• 한국과학교육학회지
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• 제11권2호
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• pp.23-30
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• 1991

The purpose of this study is to investigate the interrelationships on integrated science process skills and Piagetian cognitive modes for high school students according to the different cognitive reasoning levels. About 509 high school students were randomly selected for the samples of this study. They were identified as concrete, transitional and formal operational stage with the scores of GALT(Group Assessment of Logical Thinking) developed by Roadrangka, Yeaney and Padilla(1982), and TIPS II(Test of Integrated Process Skills) developed by Burns, Wise and Okey(1983). The result of this study were showed that about 11.8% of the samples were in the concrete operational stage and about 24.4% of the samples were in the transitional stage, while about 63.8% of them were in the formal operational stage. It was also found that the achivement scores of the science process skills increase in accordance with the cognitive reasoning levels. The value of the correlation coefficient between science process skills and cognitive reasoning abilities was 0.49, which was significant at the 0.05 level. This finding seems to support previous research that the student's cognitive reasoning abilities appeared to have influenced student's scores of the science process skills No differences to the logical reasoning ability between male and female students according to each cognitive level were found except formal operational stage.

• 한국임상약학회지
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• 제26권4호
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• pp.283-290
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• 2016

Experiential education is a core curriculum of 6-year pharmacy education. Practicing pharmacists lie at the heart of experiential education serving as preceptors for undergraduate pharmacy students during experiential education. Preceptors are, however, confronted with a challenge of caring for patients and teaching students at the same time in a time-constrained environment. To improve the effectiveness and outcomes of experiential education, practicing pharmacists are required to demonstrate educational competence. Even small teaching moments can provide students with valuable learning opportunities that they could not have from on their own. Thus, it is vital to provide education and training for preceptors to advance their teaching skills. This article will describe practical and effective teaching skills that preceptors could adopt in the experiential education for pharmacy students. It is important that preceptors should use different teaching skills for different learners, according to their level of experience and knowledge, learning styles and needs, as well as the type of the practice. Therefore, possessing diverse teaching skills provides flexibility to adapt teaching to each student's learning levels and needs, and to the charateristics of the practice environment. Preceptors' level of confidence and comfort in using teaching skills can be enhanced through continuous practice and training, which consequently leads to the improved effectiveness of experiential education and student's satisfaction with the education.

• 한국지역사회생활과학회지
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• 제25권3호
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• pp.289-301
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• 2014

Recent years have witnessed an increasing number of alternative school students in Korea. However, few studies have empirically examined these students' school adjustment and peer relationship skills. To address this gap in the literature, this study examines the effects of individual characteristics, family characteristics and peer relationship skills on these students' school adjustment. Four aspects of school adjustment were measured as dependent variables. These four aspects included peer relationship adjustment, relationships with teachers, school environment adjustment, and schoolwork attitude adjustment. The peer relationship skills included three components, namely initiative, mutual closeness, and order awareness. Data were collected from 323 alternative middle and high school students through a structured questionnaire. The statistical analysis methods included descriptive statistics and a hierarchical regression analysis using SPSS WIN 19.0. According to the results, peer relationship skills as well as family background characteristics, including the age of the father, the education level of the father, the family economic level, and the number of close family members, had significant effects on school adjustment. The results highlight the importance of peer relationship skills for these students' successful school adjustment and have important policy and theoretical implications.

• 한국산업융합학회 논문집
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• 제27권3호
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• pp.535-546
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• 2024

This research aims to develop a model to objectively and quantitatively measure the skill level of aircraft body assembly workers. Because aircraft body assembly is predominantly a manual process, skills management is a key factor of manufacturing competitiveness. Currently, skills management relies on the subjective judgment of supervisors, which lacks objectivity and reliability. As a remedy, this study proposed a systematic skill management model based on objective and quantitative evaluation criteria. By considering prior research, we developed an evaluation model that takes into account both expertise and versatility of a worker. The model selected five major tasks required for aircraft body assembly and established evaluation criteria considering the difficulty and maturity of each task. We then conducted a pilot evaluation with over 200 workers in four SMEs to validate the practicality and effectiveness of the model. Consequently, we identified and addressed the limitations of the existing evaluation method, subdivided the skill levels based on the performance capabilities of each task, and proposed a career growth path. The developed evaluation model offers critical data for executives and managers to determine work assignments, education, training, performance incentives, and wages. It is expected to enhance the attraction of new talent and systematize skills management in aviation manufacturing in the future.

• 한국과학교육학회지
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• 제14권3호
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• pp.251-264
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• 1994

There are a considerable number of instruments in testing science process skills in Korea as well as America and Europe. However, it has been difficult to find the instruments encompass the wide range of scientific process skills. Most instruments developed and used in Korea were focused on a school level or a few components of scientific process skills. In this study, the researchers examined the whole body of scientific process and identified 10 component skills. Three items for each component process skills were developed and revised by two pilot tests. The final instruments showed moderate difficulty, discrimination index, reliability, and validity. The instrument was also tested the usability by finding differences of students' ability on science process skills by grade levels, sexes, and city size. The results showed that the instrument was proved to be useful to discriminates the differences.

• 아동학회지
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• 제27권3호
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• pp.285-300
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• 2006

Social skills and behavior problems of 90 4- and 5-year-old children were analyzed by children's negative emotionality(sadness, anger, and fear). The instrument for measurement of social skills(cooperation, self-control, assertion, and responsibility) was the Preschool Level of the Korean Version of the Social Skills Rating System(Suh, Mee-Ock, 2004). Measures of behavior problems included internalizing(anxiety, immaturity, withdrawal, physical symptoms) and externalizing(hyperactivity, aggression) problems. Results showed that girls were higher in negative emotionality(sadness) than boys, and 5-year-olds were higher in social skills than 4-year-olds. Children with lower levels of negative emotionality were higher in social skills and lower in behavior problems than children with higher levels of negative emotionality.

• 한국과학교육학회지
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• 제15권3호
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• pp.284-290
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• 1995

This study examined the effects of the learning cycle model by learner's characteristics such as I.Q., cognitive levels, inquiry skins, cognitive style, activity, reflectiveness. To see the effects of the learning cycle model, nonequivalent control group pretest-posttest multiple treatment designs was used in the study. 99 middle school second-graders(female) were divided into two groups. One group was selected as the experimental group (n=50), the other served at the comparison group(n=49). During the eight-month period, the students in the experimental group were instructed according to the learning cycle model, while the students in the comparison group were instructed according to the traditional instruction methods. Achievement data from science achievement test were analyzed by an ANOVA technique. The results of the study are as follows : 1. Science knowledge achievement. For the lower level students of activity, the learning cycle model is superior to the traditional approaches in science knowledge achievement. 2. Science inquiry skills. For the upper level students of I.Q., cognitive levels, inquiry skills, cognitive style and reflectiveness, the learning cycle model is superior to the traditional approaches in science inquiry skills. 3. Attitudes toward science. For the lower level students of I.Q., cognitive levels, inquiry skills, cognitive style, activity and reflectiveness, the learning cycle model is superior to the traditional approaches in attitudes toward science.

• Educational Technology International
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• 제15권2호
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• pp.49-69
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• 2014

The purpose of this study was to investigate the effect of co-regulated learning on the improvement of self-regulated learning skills in collaborative learning environments. One group pretest-posttest design was used in this study. The subjects were 49 undergraduate students who enrolled in 'Educational Evaluation' course. To facilitate students' co-regulated learning activities, group worksheets were developed. Students performed collaborative tasks in group by using the group worksheets over the 6 weeks. The results showed that the difference between means of the pretest and posttest was no statistically significant. It indicates that co-regulated learning activities did not have a significant effect on the improvement of self-regulated learning skills in collaborative learning environments. However, the results of additional analysis revealed that the difference between means of the pretest and posttest in case of 19 students with low self-regulated learning level was statistically significant. On the other hand, there was no statistically significant difference between means of the pretest and posttest in case of 19 students with high self-regulated learning level. It is interpreted that co-regulated learning activities positively affected the improvement of self-regulated learning skills of students with low self-regulated learning level.

• Journal of the Korean Data and Information Science Society
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• 제24권6호
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• pp.1221-1229
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• 2013

이 연구의 목적은 교사와 가족의 상호작용이 자폐성장애 아동의 문제행동과 사회성 기술에 미치는 영향을 알아보는 것이다. 초등부에 재학하고 있는 자폐성장애 아동의 담임교사와 아동의 부모 각각 147명을 대상으로 상호작용의 수준에 따라 상호작용이 모두 높은 집단, 교사와 가족 중 한 집단이라도 상호작용이 높은 중간 집단, 상호작용이 모두 낮은 집단으로 나누어 문제행동, 사회성 기술에 미치는 영향을 분석하였다. 연구결과는 교사의 상호작용이 자폐성장애 아동의 사회성 기술과 상관관계가 있으며 통계적으로 유의한 것으로 나타났고, 교사와 가족의 상호작용이 모두 높은 집단이 중간 및 낮은 집단보다 자폐성장애 아동의 사회성 기술이 높음을 보여준다.

• 경영정보학연구
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• 제10권2호
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• pp.253-267
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• 2008

정보보호의 중요성이 확산되면서 국내 정보보호 산업의 발전과 함께 정보보호 전문인력 양성을 위한 노력이 다각도로 이루어져왔다. 특히 정보보호 인력 질적인 양성을 위해서는 보다 체계적인 정보보호 교육 시스템이 필요하다는 전제 아래, 정보보호 분야 지식 및 기술 분석에 대한 연구가 활발히 진행되어 왔다. 본 연구는 정보보호 전문인력이 갖추어야 할 지식 및 기술에 대해 정보보호 주 직무군에 따른 차이를 분석하고 있다. 먼저 문헌고찰과 전문가 조사를 통해 55개의 정보보호 분야 전문지식 및 기술을 도출하였다. 51개 조사대상 기술 및 지식에 대해 현업에 종사하고 있는 정보보호 전문인력을 대상으로 정보보호 업무를 수행하기 위해 필요한 정도와 숙련 정도를 조사하였다. 최종적으로는 정보보호 분야의 4개 주 직무군에 따른 정보보호 전문지식 및 기술에 대한 필요정도 차이를 분석하였다. 이를 통해 직무수행에 필요한 지식 및 기술을 도출하고, 수행 직무에서의 수요에 기반하여 정보보호 분야의 훈련 및 교육 체계를 수립하는 데에 기여할 수 있을 것이다.