• Journal of the Korean Society of Earth Science Education
• /
• v.11 no.1
• /
• pp.1-20
• /
• 2018

The purpose of this study is to suggest some strategies for integrated science. It also suggests educational strategies through worldview. The directions of most educational policy are based on the deficit model. It is assumed that learners are always lacking in knowledge, and as a result they do not understand properly. However, it is difficult for the public and students to change their attitudes because they do not feel much lacking. For example, the world view of climate change coexists with an optimistic mechanical worldview and an organic and entropy worldview. This study is characterized by the process of expanding awareness of living and fulfillment of knowledge rather than the existing deprivation model. Unconnected knowledge has problems in diversity. It is neither sustainable nor flexible. It is not about eliminating interdisciplinarity but about lowering it. We go into another area with your deep expertise, but we must have a purpose. As a result, not only problem solving but also dynamic feedback of mutual feedback between other domains increases the quality and quantity of knowledge.

• 대한공업교육학회지
• /
• v.39 no.2
• /
• pp.37-57
• /
• 2014

This study investigated perception of first-year college students who recently experienced technology education in their secondary education for describing contemporary technology classrooms. To accomplish this goal, survey and in-depth interview on their technology classrooms were employed. Participants in this study were 427 first-year college students who began their college life in 2013 and consisted of 224 students enrolled in 10 departments of educational major and 203 students who enrolled in 9 departments of other colleges. The instrument of this study consisted of preference toward technology classrooms and teachers, experience in the secondary technology classrooms, perception toward technology teachers, and suggestions for technology classrooms with five point Likert scales and open-ended questionnaires. And individual in-depth interviews with 22 volunteers who answered the instrument and consented the interview process were conducted. Based on the collected data, statistical and theme analyses were performed and the key findings were as follows. First-year students' experiences for technology classrooms were described with the theme of 'learning contents or activities'(54.4%). And the negative perception toward technology classrooms(29.1%) was larger than he positive perception(16.5%). The perception toward technology classrooms was also presented with two themes of teaching methods and subject interest. The perception toward technology teachers presented a medium level preference with several themes of teachers' teaching methods, teachers' personality, and subject interest. Lecture style method(60.48%) was largely used in the participants' technology classrooms and problem solving or collaborative methods was not frequent(19.31%). The participants indicated a need for improving teaching methods in technology education and suggested sufficient administration and curriculum supports and transitions of the learning contents. Further studies investigating the diverse public's perception toward technology and technology classrooms could be recommended.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.2
• /
• pp.268-279
• /
• 2020

This study was undertaken to identify nursing professionalism perceptions among nursing students who had completed a semester of simulation-based education, and to provide the basis for presenting direction of the simulation curriculum that helps in the emergence of a positive nursing professional in future. Data obtained from focus group interviews of study participants determined 17 semantic categories and 6 themes through the process of identifying, comparing, and categorizing meaningful concepts. The perception of nursing students regarding the profession after simulation-based education include 'realization of professionalism', 'ethics and emotions as professional human subjects', 'cultivation of communication skills', 'integrative thinking for problem solving', and 'foundation', and also the importance of a 'foundational knowledge body' and 'reflection of self-capacity'. The results of this study reflect on 5 intuitional areas of a nursing professional: professional self-concept, social awareness, nursing expertise, nursing room role, and independence of nursing. The results of this study indicate that in order to enable nursing students to experience nursing professional intuition through simulation-based hands-on training, it is necessary to actively revise and apply courses for the development of a positive nursing professional intuition through simulation education.

• Journal of Korea Port Economic Association
• /
• v.29 no.4
• /
• pp.157-174
• /
• 2013

A shipbroking is maritime service business, which is consist of market of freight, shipbuilding, sales & purchase and demolition for intermediation between customer and supplier. In this way, a shipbroking business has strong relationship with shipping industry and is also knowledge service business for creation additional value based on shipping, shipbuilding, financial and law etc. However, the research on the evaluation items and a method for shipbroking company were not carried out in previous research. In this paper, We defined evaluation items with three high level, six middle level and sixteen low level for evaluation of shipbroking service by expert's brainstorming and AHP(analytic hierarchy process) method. And also carried out survey to employees of shipbroking company as supplier and shipping company as customer. As a result of survey, result of service in high level, convenient of middle level and credibility of low level are evaluated highly, and also business credit rating, profit of customer, achievement of customer's object are considered to more important than others items. In case of comparison between group, a method of contact with client, problem-solving ability, good relationship with clients of international and domestic evaluated importantly in common.

• Journal of Intelligence and Information Systems
• /
• v.24 no.3
• /
• pp.119-134
• /
• 2018

A knowledge map as the taxonomy used in a knowledge repository should be structured to support and supplement knowledge activities of users who sequentially inquire and select knowledge for problem solving. The conventional knowledge map with a hierarchical structure has the advantage of systematically sorting out types and status of the knowledge to be managed, however it is not only irrelevant to knowledge user's process of cognition and utilization, but also incapable of supporting user's activity of querying and extracting knowledge. This study suggests a methodology for constructing a networked knowledge map that can support and reinforce the referential navigation, searching and selecting related and chained knowledge in term of contents, between knowledge. Regarding a keyword as the semantic information between knowledge, this research's networked knowledge map can be constructed by aggregating each set of knowledge links in an automated manner. Since a keyword has the meaning of representing contents of a document, documents with common keywords have a similarity in content, and therefore the keyword-based document networks plays the role of a map expressing interactions between related knowledge. In order to examine the feasibility of the proposed methodology, 50 research papers were randomly selected, and an exemplified networked knowledge map between them with content relevance was implemented using common keywords.

• Journal of The Korean Association of Information Education
• /
• v.18 no.2
• /
• pp.225-234
• /
• 2014

Robot programming allows students to plan an algorithm in order to solve a task, implement the algorithm, easily confirm the results of the implementation with a robot, and correct errors. Thus, robot programming is a problem solving process based on reflective thinking, and is closely related to students' metacognition. On this point, this research is conducted to develop a robot programming instructional model for tile enhancement of students' metacognition. The instructional processes of robot programming are divided into 5 stages (i.e., 'exploration of learning tasks', 'a teacher's modeling', 'preparation of a plan for task performance along with the visualization of the plan', 'task performance', and 'self-evaluation and self-reinforcement'), and core strategies of metacognition (i.e., planning, monitering, regulating, and evaluating) are suggested for students' activities in each stage. Also, in order to support students' programming activities and the use of metacognition, instructional strategies based on cognitive apprenticeship (i.e. modeling, coaching and scaffolding) are suggested in relation to the instructional model. In addition, in order to support students' metacognitive activities. the model is designed to use self-questioning, and questions that students can use at each stage of the model are presented.

• Journal of Korean Society of Industrial and Systems Engineering
• /
• v.4 no.4
• /
• pp.43-61
• /
• 1981

Interest in the Quality of working life is spreading rapidly and the phrase has entered the popular vocabulary. That this should be so is probably due in large measure to changes in the values of society, nowadays accelerated as never before by the concerns and demands of younger people. But however topical the concept has become, there is very little agreement on its definition. Rather, the term appears to have become a kind of depository for a variety of sometimes contradictory meanings attributed to it by different groups. A list of all the elements it if held to cover would include availability and security of employment, adaquate income, safe and pleasant physical working conditions, reasonable hours of work, equitable treatment and democracy in the workplace, the possibility of self-development, control over one's work, a sense of pride in craftsmanship or product, wider career choices, and flexibility in matters such as the time of starting work, the number of working days in the week, Job sharing and so on altogether an array that encompasses a variety of traditional aspirations and many new ones reflecting the entry into the post industrial era. The term "quality of working life" was introduced by professor Louis E. Davis and his colleagues in the late 1960s to call attention to the prevailing and needlessly poor quality of life at the workplace. In their usage it referred to the quality of the relationship between the worker and his working environment as a whole, and was intended to emphasize the human dimension so often forgotten among the technical and economic factors in job design. Treating workers as if they were elements or cogs in the production process is not only an affront to the dignity of human life, but is also a serious underestimation of the human capabilities needed to operate more advanced technologies. When tasks demand high levels of vigilence, technical problem-solving skills, self initiated behavior, and social and communication skills. it is imperative that our concepts of man be of requisite complexity. Our aim is not just to protect the worker's life and health but to give them an informal interest in their job and opportunity to express their views and exercise control over everything that affects their working life. Certainly, so far as his work is concerned, a man must feel better protected but he must also have a greater feeling of freedom and responsibility. Something parallel but wholly different if happening in Europe, industrial democracy. What has happened in Europe has been discrete, fixed, finalized, and legalized. Those developing centuries driving toward industrialization like R.O.K, shall have to bear in mind the human complexity in processing and designing the work and its environment. Increasing attention is needed to the contradiction between autocratic rule at the workplace and democratic rights in society.n society.

• Journal of Elementary Mathematics Education in Korea
• /
• v.5 no.1
• /
• pp.37-53
• /
• 2001

This paper tries to find out about organizational and managemental aspect of Korean curriculum through a comparison between Korea's 7th elementary mathematics curriculum and that of Japan's elementary mathematics curriculum, which will start in m2 through researching various literatures. The main characteristic of this elementary mathematics curriculum is that Korea has organized a teaming program that tended to individual differences, and focused on student-centered activities and communication based on constructivism. On the other hand, Japan reduced learning contents a lot by running 5-schooldays a week so that 80% of teaching time can be spent to help the students master mathematical contents of the textbook. This leaves 20％ of teaching time to be used for improving mathematical thinking power as a foundation of creativity through mathematical activities. Korea's teaching time spent for elementary mathematics is about 80％ of Japan's, which is also less than that of other country's. Less time in teaming mathematics will lead to decrease in teaming ability. Therefore, there is a need for increased teaching time in mathematics. Korea's revision of curriculum is about 5 years which is often compared to that of Japan's 10 years. Frequent revising is good in that it reflects the social demand, but it can cause much confusion and problems in accepting and applying its program in a real classroom setting, which is why it needs to be looked at again. The direction, objective and assesment of revision fits the demands of international trends and essentials of mathematics. Japan puts its emphasis on learning through repetition and Korea puts its emphasis on problem solving and communication. Regarding assesment, both Korea and Japan is looking for ways to find various assessing ways which will focus on mathematical process rather than the mathematical results, and also will put emphasis on criterion-directed assesment to measure goal achievements. However Japan emphasize on using report cards of assesment to help mathematics learning.

• Journal of Arbitration Studies
• /
• v.21 no.2
• /
• pp.27-46
• /
• 2011

In the intellectual based society of the 21th century, intellectual property of nation and enterprise management has been the key element of nation's competitiveness and development. Therefore in countries like Korea, China, and many other countries, intellectual property of advancement strategy are being constructed and intellectual properties are protected at national level. Top priority task of protecting the intellectual property is to efficiently resolute intellectual property right disputes. Considering the nature of intellectual property right and arbitrage system, arbitration to solve intellectual property disputes is realistically the best method. However, not all cases of them are qualified. In order to relieve the intellectual property disputes through arbitration, qualification must be obtained. During the process, generally and globally, intellectual property right dispute is evaluated by three parts, intellectual property right contract dispute, intellectual property right violation dispute, and intellectual property right validity dispute. Based on UN's "Convention on the Recognition and Enforcement of Foreign Arbitral Awards Agreement" in 1958, June 10th, in New York, both arbitrage organization and judgment can be approved in both Korea and China countries. However, as of today, there is a big gap of arbitration qualification between two countries, which can be troublesome if intellectual property right disputes arise. For instance, in Korea, intellectual property right contract disputes and intellectual property right violation disputes are both generally accepted as arbitration qualification. However for intellectual property right validity dispute, arbitration qualification is only accepted for non-registered intellectual property as in copyright entity. It does not apply to other registered intellectual property right as in patents. In China, arbitration qualification is accepted for intellectual property right contract dispute, and also accepted for intellectual property right violation dispute to copyrights but restricted to others. As for intellectual property right validity dispute, arbitration qualification is completely denied. Therefore, when there is an intellectual property right dispute between Korea and China, the biggest problem is whether China will accept arbitrage judgments made in Korea. Theoretically, arbitrage judgement made in Korea should be also accepted in China's court. However, considering the criticism of China's passive nature of arbitration qualification for its own local intellectual property right disputes, it's very unlikely they'll actively accept arbitrary judgment made in foreign countries. Korea and China must have a more open minded approach for intellectual property disputes and arbitration qualification. Base on WTO's Intellectual Property Right Agreement, it's being defined as private right. Therefore, sovereign principle should be the basic principle of solving intellectual property right disputes. Currently, arbitration qualification is expanding internationally. So both Korea and China must also follow the trend expand the arbitration qualification with a more open minded and forward looking approach, for the good of intellectual property disputes.

• Journal of the Korean earth science society
• /
• v.26 no.6
• /
• pp.489-500
• /
• 2005

The objective of this study is to examine the cognitive process that undergoes a middle student’s conceptual change about the universe by the cognitive conflict, using science history materials as a teaching strategy. Four eighth graders were selected and classified by three cognitive level. Students were interviewed and conducted to an inquiry activities regarding their viewpoint about the universe after each class, and their conceptual change patterns were analysed from pre-test and post-test. This study showed that each student held dissimilar astronomical preconceptions and various misconceptions about celestial motion. Students at the formal operational stage and transitional stage experienced the conceptual change from geocentricism to heliocentricism by instructional model upon the science history materials. Student at the concrete operational stage had either unscientific conception, no conception, or could not have a conceptual change even when being presented with an environment that arouses cognitive conflict ($R^2$: Phase change of Venus and its Rise and set time). They ended up having a cognitive change from geocentricism to heliocentricism by solving another problem ($R^2$: Relation between visible diameter and position of Mars). After the instruction, a conceptual achievement progress was reported with a $10\%$ improvement. Therefore, the instruction model based upon science history was effective on student’s scientific conceptual change.