
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• 2012

This study is purposed to survey on astronomical observation experiences of elementary students and teachers. Survey samples are 182 elementary students and 51 elementary teachers, and 8 students and 2 teachers among them are interviewed. The results of this study show that most elementary students are not interested in observing constellations, planets, and moon. Also most elementary students and teachers are not taught to observe astronomical objects. Finally, regarding the difficulty of astronomical practice, teachers pointed out that lack of knowledge about astronomy.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권3호
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• pp.243-256
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• 2005

Abacus numerals were developed using the concept of the binary system to form decimal numerals. This would allow addition, subtraction, multiplication, and division to be performed based solely on the knowledge of the 14 forms of the numerals and three simple rules. These numerals were taught to 260 elementary school pupils of 3rd and 4th grade. After 90 minutes of instruction, they, nearly all, were able to understand principles to add, and to subtract, and partly to multiply using Abacus Numerals. Protected Abacus Numerals are proposed against forgery. An International Numeration System is proposed based on the form of Abacus Numerals to facilitate international communication. A new type of abacus is proposed.

• 한국과학교육학회지
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• 제15권3호
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• pp.316-324
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• 1995

The purpose of this study was to investigate the perceptions of teachers attended at the first environmental education program for certificate of the second-major regarding environmental education and to provide reference materials for development of environmental education program and environmental textbooks. A survey methodology was used in the study. A survey, having 13 items, was developed by the researchers. The subjects consisted of 80 teachers. Teachers revealed their opinions about six categories of the survey including environmental subjects, environmental problems, middle school environmental textbook, their knowledge concerning environment, the time taught in school about environment, and teachers education. Results from teachers' data suggested directions for improvement of environmental education program and environmental textbooks.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.76-98
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• 1999

As an attempt to systematize the environmental education in schools according to the 7th curriculum, this study extracted the contents of environmental education to which Social Studies Education can approach in the social studies lessons. This study analyzed these contents from the goals of environmental education and from its contents and, as a result, it found out the following: (1) in the aspect of ‘knowledge’ and ‘skills’, Social Studies and the goals of environmental education have direct relations with each other, and (2) Social Studies can be taught in the aspect of ‘environmental pollution’, ‘environmental preservation ＆ alternative’ ,‘human environment’, ‘population’, ‘inderstrialization & urbanization, ‘resources’, and so on. By utilizing various teaching and learning methods of Socal studies education, We can approach the goals of environmental education: ‘attitudes’ and ‘participation’. We think that ‘problem solving ability’ is main teaching method” in Socal Studies.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.110-133
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• 1999

As an attempt to systematize environmental education in the 7th curriculum, this study extracted the contents of environmental education to which science can approach in the science lessons. This study analyzed these contents from the goals of environmental education and from its contents and, as a result, it found out the followings : (1) in the aspect of ‘knowledge’ and ‘skills’, the goals of Science environmental education have direct relations with each other, and (2) the science can be taught in the aspect of ‘natural environment’, ‘environmental ethics’, ‘environmental pollution’, ‘resources’, and so on. By utilizing various teaching and learning methods of science education the science subject on, however, approach the goals of environmental education, of ‘attitudes’ and ‘participation’.

• 대한전기학회논문지
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• 제38권9호
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• pp.740-752
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• 1989

Many works have been reported in various fields on the subject of controlling a robot with high-level robot languages. This paper presents one such effort and explains the development of an automatic robot programming system which utilizes the concept of the task level language. This system is expected to act as an intelligent supporting tool in robot programming and be put into practical use. Emphasis is placed on the role of the programming system as a tool that generates the executable robot program according to the user specified tasks. Several task level commands are used in the developed system, and the resulting inflexibility is complemented by the motion level commands of the motion level robot languages. Thus, the advantages of both task and motion level languages are utilized, and no knowledge of specific language grammer is needed even when using motion level commands. To increase the usability of the developed system, various methods are provided for supplementing the programming system using taught data.

• 한국컴퓨터정보학회논문지
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• 제23권2호
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• pp.77-82
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• 2018

In this paper, we propose an improvement plan to increase the learning effect and satisfaction through the PBL - related video design class. PBL To prepare for the Fourth Industrial Revolution era, we must acquire diverse knowledge and skills to discover problems and solve them creatively. Therefore, various learning methods are being studied, and one of them is PBL learning. PBL is a learner-centered education that explores problems that may arise from specific topics other than existing curriculum-based education methods and finds solutions to problems. In this study, two lectures on video design related to video contents and image contents were taught in PBL class, and PBL class problem was analyzed and the improvement plan was studied.