• 산경연구논집
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• 제14권7호
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• pp.1-7
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• 2023

Purpose: The present research is to explore and investigate the meaningful difference between job-based pay and skill-based pay in the current literature to shed light on the advantages and caveats of two compensation approach, providing direction for human resource practitioners looking to develop efficient and fair compensation plans. Research design, data and methodology: The methodology based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used for this research. The PRISMA technique is generally considered the gold standard since it guarantees openness, repeatability, and rigor. Studies comparing salaries based on work duties versus those based on individual skills published in English and accepted for publication in peer-reviewed journals are eligible for inclusion. Results: According to the comprehensive literature analysis, the present research provides clear comparison between Job-based pay and skilled-based pay, pointing out a similarity and four differences (1. Criteria for pay determination, 2. Flexibility, 2. Job Scope, and 4. Career progression. Conclusions: The result of the current research implies that human resource professionals would be well to learn the effects of various compensation structures on career advancement, and suggests for them that employees can take advantage of chances to advance in their careers based on right compensation schemes.

• 기본간호학회지
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• 제11권1호
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• pp.13-20
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• 2004

Purpose: This study was conducted to evaluate the effect of open laboratory self-directed practice in improving nursing skill competency. Method: This study was a one group posttest only design that examined the competency in basic nursing skills after traditional education and open laboratory self-directed practice. Students participated in traditional education and open laboratory practice through self-study. Whenever practice was done, the item of practice and time were measured and documented. Collected data were analyzed by frequency, percentages, averages and standard deviations, and Pearson correlation coefficients. Result: 1 The average number of students who participated in the open lab self-directed practice was 53.9 (64.2%) and the total number of hours of participation was 1567.5 minutes per year. Each student participated for an average of 29.1 minutes per year. 2. Analysis showed a statistically positive correlation between practical skill and open laboratory self-study (r=0.252, p=0.048).

• 한국조명전기설비학회:학술대회논문집
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• 한국조명전기설비학회 2008년도 추계학술대회 논문집
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• pp.169-172
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• 2008

Recently, landscape lighting is more and more installing in many places such as park, cultural heritages, large-scale structures, bridges, apartment, and so on. However, there is no the government-set official estimation for standard wages constructing luminaries for landscape lighting. The cost of construction is estimated based on the standard wages of related-similar installations such as internal lighting fixtures or the designer's subjective decision. Sometimes, it is overestimated or underestimated. In this paper, the fundamental process for estimating the standard wages constructing luminaries for landscape lighting is studied. The estimation method of standard wages constructing lighting fixtures was examined on the basis of the type and capacities of luminaries, installation places, type and shapes of installation auxiliary materials, worker's skill, and etc. As a result, some results obtained in this work were significantly, different with the standard wages for internal electric wiring published by Korea Electric Association. In the future, to improve the accuracy of the estimation of the standard wages for constructing luminaries for landscope lighting, detailed factors related to the installation condition and dimensions and types of luminaries should be considered.

• 실천공학교육논문지
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• 제7권2호
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• pp.147-153
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• 2015

본 연구의 목적은 우리나라 직업능력개발 훈련교사의 역량평가사로서 필요한 역량에 대한 훈련요구를 알아보는 것이다. Russ-Eft의 평가자 역량모델을 기초로 역량평가사로서의 역량에 대한 분석을 실시하였다. 전국의 직업능력개발 훈련교사 자격증을 가진 직업능력개발 훈련교사들을 대상으로 설문을 실시하였으며, 설문결과 본 설문에 최종적으로 응답한 인원은 총 234명이었고, 158명(67.5%)은 남성, 73명(31.2%)은 여성이었다. 분석 결과는 전문가 신뢰도(요구도 2.51), 평가관리계획 수립(요구도 2.11), 관리계획(요구도 2.08), 그리고 효과적 협업(요구도 2.07) 등의 순으로 개발의 요구가 파악되었다. 반면, 다양한 의도인식(요구도 1.01), 윤리기준 준수(요구도 1.24), 대인관계(요구도 1.76) 등은 상대적으로 개발의 요구가 높지 않은 것으로 나타났다.

• 한국융합학회논문지
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• 제10권10호
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• pp.197-205
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• 2019

이 연구는 문제중심학습(PBL)이 문제해결능력에 미치는 효과에 대한 일반화된 결론을 도출하고, 이와 관련된 조절변인을 발견하는 데 목적이 있었다. 연구의 목적을 달성하기 위하여 국내에서 1998년부터 2017년까지 발행된 석사학위 논문과 국내 학술지 논문 41편을 분석하고, 41개의 개별 효과 크기를 산출하였다. PBL이 문제해결능력에 미치는 평균 효과 크기는 .753이었으며, 이것은 PBL이 문제해결능력에 유의미한 교수-학습 방법이라는 것을 의미한다. 한편 문제해결능력에 영향을 미치는 조절변인은 교과, 유형, 학교급이었다. PBL의 문제해결능력 효과는 수학(d=.922), 예술(d=.916), 실과(d=.827), E-PBL(d=.791), 중학교(d=.972)에서 더 높았다. 교사들은 학생들의 문제해결능력 신장을 위하여, PBL 학습 환경을 유의미하게 조성할 필요가 있었다. PBL이 4차 산업혁명 시대의 학습 환경 변화에 따른 학생들의 고차원적인 문제해결능력을 신장하는 교수-학습방법으로 활용되기를 기대된다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권4호
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• pp.407-417
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• 2007

The purpose of this research is to develop standards with which we can design an instrument to assess classifying inquiry skills by observing students' behavior and reported outcome which is not the paper and pencil test. This research is focused on developing a standard for analysis of classifying ability among research functions. To identify classifying inquiry skills, standards from classifying behaviors were comparing ways with other cards and using information included in the cards; Standards selected from the final reports were the appropriateness, inconsistency and hierarchy of the classification outcome. The standards were initially selected during the class with picture cards printed various birds appearances on the front side and their traits on the back which was specially designed among sixth graders. The picture cards prepared with plant leaves and stems had designed to identify whether standards was effective to assess student's classifying ability. The standards was an effective tool to assess student's classifying inquiry skills.

• 대한지리학회지
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• 제37권3호
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• pp.276-291
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• 2002

현행 교육과정의 지리교육내용은 포괄적이고 추상적으로 제시되고 있다. 또한 전체 교육의 일부분으로 설정되기 때문에, 지리교육 자체의 교육 내용 체계화를 이루기 어렵다. 본 연구에서는 현행 교육과정을 보완하고 지리교육 내용을 체계화하는 방법으로, 지리학에 기반을 둔 지리교육 내용의 표준 설정 방법을 제안한다. 지리교육의 표준 설정 방안으로 대주제, 기본 주제, 주요 표준, 표준, 상세 표준을 제시하였다. 대주제는 지리교육 전반을 통찰하는 대개념으로서 '인간과 환경의 상호작용 이해', '장소 또는 지역에 대한 이해', '인간과 장소의 상호작용 이해'의 3개를 선정하였다. 기본 주제는 '지리적 기능', '자연 환경' '인문 환경', '장소 및 지역', '인간과 장소의 상호작용'의 5개를 선정하였다. 표준은 구체적이고 측정 가능한 지리교육내용을 제시하는 단계로서 '주요 표준'표준', '상세 표준'의 3단계로 상세화했다.

• 한국초등과학교육학회지:초등과학교육
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• 제32권3호
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• pp.285-297
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• 2013

The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on open-inquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected which located in a small and medium-sized city for this research and they were separated as an experimental group and a comparative group. Open-inquiry lesson was done by referring teaching method which introduced through the curriculum. The procedure was understanding about open-inquiry, making open-inquiry subject, planning, and performing inquiry, mid-term, performing inquiry, making a report, presentation, and evaluation. Open-inquiry report Lubric which developed by Sook-Kyung Kim et al. (2010) was provided to the experimental group. Comparative group was instructed by using open-inquiry report which introduced to the elementary school 5th grade science text book. Interview paper was developed in order to check out the effect of the research by using a test paper of science process skill. The following could be found out through the research. After open-inquiry lesson, 10 open-inquiry reports(5 reports from experimental group, 5 reports from comparative group) have been drawn at random as samples from the total 62 sets (30 reports from experimental group, 32 reports from comparative group) and evaluated by a researcher and two elementary school teachers who have master degree. The reliability of the 3 scorers was 0.923 of mean correlation coefficient. And then the researcher evaluated all open-inquiry reports. The average score of open-inquiry report was 66.78 for experimental group, 54.27 for comparative group, respectively. And there was a significant difference at p<0.05 level as a result of the t-test. The experimental group rated high at p<0.05 level according to the analysis of post-science process skill test. According to the result of survey, both experimental group and comparative group had understood open-inquiry activity. It was especially rated high for experimental group on understanding scientific inquiry process, interest and satisfaction in open-inquiry and re-participation rate. By interviewing experimental group, it is recognized that the students utilized Lubric very well through the overall process. Finally, self-evaluation was done during open-inquiry activity and it was reported that the students gained more knowledge about science and changed to positive about science. As a result, the lesson using open-inquiry report Lubric was effective for students to improve writing skill of an open-inquiry report and science process skill and finally changed the cognition to positive about open-inquiry lesson.

• 대한감각통합치료학회지
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• 제14권1호
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• pp.41-49
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• 2016

목적 : 본 연구는 뇌성마비 아동에게 신경발달치료 접근법을 기초한 옷 벗기 기술 훈련에 따른 신체중심선과 보호반응에 미치는 효과를 알아보고자 하였다. 연구방법 : 연구대상은 B시에 거주하는 만 3세 5개월 남아와 만 4세 5개월 여아로 뇌성마비 진단을 받았다. 본 연구는 단일대상연구 중 AB 디자인을 사용하였고, 기초선 기간(A) 2회, 중재 기간(B) 10회로 총 12회기를 실시하였다. 중재는 신경발달치료 접근에 기초한 옷 벗기 훈련을 실시하였고, 평가로 신체중심선은 Miller Assessment for Preschoolers(MAP)의 하위 항목인 Stepping 항목을 사용하였으며, 보호반응은 Quality Upper Extremity Skill Test(QUEST) 검사의 하위 항목인 보호반응 항목을 사용하였다. 결과 : 아동의 신체중심선은 기초선 기간과 비교하여 중재기간이 2표준편차 이상으로 감소하였다. 보호반응은 오른쪽과 왼쪽 모두 중재기간 평균점수가 기초선 평균점수보다 높게 나타났다. 결론 : 뇌성마비 아동에게 신경발달치료접근법을 기초한 옷 벗기 기술 훈련이 신체중심선 향상에 효과적이었다. 앞으로 집단 연구를 통하여 그 효과를 확인하는 것이 필요할 것이다.

• 대한감각통합치료학회지
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• 제15권1호
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• pp.21-32
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• 2017

목적 : 지각운동프로그램이 주의력결핍과잉행동장애(Attention-Deficit/Hyperactivity Disorder; ADHD) 아동의 시각운동통합기술과 운동기술에 미치는 영향을 알아보고자 한다. 연구방법 : ADHD로 진단 받았으나 약물중재를 받고 있지 않는 8세 남아를 대상으로 실시하였다. 실험설계는 개별실험연구(single-subject research design) 중 A-B-A(follow up) 설계를 사용하였고, 기초선 A는 3회기, 중재기 B는 8회기, 추적기간 A는 3회기였다. 기초선기간과 추적기간에는 자유 놀이를 40분간 실시한 후 시각운동통합기술을 보기 위해 한국판시지각발달검사의 하위 항목인 따라 그리기와 운동기술을 보기 위해 줄넘기를 실시하였다. 중재기 B에는 지각운동프로그램을 40분간 제공한 후 한국판시지각발달검사의 하위 항목인 따라 그리기와 줄넘기를 실시하였다. 결과 : 시각운동통합기술을 측정하기 위한 따라 그리기 항목의 표준점수는 기초선 기간에는 평균 4.7점의 열등수준을 보였지만 중재기간에서는 평균 9.6점의 평균 수준을 유지하였으며, 추적기간에서는 7.7점의 평균이하의 수준을 보였다. 아동의 운동기술의 변화를 측정한 줄넘기에서는 기초선 기간에는 4.3회, 중재기간에서는 5.9회로 증가된 운동능력을 보였으나, 추적기간에서는 5회로 약간 감소하였다. 결론 : 지각운동프로그램이 ADHD 아동의 시각운동통합기술과 운동기술의 수행의 변화에 긍정적 효과가 있었다.