• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.464-478
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• 2014

The purpose of this study was to analyze the trends of the studies related to 'Community of Practice (CoP)' in Korea. 79 research papers published in the KCI level Korean journals were collected, and analyzed according to 'research area', 'research theme', 'research methods'. The definitions and the performance factors of CoP were analyzed as well. The major results of this study were: (a) the most popular research area in the studies of CoP was the area of 'company management', and the second one was the area of 'school education'; (b) the most popular research theme was to analyze of the performance and the performance factors of CoPs to explore the features of actual CoPs was the second one; (c) there was a tendency to regard the 'Sponsored CoP' as a kind of CoP, that is an controversy issue still though; (d) the performance factor of CoP was a 'knowledge sharing'. Finally, the several implications for following studies related to elementary science education were discussed.

• The Mathematical Education
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• v.59 no.4
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• pp.405-420
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• 2020

There have been mixed reports about the idea of utilization of resources developed from one discipline across disciplinary areas. Grounded with the argument that critical thinking is not domain-specific (Mulnix, 2012; Vaughn, 2005), we developed a theoretical model of intellectual resources (IR) that students develop and use when learning and doing mathematics and science. The theoretical model shows that there are two parallel epistemic practices students engage in science and mathematics - searching for reasons and giving reasons (Bailin, 2002; 2007; Mulnix, 2012). Applying Confirmatory Factor Analysis and Structural Equation Model to the data of 9,300 fourth grade students' responses to standardized science and mathematics assessments, we verified the theoretical model empirically. Empirically, the theoretical model is verified in that fourth graders do use the two epistemic practices, and the development of parallel practices in science impacts the development of the two practices in mathematics: A fourth grader's ability to search for reasons in science affects his or her ability to search for reasons in mathematics, and the ability to give reasons in science affects the same ability use in mathematics. The findings indicate that educators need to open ideas of sharing development of epistemic practices across disciplines because students who developed intellectual resources can utilize these in other settings.

• Fire Science and Engineering
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• v.26 no.2
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• pp.32-39
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• 2012

This research focuses on finding the way of improving creativity in fire stations by scrutinizing the factors influencing and enhancing creativity in organizations. As environmental changes including the needs of citizens as well as the climate change are moving culminated today, fire stations should be changed appropriately to get the legitimacy of existence not to mention their own mission accomplishments. In this respect, the creativity can be expected as the main factor for fire stations' going concern. This research provided 5 hypotheses to find whether the chosen factors such as vision, learning/unlearning and positive feedback affect the creativity in fire stations. To prove hypotheses are valid, we employed survey as a method in which 155 firemen in Seoul responded, ending up with getting the result that the vision formulation and sharing, unlearning activities and positive feedback improve organizational creativity. In conclusion, this paper suggests that fire stations establish useful policies for the creativity based on these research findings.

• Knowledge Management Research
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• v.17 no.2
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• pp.131-163
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• 2016

The purpose of this study is to empirically analyze how social comparative learning of forum participants affects learning effects with an emphasis on participants' characteristics. As today's society is changing at a fast pace, the desire for new knowledge and information has grown accordingly. To quench this thirst for knowledge and information, seminars, symposiums, conferences, forums, conventions, exhibitions, and more are taking place as part of knowledge sharing events across the world. Also, the increased need for knowledge and information exchange has led the development and growth of the convention industry and Meetings, Incentives, Conferences, and Events (Exhibitions)(MICE) industry. Especially, forum is a type of event which invites professionals and specialists to discuss diverse topics and share their knowledge and experience with the audience. The participants utilize it as an opportunity to get close to information providers and enjoy the pleasure of knowledge exchange. However, there have been few empirical analyses on who the participants are, why they attend forum, how they pick up and learn new information and knowledge, and what kinds of learning effects they achieve after the event. This paper is to analyze how social comparative learning of the forum's participants influences learning effects based on Albert Bandura's Social Learning Theory (1977, 1997, 1982. 2001) and Leon Festinger's Social Comparative Theory (1950, 1954). By dividing the participants into two groups, one with high level of self-efficacy and the other with low level of self-efficacy, we have examined the differences in learning effects between the two groups using them as moderating variables. This study was conducted in 'MBN Y Forum 2016,' which is one of the most representative knowledge exchange forums of South Korea. An online survey was distributed out and, 1,307(39.2%) out of the total participants of 3,338 have completed the survey. The survey included questions about whether the participants have gained positive or negative motivations by comparing themselves to the speakers (upward comparison learning) and other participants (lateral comparison learning). The results have shown the quality of messages that the speakers are presenting as knowledge providers is the most significant factor that acts on learning effects. Particularly, the participants had higher levels of self-efficacy and self-esteem than average people. They had a clear goal to learn from the speakers (upward comparison) and received positive motivations from them. In other words, no negative learning effects had been found. This presents a managerial implication that having a qualified speaker is necessary for a forum to be successful. On the other hand, the results from the comparison with the other participants (lateral comparison) were different. The participants were likely to compare themselves to the other participants through observational learning. They could compare listening attitudes, language skills, or capabilities to ask a question. The results have showed the participants received positive motivations from the lateral group but at the same time were jealous of abilities of the others. When the quality of a question by a participant is not good enough, it can have a negative influence on the participants' learning effects. The first group with high levels of self-efficacy and self-esteem had no correlation to negative learning effects from the speakers. They rather had a strong desire to learn from the speakers. On the contrary, the participants perceived the lateral group as a learning subset and competitor. The second group with low levels of self-efficacy and self-esteem saw the quasi-group as a rival. This presents that the individual learning effects can be different depending on the participants' characteristics.

• Korean Institute of Interior Design Journal
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• v.18 no.5
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• pp.49-58
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• 2009

Robert Venturi's theories like 'Complexity and Contradiction in Architecture' and 'Symbolism of Architecture' had a major impact on architects in postmodern culture and we could have his contextual understandings in those theories. In his early books, "Complexity and Contradiction in Architecture" and "Learning from Las Vegas", Robert Venturi showed theories related to context several times. But with looking at existing books or papers, we could barely see well-organized studies about his contextual understandings. So this study shows contextual approaches and thoughts with those theories, 'Complex and contradictory architecture', 'Architectural order and conventional architecture', 'Discontinuity in internal and external architecture', and 'Symbolism of architecture' in his two books. In those four theories, Venturi's contextual understandings are as fellows. To begin with, he developed contextual theories in architecture, understanding a whole building embracing each architectural factor, with architectural thoughts of complexity and contradiction. Second, he stressed architectural order to link each contradictory factor and used conventional architecture, as for existing common and ordinary things, to make available communication. Conventional factors were applied to urban viewpoints. Given the fact that contemporaries shared those factors, we could see contextual understandings in his approach. On top of that, unlike modern architects, he understood that functions of the inside and the outside were two different things. Based on contextual thoughts, he tried applying 'facade' that is one side providing an interface between in and out of a building to surroundings. Last, he wanted to express any meaningful connection between present and past, using symbolism in architecture. Presented by symbolism of architecture, architectural functions, architectural uses, historical meaning, ordinary factors, or something were also based on sharing in contemporary people. As the methodology to show these contextual factors, Venturi used an approach of symbolism.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.218-226
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• 2018

The purpose of this study was to examine the validity and reliability of the Korean version of the nursing students' perception of instructor caring (NSPIC) scale developed by Wade and Kasper for nursing students. We collected data from 219 nursing students in the 3rd to 4th year at three nursing colleges from June 4 to June 20, 2018. Data were analyzed using SPSS 21.0 and AMOS 21.0. An exploratory factor analysis with varimax rotation was performed, resulting in five factors (respectful sharing, confidence through caring, control versus flexibility, supportive learning climate, appreciation of life's meanings) with a total of 27 items. Confirmatory factor analysis supported good convergent and discriminant validities. In addition, the concurrent validity test confirmed that the K-NSPIC scale was a validity tool as the correlation of the clinical learning environment (CLE) scale appeared as r=.64 (p<.001). The Cronbach's alpha coefficient of the K-NSPIC was .88, and Cronbach's alpha coefficient for each of the five factors was .91, .86, .80, .76, and .85; internal consistency was confirmed. It is significant that the K-NSPIC proved applicable as a useful tool for assessing instructor caring. It is also expected that it will assist in the design of programs to improve the caring ability of instructors.

• Journal of Digital Convergence
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• v.13 no.10
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• pp.99-106
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• 2015

The biggest change in modern society because we will transition to a ubiquitous environment. Changes in the environment has become a crucial instrument that finally opens the era of convergence management through integrating the various fields in their own business. The desire of consumers to new innovative products appears to be a constant thing companies are constantly trying to respond to these changes, there may not be a problem for the convergence of sustainability management company in the end. In this study, based on the convergence of corporate management need to be a fusion component of corporate management to examine whether any impact on the quality of innovation. Results showed that the fusion management components that affect both internal factors and external factors, core factors quality improvement. Internal factors detailed in the convergence management leadership, risk management factors showed a positive external factors affecting appeared to affect positively the knowledge-sharing factors, infrastructure factors. Finally, core factor is technology factors, educational learning factors showed a positive impact. This results suggest that be a big impact factors of competitiveness of enterprises through convergence management in the future and will serve as the strategic basis for the convergence of future corporate management.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.2
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• pp.65-76
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• 2017

The purpose of this study is to promote the activation of creative problem - solving education in Korea through the case of countries leading education for creative problem solving in order to overcome the limitation of creative problem solving education in Korea. Based on 5 success factors by our cases of United States, Singapore, and Dublin City University in Ireland, we focused on the cases and extracted five key characteristics of creative problem solving education. The university should be able to provide various information gathering and theoretical knowledge for problem definition as well as continuing guidance and mentoring, rather than one-time teaching, in the form of teaching-student cooperative learning paradigm. Second, the class should be a team - based learning team which is a key factor in overseas universities' policy, so as to be able to identify differentiated, new ideas and creative problem solving methods based on knowledge and experience sharing. The creative problem solving method derived from education could be able to collect, organize, and apply to the field continuously and comprehensively about the learning process of the individual. Evaluation of curriculum should be based on characteristics of school and characteristics of students. The results of creative problem-solving education should be evaluated in order to continuously develop and create value in addition to the outcomes of the class. Therefore, it is necessary to develop an evaluation process for each university. The university should try to make creative problem solving education create value through specialization of university. Based on this, we propose a creative problem solving education framework.

• Convergence Security Journal
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• v.19 no.4
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• pp.115-121
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• 2019

Recently, as the use of smart devices is becoming more common, various and convenient services are being developed. Among these services, the Social Network Service(SNS) is easily accessible anywhere, anytime. In particular, as well as sharing information, it forms a social relationship in cyberspace to expand new connections, and the SNS account is used as an authentication means of other services to provide users with speed and convenience at all times. However, despite the many advantages of SNS, due to security vulnerabilities occurring in the interworking process with various services, accidents of personal information are constantly occurring, and it is urgent to prepare countermeasures against potential risk factors. It is a necessary situation. Therefore, in this paper, the use of SNS is expected to increase rapidly in the future, and it is expected that it will be used as the basic data for developing the countermeasures by learning the countermeasures according to the security threats of the SNS.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.768-778
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• 2008

The most important factor in students' growth and development is the teacher. Therefore in-service science teacher education to develop the professionality is important as well as the selection of new excellence teachers. Our research is on the development and application of new education program on science experiments where in-service teachers become the lecturers in the program and provide information that is bound to the context of real lessons. This program is consisted of following 10 steps of work, which was implemented in 5 months: sharing the philosophy of the program, selecting science experiments, first application of the experiments, discussion on the first application, learning how to edit the movie clips of the lesson, second application of the experiments, in depth discussion on the second application, developing the experiment package, giving lecture to other science teachers, and evaluating the program. We describe the process of the program developed and implemented in detail to suggest a model of science teacher education program on science experiments and discuss educational implications. This program is characterized by the emphasis of the context closely linked to the real lessons, the problem solving in a real situation, and the collaboration of teachers, professors and science education researcher in a teacher education.