• Hwankyungkyoyuk
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• v.19 no.2 s.30
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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.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.3
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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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• v.7 no.10
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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.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.431-441
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• 2023

In a good class, the elements that make up the class are organically related as a system. The goal of the class is to foster the ability of students to fully understand the educational content of the subject and then apply it to their professional areas. Therefore, for ideal classes, it is necessary to design students to acquire the necessary theories and apply them practically. The question We always ask ourselves during lectures is how to effectively give large-scale lectures for students. This is also the concern of all professors in charge of large-scale lectures opened across various major fields. Now is the time to find ways to effectively give lectures on a large scale. We studied how it is most effective to design and implement various factors such as lectures, presentation and group organization, assignment, group presentation, professor's group presentation guidance, lecture materials posting, questions and answers, group presentation feedback, final report writing, and grade calculation.

• The Journal of the Korea Contents Association
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• v.22 no.7
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• pp.486-497
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• 2022

The aim of this study was to subdivide and present the units and the standards of knowledge integration in creating the students' integrated knowledge from content knowledge in college writing classes. For these, it analyzed three typical writing textbooks being used in colleges and examined the ways of presentation on forming integrated knowledge by text qualitative analysis methods. The analysis procedure and the presentation followed Creswell's spiral analysis model It is a method model which repeats the procedure from material collection and analysis to presentation circularly. This examination illustrates three dimensions of the units in forming content knowledge. Also, it suggested those should be all treated for the more systematic education: the units of the whole text, the paragraphs, and the sentences. In the next chapter, the standards and contents of knowledge integration were suggested in each process. For the process of knowledge selection, the suitability and the contradictoriness between the text materials and author's thesis were proposed as the standards and contents. For the process of organization and integration, the corresponsive integration, contradictive integration, background integration, synthetic integration were suggested. Finally the procedure knowledge such as correct expression and spelling, source indication were shown for the process of expression and citation. Furthermore, it showed, in terms of expression, the process of paraphrasing frequently practiced in writing textbooks needs to be exercised in the three dimensions including summarization, connection, and interpretation(or transformation). This result, however, calls for the further study about the subdividing processes to enhance the adequateness to writing textbooks in the level of universities and for a more refined syllabus on the systematic knowledge integration. Accordingly, it suggested the tasks mentioned above for further study.

• Hwankyungkyoyuk
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• v.10 no.2
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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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• 2006.08a
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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.

• Journal of the Korean Home Economics Association
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• v.34 no.4
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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.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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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.

• Smart Media Journal
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• v.9 no.4
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• pp.66-72
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• 2020

As the online education market expands, educational contents with various presentation methods are being developed and released. In addition, it is imperative to develop content that reflects the usability and user environment of users who use this educational content. However, for qualitative growth of contents that will support quantitative expansion of markets, existing model analysis methods are urgently needed at a time when development direction of newly developed contents is secured. In this process of content development, a typical model for setting development goals is needed, as the rules of the prototype affect the entire development process and the final development outcome. It can also provide a positive benefit that screens the issue of performance dualization between processes due to the absence of communication between a single entity or between a number of entities. In the case of AR-based educational content which is effective to secure data necessary for development by securing samples of similar categories because there are not enough ready-made samples released. Therefore, a big data statistical analysis service is needed that can easily collect data and make decisions using big data. In this paper, we would like to design analysis services that enable the selection and detection of intuitive multidimensional factors and attributes, and propose big data-based statistical analysis services that can assist cooperative activities within an organization or among many companies.