• 한국과학교육학회지
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• 제16권4호
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• pp.376-388
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• 1996

The first and the second "Discussion Contest of Scientific Investigation" was evaluated in this study. This contest was a part of 'Korean Youth Science Festival' held in 1993 and 1994. The evaluation was based on the data collected from the middle school students of final teams, their teachers, a large number of middle school students and college students who were audience of the final competition. Questionnaires, interviews, reports of final teams, and video tape of final competition were used to collect data. The study focussed on three research questions. The first was about the preparation and the research process of students of final teams. The second was about the format and the proceeding of the Contest. The third was whether participating the Contest was useful experience for the students and the teachers of the final teams. The first area, the preparation and the research process of students, were investigated in three aspects. One was the level of cooperation, participation, support and the role of teachers. The second was the information search and experiment, and the third was the report writing. The students of the final teams from both years, had positive opinion about the cooperation, students' active involvement, and support from family and school. Students considered their teachers to be a guide or a counsellor, showing their level of active participation. On the other hand, the interview of 1993 participants showed that there were times that teachers took strong leading role. Therefore one can conclude that students took active roles most of the time while the room for improvement still exists. To search the information they need during the period of the preparation, student visited various places such as libraries, bookstores, universities, and research institutes. Their search was not limited to reading the books, although the books were primary source of information. Students also learned how to organize the information they found and considered leaning of organizing skill useful and fun. Variety of experiments was an important part of preparation and students had positive opinion about it. Understanding related theory was considered most difficult and important, while designing and building proper equipments was considered difficult but not important. This reflects the students' school experience where the equipments were all set in advance and students were asked to confirm the theories presented in the previous class hours. About the reports recording the research process, students recognize the importance and the necessity of the report but had difficulty in writing it. Their reports showed tendency to list everything they did without clear connection to the problem to be solved. Most of the reports did not record the references and some of them confused report writing with story telling. Therefore most of them need training in writing the reports. It is also desirable to describe the process of student learning when theory or mathematics that are beyond the level of middle school curriculum were used because it is part of their investigation. The second area of evaluation was about the format and the proceeding of the Contest, the problems given to students, and the process of student discussion. The format of the Contests, which consisted of four parts, presentation, refutation, debate and review, received good evaluation from students because it made students think more and gave more difficult time but was meaningful and helped to remember longer time according to students. On the other hand, students said the time given to each part of the contest was too short. The problems given to students were short and open ended to stimulate students' imagination and to offer various possible routes to the solution. This type of problem was very unfamiliar and gave a lot of difficulty to students. Student had positive opinion about the research process they experienced but did not recognize the fact that such a process was possible because of the oneness of the task. The level of the problems was rated as too difficult by teachers and college students but as appropriate by the middle school students in audience and participating students. This suggests that it is possible for student to convert the problems to be challengeable and intellectually satisfactory appropriate for their level of understanding even when the problems were difficult for middle school students. During the process of student discussion, a few problems were observed. Some problems were related to the technics of the discussion, such as inappropriate behavior for the role he/she was taking, mismatching answers to the questions. Some problems were related to thinking. For example, students thinking was off balanced toward deductive reasoning, and reasoning based on experimental data was weak. The last area of evaluation was the effect of the Contest. It was measured through the change of the attitude toward science and science classes, and willingness to attend the next Contest. According to the result of the questionnaire, no meaningful change in attitude was observed. However, through the interview several students were observed to have significant positive change in attitude while no student with negative change was observed. Most of the students participated in Contest said they would participate again or recommend their friend to participate. Most of the teachers agreed that the Contest should continue and they would recommend their colleagues or students to participate. As described above, the "Discussion Contest of Scientific Investigation", which was developed and tried as a new science contest, had positive response from participating students and teachers, and the audience. Two among the list of results especially demonstrated that the goal of the Contest, "active and cooperative science learning experience", was reached. One is the fact that students recognized the experience of cooperation, discussion, information search, variety of experiments to be fun and valuable. The other is the fact that the students recognized the format of the contest consisting of presentation, refutation, discussion and review, required more thinking and was challenging, but was more meaningful. Despite a few problems such as, unfamiliarity with the technics of discussion, weakness in inductive and/or experiment based reasoning, and difficulty in report writing, The Contest demonstrated the possibility of new science learning environment and science contest by offering the chance to challenge open tasks by utilizing student science knowledge and ability to inquire and to discuss rationally and critically with other students.

• 디지털융복합연구
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• 제10권10호
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• pp.333-338
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• 2012

인적자원관리는 IT기술을 접목하여 다양한 변화를 가져오고 있다. 특히 HRM이 집단차원의 관리, 물리적 사업장, 근무시간의 제약, 개인적 접촉 등 비과학적 방법으로 이루어졌다면, 현재의 전자적 인적자원관리(e-HRM)는 개별 차원의 관리, 가상 작업 공간의 등장(예. 스마트워크센터, 홈워크 등), 근무시간의 유연화 및 탄력화, 컴퓨터 기반의 통계자료 및 과학적 방법에 의한 분석 및 관리를 근간으로 이루어지고 있다는 점에서 큰 차이가 있다. 따라서 환경의 변화에 따라 기업들은 보다 효율적이고 전략적인 인적자원 관리 체계를 구축하기 위하여 RFID 카드, 지문인식 근태관리 시스템 등 다양한 기술을 도입하고 있다. 본 논문에서는 효율적인 전사적 인적자원 관리를 위한 멀티 카메라를 이용하여 2D 및 3D 얼굴인식기술 기반의 근태관리, 출입통제관리 시스템을 개발하였다. 여기서는 기존 2D방식의 얼굴인식기술이 가지고 있는 문제점인 조명 및 자세에 따른 인식률 저하를 극복하여 90% 이상의 인식률을 확보하였다. 또한 3D 얼굴인식방식의 문제점인 많은 계산량을 개선하기 위하여 3D와 2D 인식기술을 병행하여 처리함으로써 하이브리드 영상인식 및 인식속도를 개선할 수 있었다.

• 한국조리학회지
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• 제16권2호
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• pp.64-76
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• 2010

본 연구는 호텔기업 레스토랑 서비스 경영의 현실적 문제와 필요성을 근거로 서비스 회복 공정성과 관련된 학술적 목적과 실무적 관점에서의 연구 목적을 제시하고, 다음과 같은 연구 결과를 도출하였다. 첫째, 서비스 회복 공정성과 관련된 선행 연구 고찰을 통해 회복 공정성 및 고객 감정의 세분화를 통한 상황 변수에 대한 이론적 체계를 제시하였다. 둘째, 기존 회복 공정성과 관련된 선행 연구의 확장된 의미에서 회복 공정성과 고객 감정과의 관계 연구를 통하여 회복 공정성의 새로운 인과관계를 실증분석을 통해 의미 있는 관계성을 규명하였다. 셋째, 서비스 회복 공정성이 고객 감정을 통해 결과 변수인 만족과 행동 의도에 미치는 영향을 실증적으로 분석하여 서비스 회복 공정성과 고객 태도에 관한 연계성을 실증적으로 제시하였다. 본 연구는 실증분석을 통해 도출한 결과를 토대로 향후 학술적 차원과 실무적인 차원에서 시사점을 다음과 같다. 서비스 회복을 통한 고객 만족과 행동 의도를 위한 고객 감정을 세분화여 필요한 매개 변수로 제시함으로써 호텔 레스토랑 고객 감정의 구조 연구뿐만 아니라 서비스산업 전반에 대한 확대 연구의 필요성을 제시하였다.

• 한국과학교육학회지
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• 제38권3호
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• pp.343-354
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• 2018

이 연구에서는 학부생 연구지원 프로그램(Undergraduate Research Program: 이하 URP)에 참여한 물리교육과 3학년인 한 초심자(학생 A)의 연구과정을 질적으로 분석하였다. 자료는 참여관찰, 심층인터뷰, 문서분석을 통해 수집되었고, 분석을 위한 이론적 틀로서 문화역사적 활동이론이 사용되었다. 먼저, 초심자의 연구를 위한 활동체계가 어떻게 구성되었는지를 살펴보았다. 연구 초기에 멘토가 대략적인 연구목표와 목표달성을 위한 매개체를 초심자에게 제공하였다. 연구주체인 학생 A는 동료 두 명을 모아, 자신이 이끄는 수직적 관계로 연구팀을 구성하였다. 이러한 역할분담은 과제특정지식, 연차, 그리고 참여율이 높을수록 의사결정권이 크다는 암묵적 규칙에 근거한 것이다. 다음으로, 활동체계의 변화 과정을 살펴보면, 크게 두 가지 모순이 변화의 원천이 되었다. 먼저 연구 초기에 멘토의 교육철학과 멘티의 교육적 요구 간의 모순이 발생하였다. 학생 A는 멘토의 인적 네트워크를 이용하여 외부의 활동체계에서 필요한 지식을 얻는 방식으로 모순에 의한 갈등을 극복하였다. 이렇게 획득한 지식을 이용하여 활동체계의 매개물(실험도구과 이론)을 정교화하였다. 두 번째 모순은 수평적 역할분담을 요구하는 팀 구성원들과 기존 역할분담을 고수하는 학생 A 간에 발생하였다. 학생 A가 팀 구성원들의 의견을 받아들인 후, 활동체계의 노동 분담 방식은 협력적으로 변화하였다. 마지막으로, 학생 A의 변화를 살펴보면, 학생 A는 연구 경험을 통해 교사의 길을 포기하고 과학자가 되기로 결심하였다. 또 학계 내의인적 네트워크를 생성하고 확장하게 되었으며, 협업에 대한 부정적인 마음가짐이 긍정적으로 바뀌게 되었다. 연구 초심자의 연구과정에 대한 활동체계의 구성과 변화의 분석을 통하여 사사교육의 지도 방식과 지원체계에 대한 시사점을 얻을 수 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제21권2호
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• pp.263-288
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• 2002

'Science Garden' is a science program that develops acquirements of science & technology at an early stage through experiential study and inspire the spirit of scientific inquiry by carrying out laboratory work, science movie, science lecture, scientific work, outdoor activities, computer classes and science experiment which is hard to do through the regular educational course. It is targeted grade 4,5,6 students during summer and winter vacation. 'Science Garden' is conducted by selective participation freely. It is a wholelistic activity that develops children's potential talents or creativities, improves interest and attitude toward science, and also gives opportunity for self-realization by extending capacity for inquiry to show each student's ability. This study is observed and is compared how it is conducted in elementary school using qualitative study. This study is used narrative observation, in-depth interview and document analysis. Objects of narrative observation are two elementary schools, each from Jellabukdo and Gyeonggido, and 7 teachers were interviewed in-depthly. Here are results of the study. 1 A teacher in school G never takes part in student activities, tends to be indifferent to classes, but focuses on observation and experiment in laboratory. And feedback or evaluation about student's activity is never done. On the other hand, a teacher in school S guides students to understand the principals of science on themselves, and wide variety forms of activities such as role playing, discussion, and games are being done. But an effort to evaluate student's activity is not being made properly. 2. Teachers set a high valuation on the need of 'Science Garden'. Observing the way of conducting 'Science Garden', usually teachers who is in charge of science for official work is selected as a teacher in charge, and groan under a heavy burden of conducting it without anyone's help. Participating students are selected by volunteering or teacher's recommendation, but because of low Participation rate, teachers have difficulty in conducting it. Plan for conducting ‘science Garden’ is made 20 days before it, after getting an official document from Office of Education, refering to booklets produced by National Jungang Science Institute, or data from Office of Education, and internet. Teachers evaluate rarely Most school principals have interest in 'Science Garden' but parents are not well aware of it, The budget is made at the same time with the plan, and scale is varied between 200,000∼500,000 won. Because of the improper way of selecting teacher in charge, difficulty in selecting students, heavy works caused by planning, conducting the program, as well as reporting teacher's work, and lack of parents' awareness, 'Science Garden' has been conducted formally and superficially. Next gives you direction to change, for the right way of conducting' Science Garden'. It is important to motivate competent teachers to instruct students actively. For students' active participation, They should publicize thoroughly beforehand, and develope 'Science Garden' program for teachers to be able to make better use of it. Evaluation of student activities and program should be done in the aspect of developing students’ faculties. Beside of school facilities, they need to put diverse local facilities and places to practical use for immediate natural experience. And not only separate schools but also associated form of schools to conduct it is necessary.

• 한국과학교육학회지
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• 제31권4호
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• pp.505-512
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• 2011

이 연구는 과학탐구 및 체험활동을 기반으로 하는 과학반 활동이 초등학교 여학생들의 과학태도 변화에 미치는 영향을 분석하였다. 그리고 과학반 활동의 효과를 지역별로 나누어 분석하였다. 이 연구를 위해 제주지역 세 개의 초등학교에 있는 4~6학년으로 구성된 과학반을 실험집단으로 선정하였다. 과학반은 남학생과 여학생의 비율이 1:1이 되도록 구성하였다. 비교집단은 같은 학교, 학년의 여학생으로 구성하였다. 비교집단은 교과외 과학 활동을 하지 않았고, 실험집단은 10개월간 교과외 과학반 활동을 하였다. 사전과 사후에 실험집단과 비교집단에 과학태도 검사를 실시하였고, 검사 결과는 비모수통계 중 윌콕슨 대응표본 부호순위 검정으로 처리하였다. 연구 결과, 과학반 활동은 여학생들의 과학태도 뿐만 아니라 과학태도의 하위범주인 인식, 흥미, 과학적 태도에도 긍정적인 영향을 미치는 것으로 나타났다. 그리고 여학생들의 거주 지역에 따른 과학태도의 변화를 하위범주별로 알아 본 결과, 인식에서는 중소도시와 읍면지역에 거주하는 여학생 모두에게서 긍정적인 효과가 나타났으나, 흥미와 과학적 태도에서는 읍면지역 여학생에게서만 긍정적인 효과가 나타났다. 이는 과학태도에 대한 효과가 지역별로 차이가 있고, 중소도시보다 읍면지역 여학생에게 더 큰 효과가 있음을 의미한다.

• 의학교육논단
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• 제13권1호
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• pp.25-34
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• 2011

Modern medicine has early experienced the absence of mimesis and has been trying to replace the absence with objective grounds and experimental data. However, as medicine became science, the crisis of medicine spread more widely. Microscopic powers and violences are invisible, but individuals are powerless and vainly unable to resist. The anguish or introspection about the situation is sometimes described in stories such as An Engagement by Lee Eung Jun. An Engagement is mentioned in this article due to the writer's attitude, which shows his introspection and desire for harmony through the wounds of each trivial character. The writer is unceasingly talking about suffering people in his story and his seriousness enables readers to find his stronger sympathy over life and death than in any other medical stories. In fact, it is impossible for readers to comprehend the confusing propositions which the writer pours out, and even uncomfortable to read the story. Nevertheless, the propositions are always in contact with reality. Perhaps it is not the writer's confusing propositions that make us uncomfortable. It might be ourselves who are always alienated and starved. We can say that the characters' pains and wounds are phantom pains caused by the absence of mimesis. Since there is no affected area, their pains cannot be measured by only scientific medicine. However, the current medical profession regards objective research evidences as absolute truth and allows them to be the sole criterion. Although scientific skills such as DNA analysis and MRI scan can be the substitutes for doctors' judgment, so much of medicine is still interpersonal relationships. An Engagement. As a person promises to marry another, as all beings together in the world promise to subordinate to one another, every subject is consistently a valuable part of each other for the writer's eyes. He is aware that it is originally impossible to get engaged to the world, but he does not give up the possibility of genuine communication. In today's post-modernism society, where a large number of pathological views define the members and the world itself, endless questioning of existence and digging into pathology will be the only way to reduce the gap between individuals and their world. This article does not say that a literary work will lead the change of medical paradigm. It sprang from a desire for medical humanities to gain more interest of the medical field, where the encounter between literature and medicine is still unfamiliar, and to make medical education recognize the importance of humanities. Starting with this work, I believe that the humanities will help us to find the solution to the age of absence of mimesis and to the crisis of medicine.

• 과학교육연구지
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• 제34권2호
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• pp.279-290
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• 2010

이 연구의 목적은 국립과천과학관 교육프로그램 참가자에 대한 만족도 조사를 통해 비형식 과학교육기관의 교육프로그램 운영 방향에 대한 시사점을 알아보는 것이다. 본 연구에서는 국립과학관으로서 $4,322m^2$의 교육 공간을 따로 확보하고 있어 교육의 기능이 용이하며 최근 1년간 1만명 이상의 자체 교육프로그램 수강생을 유치한 경기도 과천시 소재의 국립과천 과학관을 연구 장소로 선정하여 2010년 5월 교육프로그램에 참가자 중 87명의 학생과 78명의 학부모를 대상으로 과학관 교육프로그램에 대한 만족도 및 인식을 조사하였다. 연구 결과, 비형식 과학교육기관이 과학적 소양 및 탐구 능력, 과학적 태도 향상 측면에서 학교교육에 대한 보완을 해 주기를 바라는 인식이 나타났다. 개선해야 할 점으로는 학생 활동에 대한 피드백, 학년별 세분화, 강사의 수업방식과 홍보에 대한 요구가 있었으며, 이에 대한 개선책으로 지속적으로 참여하는 학생을 위한 중장기 프로그램을 마련, 접수 대상 제한, 수업 지도안 개발, 홍보 방식의 개선 등이 필요할 것으로 보인다.

• Journal of Dairy Science and Biotechnology
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• 제26권2호
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• pp.9-22
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• 2008

This work has been conducted as a part to set up the regulations and the scientific evaluation systems for the functional dairy products with health claims in Korea. Toward this end, current regulations, requirements, and all kinds of provisions related to the functional dairy products overseas were taken into accounts and feasible recommendations of new initiatives on the current regulations as well. By doing so, not only protecting hopefully the innocent consumers from the false labeling statements and fake advertisements, but also eventually to revitalize the stagnated domestic dairy industries. Currently, functional daily products are simply regarded as "Dietary Supplements" in the United States, and subjected to the regulations under the Dietary Supplement Health and Education Act, established m 1994. Manufacturers and sales distributors should notify their products to the FDA, which is in charge of the dietary supplements on nutrition and labeling, in advance when they start marketing a new dietary ingredient or any foods containing it in the States. For EU countries, there exists keen interests about the functional food products between the member countries of the European Union even though the products are categorized into "Food Supplements" similar to those in the United States. Therefore, they maintain a cautious attitude in applying the health claims to the functional food products. On the other hand, under the Japanese health food system, functional foods are qualified to the functional health foods in terms of legal status as long as any traditional foods can meet the legal standards in its effectiveness, safety as well as quality, along with significant scientific evidences related to the products, thus categorized into "Foods for Specified Health Uses and "Foods with Nutrient Function Claims". Through this study, we may have some expectations and potential utilizations as follows: Legal regulations of dietary supplements especially for the dairy products will be implemented by the outcomes of this research and proposed a tentative amendment of functional ingredients for the sake of consumer protection from the false advertisements and overstatement labeling. Current regulations on the animal foods processing and advertisements will be amended and supplemented in order to revitalize the current downturn dairy sales and to harmonize the international Codex recommendations. The results obtained from this study will make the consumers a wise selection of the dairy products with health claims and be utilized for consumer education and advertisement of the functional products as well.

• 한국지구과학회지
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• 제27권3호
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• pp.279-288
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• 2006

본 연구는 김제시 1개 중학교 2학년 여학생 5개 반을 대상으로, 중학교 과학 '지각 변동' 단원을 중심으로 협동학습을 실시하여 협동 학습이 여학생들의 과학 선호도에 효과가 있는지 조사하였다. 협동 학습 모둠은 학습 능력이 이질적으로 되도록 4명을 한 모둠으로 구성하여 약 10주간의 협동 학습을 실시하였다. 협동 학습 실시 전 후 동일한 검사지로 과학 선호도에 대한 사전 검사와 사후 검사를 실시하였다. 협동 학습 실시 후 여중생들의 과학 선호도에 긍정적인 효과가 나타났다. 과학 수업에 대한 인식과 과학 수업에 대한 참여도가 협동 학습 전과 달리 긍정적인 변화를 보였다. 그러나 과학자들에 대한 인식이나 과학적으로 사고하거나 행동하는 습관을 나타내는 과학적 태도는 유의미한 차이가 없었다. 이는 10주 동안의 기간은 협동 학습 전략을 효과적으로 시행하는데 충분하지 못한 것으로 생각된다. 협동학습에 대한 학생들의 의견 조사에서 중위 수준 학생들은 상-하위 수준 학생들과 달리 협동 학습에 대해 강한 긍정을 나타냈다. 협동 학습을 통해 상위 수준 학생들에게 배우고, 하위 수준 학생들에게 나누는 모둠 활동에서 자신감을 얻고 흥미를 느낀 것으로 보인다. 다른 의견으로는 협동 학습이 과학 수업에 대한 흥미 유발과 공부에 더 도움이 되고, 학생의 참여도를 높이며, 학생들에게 협동심을 길러주는 등의 좋은 점이 있으나, 학생의 언어적 상호작용으로 인한 소란스러움을 유발시키고, 모둠 내 협동하는데 의견 충돌이 있는 단점이 있었다.