• 한국환경교육학회지:환경교육
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• 제19권2호
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• pp.133-146
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• 2006

The purpose of this study was to examine how environmental education teachers think about environmental teaching materials of their use in primary and secondary schools. For this purpose, six primary and secondary school teachers were selected for focus group discussion on October 17th, 2005. The discussion of focus group was recorded both on video and audio tapes. Teachers' discussion could be analyzed in the perspectives of two big ideas, 'content selection' and 'content organization and presentation'. The big ideas were categorized into several areas: 1) The idea of 'content selection' was classified into 4 areas such as integration, difficulty level, locality, and timeliness, 2) The idea of 'content organization and presentation' was classified into 4 areas such as learning motivation, teaching and teaming strategy, evaluation method, application of teaching materials. This study provided meaningful ideas, which can be used in developing environmental education materials as well as effective teaching and teaming strategies for school environmental educators.

• 수산해양교육연구
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• 제19권3호
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• pp.457-466
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• 2007

This study is to analyze literacy textbooks for adult learners developed by adult literacy education institutes. In the study, six different kinds of literacy textbooks are collected and analyzed on the basis of five evaluation criteria.: unit organization, presentation way of Hangeul, type of content, level of content, and degree of subject integration. The results of literacy textbook analysis are as follows. First, literacy textbooks carry different forms of unit organization in different textbooks. Most textbooks are composed of lessons, without a hierarchical organization of lessons, whereas some textbooks carry a hierarchical structure of 'unit + lessons'. Second, Hangeul is mostly presented in the form of reading and writing and literacy textbooks tend to present Hangeul as constructing letter through combining vowels and consonants rather than as whole language. Third, literacy textbooks contain life-adjustment situations which would help adult learners to lead everyday lives more efficiently. Fourth, literacy textbooks carry different levels of educational content, ranging from 'basic Hangeul' through 'expanded content' to high level of Hangeul writing. Fifth, literacy textbooks appear to integrate educational content from different subjects in order to provide more relevant content for adult learners.

• The Journal of Asian Finance, Economics and Business
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• 제7권10호
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• pp.717-728
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• 2020

The objective of this study is to explore the whole process of fraud risk management strategies that should be implemented by the organizations. Secondly, this study discusses the governance issues that arise at each stage of the process. For the purpose of this study, a content analysis of previous literatures is used as a technique for gathering data. This process usually involves codifying qualitative and quantitative information into pre-defined categories in order to derive patterns in the presentation and reporting of information. Based on our content analysis, we found that the fraud risk management process should be made of at least five stages which are inculcating the culture of managing risks in an organization, identifying the risks, evaluating the risks, determining preventive actions and implementing and reviewing stages. Our extended analysis of the fraud risk management process finds that a lot of governance issues arise in the fraud risk management process that should be solved by regulators and companies in order to ensure that fraud risk management process is embedded as corporate culture, not merely as a process. Among them are how to create the risk culture in an organization and whether auditors and risk management committees identify risks from each available source.

• 문화기술의 융합
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• 제9권5호
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• pp.431-441
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• 2023

좋은 수업은 수업을 구성하는 요소들이 하나의 체제로서 유기적 연관성을 갖는다. 수업의 목표는 학생들이 해당 과목의 교육내용을 충분히 이해한 뒤 이를 실제로 자신의 전문영역에 적용할 수 있는 능력을 함양하는 것이다. 따라서 이상적인 수업을 위해서는 학생들이 필요한 이론을 습득함과 동시에 이를 실질적으로 적용하도록 설계하는것이 필요하다. 우리는 수업을 진행하면서 늘 스스로 질문하기를 어떻게 하면 학생들을 위한 대단위 수업을 효과적으로 할 수 있을까를 연구한다. 이는 여러 전공 분야에 걸쳐 개설된 대단위 수업을 담당하는 많은 교수들의 고민이기도하다. 우리는 이렇게 대단위 수업을 효과적으로 할 수 있는 방안을 모색할 필요가 있는 시점에서 강의, 발제 및 조편성, 과제 부과, 조별 발표, 교수의 조별 발표지도, 강의 자료의 게시, 질문과 답변, 조별 발제에 대한 학생들의 피드백, 기말보고서 작성, 성적산출방식과 같은 다양한 요소들을 어떻게 설계하고 실행하는 것이 가장 효과적인지 연구하였다.

• 한국콘텐츠학회논문지
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• 제22권7호
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• pp.486-497
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• 2022

본 연구의 목적은 대학 글쓰기 수업에서 내용지식으로부터 학생의 통합지식을 구성함에 있어 지식통합의 단위와 기준을 세분화하여 제시하는 것이다. 이를 위하여 전형성 있는 대학 글쓰기 교재 세 권을 분석하고 내용지식의 구성에 대한 제시방법을 텍스트 질적 분석방법을 통해 살폈다. 분석 절차와 제시방법은 Creswell의 질적 연구에서의 나선형 분석 모델을 따랐다. 이는 자료 수집부터 분석, 제시까지 순환적으로 반복되는 자료 분석 방법이다. 이를 통해 내용지식 구성단위에는 글 전체 단위, 단락 단위, 문장 단위의 세 가지 차원이 있음을 발견하였다. 또한 내용지식 구성의 체계화된 교육을 위해서 이 세 가지 단위 차원을 모두 다루는 것이 바람직함을 제시하였다. 다음으로 지식통합의 과정별 기준과 교육내용을 제안하였다. 지식의 선별 과정에서는 논지와의 적합성과 보충성의 기준을, 지식의 조직과 통합과정에서는 통일적 통합, 모순적 통합, 배경적 통합, 종합적 통합 등의 기준과 내용을, 지식의 표현과 인용 과정에서는 정확한 표현과 표기법, 출처표시 등의 절차 지식을 제안하였다. 나아가 표현의 차원에서 일반 글쓰기 교재에서 빈번하게 연습되는 '바꿔 말하기' 과정도 '요약, 연계, 해석과 변용'이라는 세 가지 차원에서 연습될 필요가 있음을 제안하였다. 그러나 이러한 결과는 몇 차례 더 세분화의 과정을 거쳐야 대학 수준의 글쓰기 교재에 활용하기 적합하고 체계화된 지식통합의 요목들을 정련할 수 있을 것으로 보이며 이를 추후 연구의 과제로 남긴다.

• 한국환경교육학회지:환경교육
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• 제10권2호
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• pp.133-144
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• 1997

Environmental education in Korea has been emphasized since the Fourth National Curriculum. The Environment curriculum became independent as 'Environment' for middle school and 'Environmental Science' for high school were set as independent subjects upon the Sixth National Curriculum of Korea. And the Enviroment Textbook for middle school was published by the Ministry of Education of Korea. The purpose of this study is to analyze environment textbook for middle school focusing on the organization, the format, questions and illustrations. It was expected that the results of this study could be used by Environment textbook developers. According to the analysis of 'Environment',on the organization, the textbook was consisted of 219 pages and 22 units. A unit was consisted of many subunits and activities. On the content of the textbook, the objectives of subunits stressed more on explanation form than on exemplification form. On the questions, most of them were in <activities> and the objectives of questions stressed on the presentation of the contents. The specific aspect referring results, cause, and judgement, etc. were vary rarely checked. The questions seemed as good, because questions were mostly pertinent to the what to ask, and had a good connection to the main text. By the analysis of illustration, illustrations were mostly functioned as supportive and rarely as decorative, Most of them were photographs and printed all in black-and-white pictures.

• 한국정보디스플레이학회:학술대회논문집
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• 한국정보디스플레이학회 2006년도 6th International Meeting on Information Display
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• pp.529-529
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• 2006

Several laboratories worldwide have demonstrated the feasibility of producing amorphous silicon thin film transistor (TFT) arrays at temperatures that are sufficiently low to be compatible with flexible foils such as stainless steel or high temperature polyester. These arrays can be used to fabricate flexible high information content display prototypes using a variety of different display technologies. However, several questions must be addressed before this technology can be used for the economic commercial production of displays. These include process optimization and scale-up to address intrinsic electrical instabilities exhibited by these kinds of transistor device, and the development of appropriate techniques for the handling of flexible substrate materials with large coefficients of thermal expansion. The Flexible Display Center at Arizona State University was established in 2004 as a collaboration among industry, a number of Universities, and US Government research laboratories to focus on these issues. The goal of the FDC is to investigate the manufacturing of flexible TFT technology in order to accelerate the commercialization of flexible displays. This presentation will give a brief outline of the FDC's organization and capabilities, and review the status of efforts to fabricate amorphous silicon TFT arrays on flexible foils using a low temperature process. Together with industrial partners, these arrays are being integrated with cholesteric liquid crystal panels, electrophoretic inks, or organic electroluminescent devices to make flexible display prototypes. In addition to an overview of device stability issues, the presentation will include a discussion of challenges peculiar to the use of flexible substrates. A technique has been developed for temporarily bonding flexible substrates to rigid carrier plates so that they may be processed using conventional flat panel display manufacturing equipment. In addition, custom photolithographic equipment has been developed which permits the dynamic compensation of substrate distortions which accumulate at various process steps.

• 대한가정학회지
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• 제34권4호
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• pp.327-343
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• 1996

The objective of this study were 1) to determine the stages of concern of HE teachers about the practical problem-based curriculum approach, as illustrated by the Ohio's Work and Family Life Curriculum (W&FLC); 2) to determine the relationships between home economics (HE) teacher's stages of concern about W&FLC and personal and professional characteristics of HE teachers; and 3) to determine aspects of interest about the practical problem-based curriculum approach, such as the Ohio W&FLC. Respondents in this study were 225 HE teachers. The data were collected during the in-service teacher training sessions after presentation about W&FLC. Concerns Based Adoption Model (CBAM) was modified to provide a conceptual framework for this study. Frequencies, SD, mean, mode, range were used to determine the stages of concern of HE teachers. To determine the relationships between stages of concerns and personal and professional characteristics of HE teachers, coefficient of Chi-Square contingency tables was used. Content analysis was used to determine aspects of interest about the practical problem-bsed curriculum approach, such as W&FLC. The median of the stages of HE teachers' concerns about W&FLC was Stage 1, Information Stage. About 60% of HE teachers were interested in learning more details about W&FLC. Chi-square revealed no statistically significant relationships between stages of concerns about W&FLC and characteristics of HE teachers. Content analysis was used to determine aspects of interest about W&FLC of HE teachers. Nine categories were found: content, teaching strategies, implementation of the curriculum, philosophical framework, how to adopt W&FLC, resource materials, students' outcomes, in-service teacher training, and HE teacher organization. The majority of HE teachers were interested in relationships with family and others, resource management, family relationships, personal development, communication skill, family life, creating a self-identity, life planning, roles of family members, homemaking management, child care, and parenting.

• 한국초등과학교육학회지:초등과학교육
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• 제24권2호
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• pp.160-173
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• 2005

In this study, we had tried to present a plan for improving the actual conditions of practical utilization of teaching material for 6th grade science developed by Ministry of Education & Human Resources Development and distributed to all elementary schools in Korea. Also we presented ways of better utilization of the teaching material after investigating the actual conditions of practical utilization. A survey was made to investigate and collect all data in the major metropolitan cities, the Kangwon, Chungcheong, Honam, and Kyeongsang area, respectively. We surveyed 316 6th grader teachers to investigate the actual conditions of distribution and utilization of teaching material as a general research. In addition, we surveyed 46 teachers to investigate the organization and content of teaching material as a particular research. The results are as follows. First, the teaching material was not approximately transmitted and kept to 6th grader teachers. Second, the utilization guide was not made. Third, it was reported that the thematic divisions of teaching material was a strong point, but the less detailed experiment manual was a weak point. Fourth, the consideration of content difficulties and simplicity was necessary to improve the material. Fifth, additional items should be included in the introductory presentation, convenience of reorganization, activity material causing learning interest, guidance of substitution experiment, and more concrete notice of experiment activity. Finally, there were positive responses of more than 4.0 point of Likert scale (1 to 5 point scale) in detail investigations of thematic items, which could have possibility that the teaching material was helpful to elementary school science field.

• 스마트미디어저널
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• 제9권4호
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• pp.66-72
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• 2020

온라인 교육시장이 확대됨에 따라 다양한 교육용 콘텐츠들이 출시되어지고 이를 사용하는 사용자들의 사용성과 사용자환경이 반영될 수 있는 콘텐츠 개발 방법이 연구되고 있다. 시장의 양적 확대를 뒷받침할 콘텐츠의 질적 성장을 위해서는 새로이 개발되지는 콘텐츠의 개발 방향성 확보 시점에서 기존 출시 모형에 대한 빠른 분석이 매우 중요하다. 하지만 콘텐츠 개발과정에서 개발 목표 설정에 필요한 전형적 모델의 추출과정을 직관적으로 협의할 수 있는 툴의 부재로 제작시안을 기준으로 한 반복적 업무 회귀가 개발공정에 필요한 많은 인력과 시간을 낭비하게 한다. 통계를 이용한 자료원 검증툴은 개발 전 과정과 최종 개발 결과에 영향을 주는 프로토타입의 선정 시 협력 업무를 수행하는 단일기업 내 또는 다수의 기업 간 소통의 부재로 인한 성과 이원화 문제를 공정 간에 스크린해주는 긍정적 효익으로 작용할 수 있다. 본 연구는 시료가 충분치 않은 AR기반 교육용 콘텐츠의 개발과정에 적용할 후속 현장실험 적용 통계서비스모델을 설계하는 것으로써 유사 범주의 시료 확보를 통해 개발에 필요한 데이터를 확보하는 것이 적정하여 빅데이터를 이용한 자료의 취합과 의사결정이 프로세스를 기준으로 진행되었다. 이번 연구에서 제시되는 데이터 통계분석서비스 기본 모형은 직관적인 다차원 요인과 속성의 선택과 검출이 가능한 구조로 설계하였으며 후속 현장형 실험연구와 연계하여 조직 내 또는 다수 기업 간 협력활동에 조력이 가능한 온라인 기반 데이터 통계분석서비스로 제안하고자 한다.