• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.77-92
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• 2022

Recently, digital transformation in the financial industry has been accelerated, and it has become an important task to improve the level of utilization of Internet banking by elderly consumers, who are vulnerable to Internet use. Accordingly, this study analyzed 3,101 respondents in their 60s or older from the 11th year of the Media Panel Survey to identify demographic, experiential, and psychological factors that affect the self-efficacy of elderly consumers' usage of Internet banking. The main research findings are as follows. First, gender, education, occupation, and income were identified as demographic variables. Second, the Internet shopping experience was identified as an experiential factor. Also, concerns about information security, digital literacy, and high will for problem-solving were identified as psychological factors. Third, as a result of the moderating effect analysis on whether the experiential and psychological factors have different influences according to the group divided into the 60s and 70s, the effect on self-efficacy in the usage of the Internet was classified by age. The results of this study will be able to enrich the discussions related to the intention to utilize technology among elderly consumers by empirically revealing that there are characteristics that cause differences in financial behavior even within one group called the elderly.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.93-111
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• 2022

This study started with the question of 'What innovative task should elementary and secondary school clothing life education perform in accordance with the changes in the future educational environment?' It is time to prepare for a major shift in the educational paradigm that improves the quality of life for all everyone, based on social innovations such as the 4th industrial revolution and the transition to the post-corona era. This study examined the literature for the characteristics of changes in the future educational environment from an educational perspective, and examined the curriculum focusing on the clothing life with the porpose of presenting the direction for the clothing life education. In order to carry out this study, various literature including previous studies related to clothing life education and the national curriculum from the first curriculum to the 2015 revision were analyzed. In conclusion, the direction of the clothing life education curriculum according to the changes in the future educational environment is proposed as follows: First, nurturing convergence education experts that can combine human emotion, environment, and clothing life culture to artificial intelligence(AI); second, developing a clothing life education curriculum that links software competency and practical problem-solving competency; and lastly, implementing fashion maker education using artificial intelligence(AI) and value-oriented clothing life education. In the future, it is expected that the direction of teaching/learning methods and evaluation in clothing life education curriculum is proposed, and that this educational discussion process will help establish the identity of clothing life education in school education.

• Korean Journal of Culture and Social Issue
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• v.20 no.3
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• pp.205-233
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• 2014

This study aims to identify work conflicts in Korean socio-cultural context by applying grounded theory. Survey has been conducted through in-depth interviews with 11 different employees from various occupational categories. Data collected from the survey were then analyzed based on the grounded theory of Strauss and Corbin (1998), thus resulted in a paradigm model consisting of 31 categories, 63 subcategories, and 100 concepts by open coding. Axial coding was then conducted and the results were as follows. The causal condition was the 'character of an opponent'. Contextual conditions which affect the causal condition were 'situational characteristics', 'character of an opponent', 'character of oneself', and their 'mutuality'. 'Negative feeling' was the central phenomena of work conflict and action/interaction strategies were verified to be 'avoidance', 'expression', 'effort toward solving problems' and 'increasing conflict'. Intervening conditions were 'interrelation', 'intervention', and 'group/task characteristics'. The consequences were organized as 'conflict continuance', 'personnel change' and 'positive effect'. Through selective coding, 'managing with the conflict' was derived as core-category and three different types of management were classified. Ultimately, this study shows how employees work in Korea experience the work conflicts and what kinds of socio-cultural factors have influence on the work conflicts, which can supplement previous inadequate empirical research. Also, this study can provide implications and suggestions as a fundamental integrated model for the future empirical research on work conflicts.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.359-372
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• 2009

The purpose of this study was to develop the FPHER (problem finding, prediction & discussion, hands-on & experiment, explanation & arrangement, enrichment) instructional model emphasizing the social interactions, and as applied, characteristics of verbal interactions were examined overall and with each step. For this study, this model was applied to the students in 10th grade chemistry classes in a science high school, and their group verbal interactions were recorded and analyzed. The results of this study show that most verbal interactions were classified as on-task interactions in the FPHER instructional model, where suggestions were predominant to the acceptance of opinions. There were a few interactions in the F step, and there were many suggestions relating to the solutions and lacking in confidence in the P step. There were many suggestions relating to the process and orders in the H step. Also, there were many questions, some explanation and dissatisfaction, as well as a lack of confidence in the E step. There were many high-level interactions in the R step, and mainly interactions with worksheets showing high-level problem-solving abilities. More in-depth research is needed to develop the teaching strategies that can activate student-to-student interaction and student-teacher interaction with regard to instructions, enhancing thought as counter-argument, justification or sophistication, based on the instructional model in this study.

• Journal of Intelligence and Information Systems
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• v.17 no.3
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• pp.131-146
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• 2011

It is becoming more essential than ever for office professionals to become competent in information collection/gathering and problem solving in today's global business society. In particular, office professionals do not only assist simple chores but are also forced to make decisions as quickly and efficiently as possible in problematic situations that can end in either profit or loss to their company. Since office professionals rely heavily on their tacit knowledge to solve problems that arise in everyday business situations, it is truly helpful and efficient to refer to similar business cases from the past and share or reuse such previous business knowledge for better performance results. Case-based reasoning(CBR) is a problem-solving method which utilizes previous similar cases to solve problems. Through CBR, the closest case to the current business situation can be searched and retrieved from the case or knowledge base and can be referred to for a new solution. This reduces the time and resources needed and increase success probability. The main purpose of this study is to design a system called COKRS(Case-based reasoning Office Knowledge Recommender System) and develop a prototype for it. COKRS manages cases and their meta data, accepts key words from the user and searches the casebase for the most similar past case to the input keyword, and communicates with users to collect information about the quality of the case provided and continuously apply the information to update values on the similarity table. Core concepts like system architecture, definition of a case, meta database, similarity table have been introduced, and also an algorithm to retrieve all similar cases from past work history has also been proposed. In this research, a case is best defined as a work experience in office administration. However, defining a case in office administration was not an easy task in reality. We surveyed 10 office professionals in order to get an idea of how to define a case in office administration and found out that in most cases any type of office work is to be recorded digitally and/or non-digitally. Therefore, we have defined a record or document case as for COKRS. Similarity table was composed of items of the result of job analysis for office professionals conducted in a previous research. Values between items of the similarity table were initially set to those from researchers' experiences and literature review. The results of this study could also be utilized in other areas of business for knowledge sharing wherever it is necessary and beneficial to share and learn from past experiences. We expect this research to be a reference for researchers and developers who are in this area or interested in office knowledge recommendation system based on CBR. Focus group interview(FGI) was conducted with ten administrative assistants carefully selected from various areas of business. They were given a chance to try out COKRS in an actual work setting and make some suggestions for future improvement. FGI has identified the user-interface for saving and searching cases for keywords as the most positive aspect of COKRS, and has identified the most urgently needed improvement as transforming tacit knowledge and knowhow into recorded documents more efficiently. Also, the focus group has mentioned that it is essential to secure enough support, encouragement, and reward from the company and promote positive attitude and atmosphere for knowledge sharing for everybody's benefit in the company.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.99-108
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• 2010

This study lays its purpose on examining the effects of lessons with the application of drawing tasks on changes in conception among gifted science students. The lesson with the application of drawing tasks means the lesson where students express key concepts regarding lesson subjects in drawings which are then applied to the lessons to develop conception among the learners. This study analyzed the effectiveness of lessons by comparing conception scores before and after experiments between an experiment group with the application of drawing tasks and a control group with normal lessons for the gifted in general for 8 months from March to October, 2008. In addition, the researcher examined how the effectiveness of the developed lessons show differently according to levels of meta-cognition, creative problem-solving abilities, and scientific inquiry skills among the gifted students. The results from this study are as the following. First, lessons with the application of drawing tasks were effective in changing conception among the gifted science students. It is possibly because in the process where one student compare his/her own drawings with the others' ones and discuss them, changes in conception occurred effectively among the learners. Second, it was revealed that lessons utilizing drawing tasks have equal effects on changes in conception among both student groups irrespective of their levels of meta-cognition. Accordingly the lesson for changing perceptions utilizing drawing tasks developed in this study is a program which can be applied to all gifted science students in order to change conception among them. Third, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of creative problem solving abilities. Fourth, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of scientific inquiry skills. Putting these results together, it is thought that if lessons utilizing drawing tasks are applied to gifted science students, not only their concepts would be changed effectively but also their attitudes toward science would be changed positively.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.570-585
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• 2012

The Korean national curriculum for secondary school emphasizes scientific problem solving. In line with the national curriculum, many educational studies have been conducted in relation to science education. The objects of these studies were well-defined and well-structured problems. The studies were criticized for overlooking ill-defined and ill-structured problems. Some research has dealt with problem finding in ill-structured problems, which is related to creativity. There is a need for a study of scientific problem finding process in an ill-structured problem situation, because this study will help teachers wanting to teach scientific problem-finding in an ill-structured problem situation. The objective of this study was to conduct an empirical study on the scientific problem finding process in an ill-structured problem situation. One task of scientific problem finding in an ill-structured problem situation was assigned to 92 university students; thereafter, 32 of them participated in the research through interviews. Results indicated that the scientific problem finding process depended on initial clues and tentative solutions. Initial clues were affected by students' experiences, such as major classes, films, and novels. Tentative solutions were influenced by background knowledge of the tasks. Students screened information browsed on the Internet. They applied some standards for selection, particularly emphasized reliability standards, which are supposed to be studied in other contexts. All the students used assumptions to make their problems appear probable, which could be a useful tool to articulate.

• Journal of Intelligence and Information Systems
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• v.25 no.1
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• pp.43-61
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• 2019

Development of technologies in artificial intelligence has been rapidly increasing with the Fourth Industrial Revolution, and researches related to AI have been actively conducted in a variety of fields such as autonomous vehicles, natural language processing, and robotics. These researches have been focused on solving cognitive problems such as learning and problem solving related to human intelligence from the 1950s. The field of artificial intelligence has achieved more technological advance than ever, due to recent interest in technology and research on various algorithms. The knowledge-based system is a sub-domain of artificial intelligence, and it aims to enable artificial intelligence agents to make decisions by using machine-readable and processible knowledge constructed from complex and informal human knowledge and rules in various fields. A knowledge base is used to optimize information collection, organization, and retrieval, and recently it is used with statistical artificial intelligence such as machine learning. Recently, the purpose of the knowledge base is to express, publish, and share knowledge on the web by describing and connecting web resources such as pages and data. These knowledge bases are used for intelligent processing in various fields of artificial intelligence such as question answering system of the smart speaker. However, building a useful knowledge base is a time-consuming task and still requires a lot of effort of the experts. In recent years, many kinds of research and technologies of knowledge based artificial intelligence use DBpedia that is one of the biggest knowledge base aiming to extract structured content from the various information of Wikipedia. DBpedia contains various information extracted from Wikipedia such as a title, categories, and links, but the most useful knowledge is from infobox of Wikipedia that presents a summary of some unifying aspect created by users. These knowledge are created by the mapping rule between infobox structures and DBpedia ontology schema defined in DBpedia Extraction Framework. In this way, DBpedia can expect high reliability in terms of accuracy of knowledge by using the method of generating knowledge from semi-structured infobox data created by users. However, since only about 50% of all wiki pages contain infobox in Korean Wikipedia, DBpedia has limitations in term of knowledge scalability. This paper proposes a method to extract knowledge from text documents according to the ontology schema using machine learning. In order to demonstrate the appropriateness of this method, we explain a knowledge extraction model according to the DBpedia ontology schema by learning Wikipedia infoboxes. Our knowledge extraction model consists of three steps, document classification as ontology classes, proper sentence classification to extract triples, and value selection and transformation into RDF triple structure. The structure of Wikipedia infobox are defined as infobox templates that provide standardized information across related articles, and DBpedia ontology schema can be mapped these infobox templates. Based on these mapping relations, we classify the input document according to infobox categories which means ontology classes. After determining the classification of the input document, we classify the appropriate sentence according to attributes belonging to the classification. Finally, we extract knowledge from sentences that are classified as appropriate, and we convert knowledge into a form of triples. In order to train models, we generated training data set from Wikipedia dump using a method to add BIO tags to sentences, so we trained about 200 classes and about 2,500 relations for extracting knowledge. Furthermore, we evaluated comparative experiments of CRF and Bi-LSTM-CRF for the knowledge extraction process. Through this proposed process, it is possible to utilize structured knowledge by extracting knowledge according to the ontology schema from text documents. In addition, this methodology can significantly reduce the effort of the experts to construct instances according to the ontology schema.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.163-192
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• 2009

Currently, our country operates gifted education only as a special curriculum, which results in many problems, e.g., there are few beneficiaries of gifted education, considerable time and effort are required to gifted students, and gifted students' educational needs are ignored during the operation of regular curriculum. In order to solve these problems, the present study formulates the following research questions, finding it advisable to conduct gifted education in elementary regular classrooms within the scope of the regular curriculum. A. To devise a teaching plan for the gifted students on mathematics in the elementary school regular classroom. B. To develop a learning program for the gifted students in the elementary school regular classroom. C. To apply an in-depth learning program to gifted students in mathematics and analyze the effectiveness of the program. In order to answer these questions, a teaching plan was provided for the gifted students in mathematics using a differentiating instruction type. This type was developed by researching literature reviews. Primarily, those on characteristics of gifted students in mathematics and teaching-learning models for gifted education. In order to instruct the gifted students on mathematics in the regular classrooms, an in-depth learning program was developed. The gifted students were selected through teachers' recommendation and an advanced placement test. Furthermore, the effectiveness of the gifted education in mathematics and the possibility of the differentiating teaching type in the regular classrooms were determined. The analysis was applied through an in-depth learning program of selected gifted students in mathematics. To this end, an in-depth learning program developed in the present study was applied to 6 gifted students in mathematics in one first grade class of D Elementary School located in Nowon-gu, Seoul through a 10-period instruction. Thereafter, learning outputs, math diaries, teacher's checklist, interviews, video tape recordings the instruction were collected and analyzed. Based on instruction research and data analysis stated above, the following results were obtained. First, it was possible to implement the gifted education in mathematics using a differentiating instruction type in the regular classrooms, without incurring any significant difficulty to the teachers, the gifted students, and the non-gifted students. Specifically, this instruction was effective for the gifted students in mathematics. Since the gifted students have self-directed learning capability, the teacher can teach lessons to the gifted students individually or in a group, while teaching lessons to the non-gifted students. The teacher can take time to check the learning state of the gifted students and advise them, while the non-gifted students are solving their problems. Second, an in-depth learning program connected with the regular curriculum, was developed for the gifted students, and greatly effective to their development of mathematical thinking skills and creativity. The in-depth learning program held the interest of the gifted students and stimulated their mathematical thinking. It led to the creative learning results, and positively changed their attitude toward mathematics. Third, the gifted students with the most favorable results who took both teacher's recommendation and advanced placement test were more self-directed capable and task committed. They also showed favorable results of the in-depth learning program. Based on the foregoing study results, the conclusions are as follows: First, gifted education using a differentiating instruction type can be conducted for gifted students on mathematics in the elementary regular classrooms. This type of instruction conforms to the characteristics of the gifted students in mathematics and is greatly effective. Since the gifted students in mathematics have self-directed learning capabilities and task-commitment, their mathematical thinking skills and creativity were enhanced during individual exploration and learning through an in-depth learning program in a differentiating instruction. Second, when a differentiating instruction type is implemented, beneficiaries of gifted education will be enhanced. Gifted students and their parents' satisfaction with what their children are learning at school will increase. Teachers will have a better understanding of gifted education. Third, an in-depth learning program for gifted students on mathematics in the regular classrooms, should conform with an instructing and learning model for gifted education. This program should include various and creative contents by deepening the regular curriculum. Fourth, if an in-depth learning program is applied to the gifted students on mathematics in the regular classrooms, it can enhance their gifted abilities, change their attitude toward mathematics positively, and increase their creativity.

• Journal of Korean Academy of Nursing
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• v.2 no.1
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• pp.3-33
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• 1971

Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.