• 한국가정과교육학회지
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• 제25권3호
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• pp.39-60
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• 2013

본 연구는 중학교 기술 가정 교육과정 중 가정생활 영역의 내용을 중심으로 인성교육을 실현하기 위한 실천적 문제 중심 교수 학습과정안과 학습자료를 개발하는 데 목적이 있다. 인성교육을 실현하기 위한 인성교육 구성요소(진실성, 존중, 책임, 공정성, 배려, 시민의식)를 결정하고, 중학교 기술 가정 교육과정 중 가정생활 영역의 내용 분석을 통해 21개의 실천적 문제를 도출하였다. 이를 통해 실천적 문제 해결 과정을 포함한 가정과 교수 학습과정안과 학습자료를 개발하였으며 본문에서는 이 중 두개의 교수 학습과정안과 학습자료를 실례로 보여주었다. 개발된 교수 학습과정안과 학습자료의 평가 결과, 학습자료 적합성은 5점 만점에 평균 4.28, 실천문제 적합성은 평균 4.32를 받아 타당성을 확보하여 적합하게 개발된 것으로 나타났다. 이들 자료는 가정과수업을 통해 인성교육을 실현하는 데 활용되어 가정과 교실 현장에 실제적인 도움을 줄 것으로 기대된다. 가정교과는 매일의 일상적인 문제의 해결과정에서 필수적으로 가치의 문제를 다룬다는 점에서 인성교육을 실현하기에 매우 적합한 교과라는 것이 확인되었다. 본 연구에서 개발된 교수 학습 과정안은 개발된 안의 타당성을 평가하는 데 그쳤지만 추후 연구에서는 이를 현장에 적용하여 실제로 이 프로그램이 중학생의 인성교육을 실현하기에 적합한지를 평가하는 연구가 있어야 할 것이다.

• Journal of Applied and Pure Mathematics
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• 제5권1_2호
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• pp.109-119
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• 2023

As for the practical purpose of mathematics education, the extrinsic purpose is emphasized. As an alternative to this, a discussion on mathematics education as a character education is urgently requested. It can be said that the main purpose of learning mathematics is to have a form of life that values the form and structure of mathematics. The epistemological basis of such an idea can be seen as based on Kant's philosophy. Kant's epistemology can provide one answer to the question of the intrinsic purpose of mathematics education.

• 기독교교육논총
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• 제62권
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• pp.135-160
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• 2020

본 연구는 기독교교육상담학과와 교육상담학과의 교육과정을 면밀하게 분석하여 기독교교육상담학과와 일반교육상담학과의 교육과정에 관한 현황과 문제점을 찾아 논의하고 기독교교육상담학과의 균형 잡힌 교육과정을 제시하였다. 이를 위해 기독교교육상담학과와 일반교육상담학과의 교육목표, 교과목, 상담실습 등의 교육운영과정을 중심으로 분석하였다. 기독교교육상담학과와 일반교육상담학과는 융합전공 학과의 특징을 가지고 기독교교육, 청소년, 아동·청소년, 평생교육 등의 학과와 교육상담학과가 합쳐진 경우가 많아 그에 대한 학과기초 과목들이 상담교과목들 보다는 교과목에서 높은 비율을 차지한 것으로 분석되었다. 기독교교육상담학과와 일반교육상담학과의 실습관련 교과목을 비교하였는데 분석된 결과에 의하면, 두 학과 모두 개설된 실습관련 교과목수가 상당히 부족함을 알 수 있었다. 개설된 상담학 교과목에서 상담자의 전문성 신장을 위한 개인분석, 교육분석, 상담윤리, 상담사례 슈퍼비전의 교과목들은 아직도 부족한 것으로 분석되었다. 상담전문가를 양성하기 위해서는 임상시스템의 체계화와 상담자교육을 위한 다양한 상담분석 및 슈퍼비전의 교과목들의 확대가 시급한 실정으로 평가된다. 사회가 복잡해짐에 따라 상담의 요구와 상담전문가의 필요가 높아지는 현대사회에서, 한국의 대학들이 상담자 양성을 위한 표준화 된 지표를 중심으로 상담교육의 모델을 개발할 것을 제안한다.

• 아동학회지
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• 제27권3호
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• pp.241-254
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• 2006

In this study of the effects of practical intelligence and stress on children's stress coping behaviors, 446 children responded to the Practical Intelligence Inventory(Young Hwa Lim, 2001), the Daily Hassles Scale(Ha Young Min & An Jin Yoo, 1998), and the Daily Hassles Coping Scale(Ha Young Min & An Jin Yoo, 1998). Data were analysed by Pearson's correlation, multiple regression analysis, and two-way ANOVA. Results were that stress coping behaviors were correlated with practical intelligence and stress. Practical intelligence and stress had effects on stress coping behaviors, but stress had stronger effects than practical intelligence.

• 의학교육논단
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• 제24권2호
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• pp.176-178
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• 2022

• 복식문화연구
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• 제26권1호
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• pp.45-55
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• 2018

The purpose of this study was to investigate the changes in perception and attitude of fashion major college students before and after receiving their design copyright education. A questionnaire survey was distributed to 200 fashion major college students in Seoul. The results of this study were as follows: First, 46.0% of fashion major students had an experience of purchasing counterfeit fashion goods. Out of those, 81.5% students acknowledged that the product was counterfeit and still purchased it. Categories of counterfeit goods purchased were bags, clothes, and accessories, in order of popularity. The students reported purchasing counterfeit goods twice and three times, in order of popularity. The prices of the counterfeit products were 100,000 to under 200,000 won, and under 100,000 won, in order of popularity. Second, the cognitive domain, the practical domain, and the value domain all showed significant differences between before and after the copyright education. Among these, the differences in the practical domain were the most distinctive. Third, prior to receiving their copyright education, most of the students had no perception about the design copyright system and so most of the students gained helpful information from the education. For future design copyright education, the students want to learn about how to protect their own designs, how to apply copyright in a fashion company, how to avoid invading other people's designs, and categories of design copyright.

• Human Ecology Research
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• 제55권1호
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• pp.67-80
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• 2017

This study develops an the ideal portrait of a human being pursuing in home economics education from a critical science perspective. The practical problem is 'what should the ideal portrait of a human being pursuing in home economics education with a critical science perspective be?' was addressed through a practical reasoning research method with the stages of valued ends, context, alternatives, consequence, and a final plan. The sequential flow of understanding values and contexts established the setting of three valued ends by organizing issues and categorized areas of individuals, families, society, and cultural from a critical science perspective. The ideal portrait of human being was specifically stated, in the self-formation, independent, inter-subjectivity, social participation, and enculturation according to subcategories; in addition, the stated ideal portrait of human being was modified through expert consultations. Alternatives and consequences were reexamined for the validity of the statement and restated as a comprehensive statement of ideal portrait of a human being that included a restatement of the five areas. An ideal portrait of a human being pursuing in home economics education from a critical science perspective was made from alternative ideal portraits of the proposed human being and stated as 'a person who can continually act autonomously in one's life-world.'

• 복식
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• 제55권3호
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• pp.150-163
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• 2005

Distance Learning Education has been adopted as an alternative educational method to actively face the changing educational field. Fashion design education essentially requires not only a theoretical but also a practical process in which feedback comes through personal interactions between an instructor and a student. Hence, the existing WBI system exemplifies its limitations by applying only a one-way methodology that limit interactions based only on the theoretical texts. The objective of this study was to reveal the effects of an originally designed Distance Education program factoring in a teaching-learning methodology that addresses the practical demands of a fashion design program. So It analyzed the pre-existing conditions through a questionnaire survey of 472 students and 60 fashion design instructors to determine how the traditional fashion design education is different from other programs and which method is being applied. then, It designed and applied an original web-based distance educational system specifically incorporating the needs of the fashion design curriculum based on the data collected from the survey questionnaire.

• 공학교육연구
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• 제23권4호
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• pp.76-83
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• 2020

The purpose of this study is to conduct Project Based Learning (PBL) in collaboration with industry experts to operate practical subjects in an industry-university-linked teaching method. PBL is a teaching method in which students can learn through actively engaging in real-world and personally meaningful projects. For a long period of time, PBL methodologies have been found to be especially effective in engineering education. This case study deals with the operational results of a practice subject which has been conducted over three years from 2017 to 2019 in Korea University of Technology and Education. The course is for the 4^th grade students in the school of mechatronics engineering. The results of the surveyed learning outcomes (for example, Program Outcomes and Course Learning Outcomes) have been analyzed and reflected in the next years for the Continuous Quality Improvement. By working on practical projects linked to industry, students have been able to develop so-called 4C's capabilities which are Critical Thinking, Creativity, Communication and Collaboration.

• 한국실천공학교육학회논문지
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• 제4권2호
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• pp.104-109
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• 2012

협력 교육은 학업과 전공에 관련된 업무경험을 통합시킨 새로운 패러다임의 교육으로, 학생이 회사 조직에 잘 적응하고 현장실습을 통해 적절한 학습 경험을 얻기 위해서는 현장실습 과정 동안 학생들을 관리 감독하고 학생에게 업무나 업무 외적인 부분에 있어서 유익한 조언을 제공할 산업체 멘토가 필요하다. 산업체 멘토는 기본적으로 현장 실습생이 산업체에서 현장 학습을 효과적으로 수행할 수 있도록 도우는 역할을 수행하며 그 역할의 범위가 매우 넓다. 본 논문에서는 효율적인 산업체 멘토의 활용을 위해 산업체 멘토의 역할을 각각의 성격에 따라 구분하였고, 이에 따른 적절한 운영형태 및 현장 실습 단계에 따른 세부 업무 내용에 대해 기술하였다.