• Journal of Digital Convergence
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• v.10 no.2
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• pp.63-71
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• 2012

This paper investigates efficiency analysis to IT HRD programs in the dynamic perspective. First, empirical result shows that government fund of IT research center is significantly associated with SCI thesis and the more trial goods and SW development is connected with the more patent and technology transfer. Second, ITRC program has been operated efficiently since 2000. Finally, dynamic efficiency analysis implicates that ITRC program is more efficient than other IT SoC program and foreign student support program. The reason why ITRC program is more efficient is generated not from the effect of imitation by catch-up strategy to developed HRD programs, but new operation system introducing and utilizing HRD performance system.

• Asian Journal for Public Opinion Research
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• v.7 no.4
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• pp.251-260
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• 2019

Burqa or in Arabic An-Niqab is used to cover the entire face of a woman, except the two eyes. The burqa is not obligatory according to Syafi'i madzhab, which is followed by the majority of Indonesian Muslims. In this study, researchers used a survey to develop an understanding of veiled female students' attitudes about themselves, their experience wearing a burqa, interactions with peers, and their perception of how other members of their academic community perceive them. The survey used Likert-type items. The sample in this study was 100 students from three general universities in South Kalimantan: Antasari State Islamic University, Rasyidiyah Khalidiyah Islamic College, and College of Quranic Sciences. The key findings include that 58.2% indicated a willingness to form associations with any women; 17.7% said they were happy associating only with the veiled community. A total of 13.9% said that sometimes they were told to take off their burqa when they were in the classroom. While most said they were never bullied on campus (67.1%), 19% said they were often bullied. Most (78.5%) said that they were given freedom even though there was a suggestion to open their faces when education and learning were taking place.

• Korean Medical Education Review
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• v.19 no.2
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• pp.90-100
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• 2017

The necessity of embracing selective courses in medical curriculum is increasing due to the expansion of medical knowledge and changes in the health care environment. In contrast to the abundant evidence regarding elective or selective courses during the clinical phase, articles focusing on the preclinical period are relatively scarce. This study aims to explore the development, implementation, and evaluation of newly-adopted selective courses in the first-year medical curriculum in a medical school which recently underwent a major curricular revision. First of all, the Curriculum Committee established goals and operating principles of the courses, and then the committee encouraged all participating professors to attend a related faculty development workshop after finalizing the list of courses. A survey was conducted at the end of each course for evaluation. Of the 36 courses opened in 2016, the overall satisfaction of students was $4.98{\pm}1.06$ (out of 6) and showed a strong correlation with students' previous expectations, reasoning- and participation-oriented teaching, and outcome of the courses including increased motivation. In the open-ended responses, students and professors described not only intended outcomes such as acquisition of medical knowledge and increased interest in new topics, but also unintended outcomes including positive impression for selective courses and even high satisfaction and rewarding experiences, especially from the teachers' perspective. Although long-term outcomes remain to be seen, the results of this study show the feasibility and impact of selective courses and will contribute to effective implementation in other medical schools.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.1-11
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• 2007

The purpose of this study was to investigate interaction patterns and characteristics of small group discussions during elementary school science classes. Four heterogeneous groups were formed according to preferences and non-preferences, consisting of male and female students. Verbal interactions during small group discussions were audio and videotaped, transcribed and analyzed. The interaction frequency of each group was compared in terms of their cognitive and affective aspects. The results in terms of the cognitive aspect showed that there were no significant differences in the frequency of interaction between preference and non-preference groups' verbal behaviors. However, the quality of interaction was superior and the number of high level types of interaction were more frequent in the preference group. From the affective perspective, both groups of students exhibited a positive attitude in the preference group and a negative attitude in the non-preference group. The differences of interaction between the male and female student's groups were that in the case of the female group, the frequency and the quality of interaction was higher. Moreover, in contrast to male students, female students revealed satisfaction and favorable attitudes in their non-preference group because they felt more a acceptable atmosphere and attitude in that group. These results suggest that the interactions of the preference group are more interactive and elaborate in nature than those of the non-preference group.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.313-330
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• 2015

The classification is an important activity that is directly related to concept formation. Thus it will need to be made meaningful learning to classification through learner-centered teaching. But we doubts weather teaching and learning to the classification are reflected in the constructivist philosophy of 'learner-centered' well or not. The purpose of this study was to analyze critically the content of elementary textbooks and guidebook for teachers relating to the classification of angles and triangles in terms of constructivism. As a result, there is a problem in the classification of angles that are not provided a reasonable chance to set criteria by agreement of the communities. There is a problem in the classification of triangles that has the characteristics of radical development in terms of diversity. In addition, response of students was predicted like anyone who already acquired knowledge. And it has the shortcomings that the opportunity to have a choice and a discussion to hierarchical and partition classification are not provided. The followings are proposed based on such features; faithful reflection of 'Learner-centered' principle, careful prediction of student response, teaching that focus on process than results.

• Human Ecology Research
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• v.54 no.4
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• pp.365-384
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• 2016

The purpose of this research is to apprehend what the power of professional learning community (PLC) to make home economics teachers participate is and how PLC activity contributes to reflective practice and change of participating home economics teachers by experiencing reflective practices. For this, self-reflective action research of Kemmis and McTaggart was conducted. Six home economics teachers participated voluntarily and totally 18 PLC sessions from May 31, 2013 to May 19, 2014 were held. Two themes of 'looking in classes' as a main practice theme and 'designing classes together' as a supporting theme were carried. Findings and conclusions of this study are as following. First, participants of PLC to get data and information on teaching and to solve problems with fellow teachers for better classes at first. However, they have become to comfort and sympathize each other about difficulties in school as home economics teachers. Second, through the PLC activity, they found they had uncomfortable belief about teaching and tried to practice solutions by critical and reflective thinking. Third, they put efforts in finding alternative framework of looking inside their classes for the fundamental improvement in teaching. For this, they formulated questionnaire to describe their own reflective practice through the alternative framework from a critical perspective in teaching, a view of student's learning, and a teacher's inner view for improvement of practice. Fourth, PLC activity for a year allowed them to combine theory and reality though reflective process by designing classes together and reflectively practicing them in classes.

• The Mathematical Education
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• v.56 no.1
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• pp.101-118
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• 2017

In this article we study a reconstruction of mathematical knowledge on trigonometry by the method of ascent from the abstract to the concrete from the pedagogical viewpoint of dialectic. The direction of education is shifting in a way that emphasizes the active constitution of knowledge by the learning subjects from the perspective that knowledge is transferred from the teacher to the student. In mathematics education, active discussions on the construction of mathematical knowledge by learners have been going on since the late 1990s. In Korea, concepts and aspects of constructivism such as operational constructivism, radical constructivism, and social constructivism were introduced. However, examples of practical construction according to the direction of construction of mathematical knowledge are very hard to find. In this study, we discuss the direction of the actual construction of mathematical knowledge and suggest a concrete example of the actual construction of trigonometry knowledge from a constructivist point of view. In particular, we discuss the process of the construction of theoretical knowledge, the ascent from the abstract to the concrete, based on the literature study from the pedagogical viewpoint of dialectic, and show how to construct the mathematical knowledge on trigonometry by the method of ascent from the abstract to the concrete. Through this study, it is expected to introduce the new direction and new method of knowledge construction as 'the ascent from the abstract to the concrete', and to present the possibility of applying dialectic concepts to mathematics education.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.137-146
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• 2011

Edward de Bono's six thinking hats is effective to increase the excellence of the thinking and cultivate divergent thinking. In particular, this method is effective in finding a reasonable solution through analyzing issue from a variety of perspective. In this paper, we developed the system for an effective debate learning that student's own ideas based on six thinking hats are shared and expressed in speech and images through Android devices sensors. We analyzed the tools and guidelines by making design structural model for system design. The developed system was evaluated by the teacher through demonstration and practice and we analyzed through evaluation results the effectiveness and the improvement of the system. The evaluation results were analysed that the developed system is more effective improve motivation and debate ability than web based debate learning system.

• Journal of the Korean Chemical Society
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• v.61 no.5
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• pp.277-285
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• 2017

The purpose of this study is to investigate the perspective of pre-service chemistry teachers on the learning situations of visually impaired students through scientific inquiry in a darkroom and to propose a teaching and learning method for students with visual impairments. Twenty-one pre-service chemistry teachers from college of education in Gyeongbuk were encouraged to explore individually hands-on model for the molecular structure of ice freely, and had a discussion with a one of the researchers during the activity. All the conversation and discussion were audio-taped and transcribed for analysis. As a result, pre-service chemistry teachers realized that learning situation of the visually impaired students was quite different with their perception while exploring and figuring out hands-on model of the molecular structure of ice in the darkroom. They already learned and could see this model by themselves but also recognized that visually impaired students had inconvenience and difficulty in learning science concepts. Based on these reflections, some pre-service chemistry teachers suggested directions for modification to fit visually impaired students' needs more.

• Journal of the Korean Society of Clothing and Textiles
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• v.34 no.12
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• pp.1980-1991
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• 2010

This study proposes the O P E N Triad framework as a future set of tools and perspectives for individual members and institutes to further their professional and academic potential as well as prospect and vitalize the future of the Korean Clothing and Textiles discipline through a global perspective. The millennial generation desires On-demand, Personal, Engaging, and Networked (O P E N) experiences effecting cultural change for creative and influential interaction in transactions, communication, and education. O P E N Individuals offers a WebSphere model as a holistic learning system that has a synergizing value of education across academic courses, industries, and cultures. Through a digitalized and virtualized class, it complements relevant technologies already familiar to the student population. By employing environmental scanning approaches, the most influential and viable future global issues related to the clothing and textiles discipline are identified and dialogued within O P E N Institutes. For future clothing and textiles institutes, this scanning allows them to be open to new ideas, to focus on inter-engagements, to collaborate among individuals, to associate as a part of web of people, organizations, and ideas, to personalize an institutes curricula, and to dialogue generative knowledge. O P E N Industries reveals three dominant future issues that cross academia and industry, sustainability, supply chain management, and social networking. In-depth interviews with U.S. industry experts identified interdependent gaps in global consumer experience practices and suggested the following gaps as future research areas: a standardized business model to the entrepreneurial model, strategic management to a sustainable competitive advantage, standardized to differentiated products, services and operations, market segmentation to global consumer clusters, business-driven marketplaces to consumer-engaged marketspaces, and excellent services to optimal experience. This O P E N Triad framework empowers millennial students, universities, and industries to anticipate and prepare for a radically changing world.