• Journal of Technology Innovation
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• v.23 no.4
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• pp.1-31
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• 2015

Korea has continuously increased investment on R&D to improve global technology competitiveness through technology innovation. Korea's R&D expenditure as a percent of GDP is world's No. 1 as 4.15 and it accomplished 1 trillion won trade volume for 4 consecutive years. However, despite these efforts, technology balance of payment, which is an important factor that can measure nation's technology competitiveness is in a state of chronic deficit and the lowest level among OECD countries. In this paper, we studied methods to improve Korea's technology balance of payment We figured out concept and current state of technology trade and examined the importance of technology trade through making a comparison between commodity trade and technology trade. There have been studies regarding technology trade, but there was no study which tried to figure out cognition on technology trade from the point of view of companies which plays an important role in technology trade. For this, this study distinguished companies with experience in technology trade and which have not and conducted a survey to figure out cognition and current state of companies. The survey result showed noticeable difference on cognition of top decision makers between companies with experience in technology trade and which have not and there are serious shortage in department and staff which is exclusively responsible for technology trade. Also, despite their needs for education regarding technology trade, the ratio of employees who received education is below 10 % of the total respondents. This study suggested improvement methods such as reforming survey methods of technology trade statistics, enhancing social cognition, supporting to vitalize technology export, building infrastructure regarding technology trade, and opening education programs for cultivating experts based on preceding research and industry survey.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.173-184
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• 1995

The purpose of this study was to analyse the problems of 'Science Inquiry Experiment Contest(SIEC)' which was one of 8 programs of 'The 2nd Student Science Inquiry Olympic Meet(SSIOM)'. The results and conclusions of this study were as follows: 1. It needs to reconsider the role of practical work within science experiment because practical work skills form one of the mainstays in current science. But the assessment of students' laboratory skills in the contest was made little account of. It is necessary to remind of what it means to be 'good at science'. There are two aspects: knowing and doing. Both are important and, in certain respects, quite distinct. Doing science is more of a craft activity, relying more on craft skill and tacit knowledge than on the conscious application of explicit knowledge. Doing science is also divided into two aspects, 'process' and 'skill' by many science educators. 2. The report's and checklist's assessment items were overlapped. Therefore it was suggested that the checklist assessment items were set limit to the students' acts which can't be found in reports. It is important to identify those activities which produce a permanent assessable product, and those which do not. Skills connected with recording and reporting are likely to produce permanent evidence which can be evaluated after the experiment. Those connected with manipulative skills involving processes are more ephemeral and need to be assessed as they occur. The division of student's experimental skills will contribute to the accurate assess of student's scientific inquiry experimental ability. 3. There was a wide difference among the scores of one participant recorded by three evaluators. This means that there was no concrete discussion among the evaluators before the contest. Despite the items of the checklists were set by preparers of the contest experiments, the concrete discussions before the contest were necessary because students' experimental acts were very diverse. There is a variety of scientific skills. So it is necessary to assess the performance of individual students in a range of skills. But the most of the difficulties in the assessment of skills arise from the interaction between measurement and the use. To overcome the difficulties, not only must the mark needed for each skill be recorded, something which all examination groups obviously need, but also a description of the work that the student did when the skill was assessed must also be given, and not all groups need this. Fuller details must also be available for the purposes of moderation. This is a requirement for all students that there must be provision for samples of any end-product or other tangible form of evidence of candidates' work to be submitted for inspection. This is rather important if one is to be as fair as possible to students because, not only can this work be made available to moderators if necessary, but also it can be used to help in arriving at common standards among several evaluators, and in ensuring consistent standards from one evaluator over the assessment period. This need arises because there are problems associated with assessing different students on the same skill in different activities. 4. Most of the students' reports were assessed intuitively by the evaluators despite the assessment items were established concretely by preparers of the experiment. This result means that the evaluators were new to grasp the essence of the established assessment items of the experiment report and that the students' assessment scores were short of objectivity. Lastly, there are suggestions from the results and the conclusions. The students' experimental acts which were difficult to observe because they occur in a flash and which can be easily imitated should be excluded from the assessment items. Evaluators are likely to miss the time to observe the acts, and the students who are assessed later have more opportunity to practise the skill which is being assessed. It is necessary to be aware of these problems and try to reduce their influence or remove them. The skills and processes analysis has made a very useful checklist for scientific inquiry experiment assessment. But in itself it is of little value. It must be seen alongside the other vital attributes needed in the making of a good scientist, the affective aspects of commitment and confidence, the personal insights which come both through formal and informal learning, and the tacit knowledge that comes through experience, both structured and acquired in play. These four aspects must be continually interacting, in a flexible and individualistic way, throughout the scientific education of students. An increasing ability to be good at science, to be good at doing investigational practical work, will be gained through continually, successively, but often unpredictably, developing more experience, developing more insights, developing more skills, and producing more confidence and commitment.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.1
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• pp.61-72
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• 2018

In a rapidly changing environment, such as globalization, technology-based startups are attracting attention as a new growth engine that creates jobs and added value and promotes national competitiveness. At present, countries around the world recognize the development of technology-based start-up companies as a major policy task and strive to make policy efforts to revitalize start-ups and strengthen innovation capabilities of companies. Especially, in order to secure superiority in the fierce market competition, it is becoming more and more important for the growth and development of technological start-up companies that pioneer new markets and energize the economy based on original and innovative technologies. Therefore, it is necessary to study systematically and plan for survival and growth of technology start-up companies. The purpose of this study is to investigate the entrepreneurial spirit of Innovation, Entrepreneurship, Risk Sensibility and Technology Innovation Capacity, R&D ability, Technology Accumulation Capacity, Technology Innovation System, The results of this study are as follows. the effects of marketing ability on technical performance and financial performance are examined. First, the CEO 's entrepreneurial spirit has an effect on the technical performance and financial performance of the management performance. Second, the technology accumulation ability and the R & D capability have a positive effect on the technical performance. Finally, it was found that the ability to commercialize the technology commercialization capacity affects both technical performance and financial performance. The policy implications that can be gained through this are as follows. First, by strengthening cooperation between universities and research institutes, related technology entrepreneurship education programs should be upgraded so that technology entrepreneurs or preliminary entrepreneurs can capture business opportunities and secure market price competitiveness. Secondly, R & D for the purpose of start-up should be developed and marketable technology should be developed and linked to direct start-up. Third, it is necessary to activate the program to match the company with the honorary retirement manpower of large enterprises and SMEs, which have more experience in field experience than the founders.

• Journal of Korean society of Dental Hygiene
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• v.1 no.2
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• pp.227-242
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• 2001

The purpose of this study was 10 examine whether or not the dental- health education experiences of elementary school teachers have any influence on their oral-health awareness and attitude. The subjects in this study were 414 selected teachers from Seoul and North Cholla province. The instrument used by Lee Heung-su was modified into self- reporting questionnaire, and the schools where the subjects were working were visited to conduct a survey for 28 days from September 15 to October 13, 2000. For data analysis, SPSS was employed, and chi-squre, t-test and ANOVA were implemented. The findings of this study could be listed as below: 1. 184(44.4%) out of the techers investigated had ever been educated in dental health, and 230 teachers(55.6%) hadn't. 47% replied they hadn't received oral-health education for the lack of education opportunities. 2. In regard to dental-health awareness and attitude. the presence or absence of dental-health education experiences didn't make any difference to their daily toothbrushing frequency(p>0.05). The use of fluorine was significantly different between the groups(p<0.01), as 42.9% of the teachers with dental-health education experiences and 63.9% of the others with no such a experience didn't use that, 45.7% of the former group and 29.1 % of the latter accurately knew how to brush teeth, and the difference between the two was significant (p<0.01). 3. Concerning student-related dental-health awareness and attitude, the dental-health education experiences make 45.7% of the educated group and 31.7% of the uneducated group agreed to the strong need for oral examination, and the gap between the two was significant(p<0.01). 90.8% of the former group gave counsel to students on dental health, and 77.2% of the latter didn't. The gap between the two was significant as well (p<0.01). 77.2% of the educated group and 41.3% of the uneducated group offered frequent dental-health education, and the difference between the two was significant (p<0.01). 4. Their awareness of the fluorine-based toothbrushing project differed significantly by region(p<0.05), as the teachers from North Cholla province recognized it better than those from Seoul. The female teachers provided more education regarding that project, and those who were older or had more teaching experiences were more aggressive in instructing that project(p<0.01). And the married teachers took more forward attitude than the unmarried (p<0.01). By school location, the teachers from Seoul showed more active attitude than those from North Cholla province(p<0.01), and the gap between the two was significant. As to cooperation, those who were older or had more teaching experience were more cooperative, and the married teachers joined forces better than the unmarried. The gap was significant (p<0.01). 5. Concerning the awareness and attitude of the fluorine-based toothbrushing project, the educated teachers took more aggressive attitude, and the difference between the two was significant(p<0.01). The above-mentioned findings suggested that the dental-health awareness and attitude of the elementary school teachers were under a lot of influence of their oral-health education experiences, and there is a need to develop and carry out education programs for teacher.

• Journal of Distribution Science
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• v.10 no.2
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• pp.43-52
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• 2012

As experiential education services are growing, the need for proper management is increasing. Considering that adequate measures are an essential factor for achieving success in managing something, it is important for managers to use a proper system of metrics to measure the performance of experiential education services. However, in spite of this need, little research has been done to develop a valid and reliable set of metrics for assessing the quality of experiential education services. The current study aims to develop a multi-item instrument for assessing the service quality of experiential education. The specific procedure is as follows. First, we generated a pool of possible metrics based on diverse literature on service quality. We elicited possiblemetric items not only from general service quality metrics such as SERVQUAL and SERVPERF but also from educational service quality metrics such as HEdPERF and PESPERF. Second, specialist teachers in the experiential education area screened the initial metrics to boost face validity. Third, we proceeded with multiple rounds of empirical validation of those metrics. Based on this processes, we refined the metrics to determine the final metrics to be used. Fourth, we examined predictive validity by checking the well-established positive relationship between each dimension of metrics and customer satisfaction. In sum, starting with the initial pool of scale items elicited from the previous literature and purifying them empirically through the surveying method, we developed a four-dimensional systemized scale to measure the superiority of experiential education and named it "Experiential Education PERFormance" (EEPERF). Our findings indicate that students (consumers) perceive the superiority of the experiential education (EE) service in the following four dimensions: EE-empathy, EE-reliability, EE-outcome, and EE-landscape. EE-empathy is a judgment in response to the question, "How empathetically does the experiential educational service provider interact with me?" Principal measures are "How well does the service provider understand my needs?," and "How well does the service provider listen to my voice?" Next, EE-reliability is a judgment in response to the question, "How reliably does the experiential educational service provider interact with me?" Major measures are "How reliable is the schedule here?," and "How credible is the service provider?" EE-outcome is a judgmentin response to the question, "What results could I get from this experiential educational service encounter?" Representative measures are "How good is the information that I will acquire form this service encounter?," and "How useful is this service encounter in helping me develop creativity?" Finally, EE-landscape is a judgment about the physical environment. Essential measures are "How convenient is the access to the service encounter?,"and "How well managed are the facilities?" We showed the reliability and validity of the system of metrics. All four dimensions influence customer satisfaction significantly. Practitioners may use the results in planning experiential educational service programs and evaluating each service encounter. The current study isexpected to act as a stepping-stone for future scale improvement. In this case, researchers may use the experience quality paradigm that has recently arisen.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.65-92
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• 2006

The objective of this study is to conduct survey analyses of the role perception and performance of homeroom teachers in elementary schools in Seoul as well as their students' expectations for teachers' role as counsellors. The study also aims to analyze the causes behind the lackluster performance, to provide assistance in teachers' counselling and guidance activities and collect basic data for providing a plausible orientation for elementary school counselling. Research topics for achieving these study objectives are as follows. First, what is the status quo of counselling between elementary school students and teachers? Second, what is the role perception of elementary school homeroom teachers as counsellors and their current level of performance? Third, what are the differences in students' expectations for homeroom teachers' role as counsellors according to students' environmental variables such as gender and grade? Fourth, what are the discrepancies between the roles perception and performance of elementary school homeroom teachers and role expectation of students for homeroom teachers' role as counsellors? In order to answer these questions, surveys were conducted for 229 teachers and 385 students in grades 4, 5 and 6 in 11 elementary schools in Seoul, and the results were analyzed. The questionnaires used for this study were modified and supplemented according to the research objectives based on survey questions released by Gyung-Beom Lee(1989), Hak-Soo Lee(2001) and Gi-Nam Gwon(2005). Statistical analyses were peformed using the SPSS for Windows 10.0 program. The results of the study can be summarized as follows. First, most elementary school homeroom teachers were involved in counselling activities, and about half of them were providing counselling once a month or less. The classroom was the primary location of counselling, and more than half of the surveyed teachers were dissatisfied with their counselling activities. The teachers cited overwhelming teaching hours and excessive work as the factors that made counselling difficult. Second, it was revealed that most elementary school students have had experiences of anguish and most have had some form of counselling. They mostly sought counselling from their parents and friends, and the reasons behind such choices were that they were very understanding. Third, most students responded that they have had no experience of receiving counselling from their homeroom teachers. Among those with counselling experience with their homeroom teachers, most said that the counselling was helpful. The most significant reason for not receiving counselling from their homeroom teachers was that the students had no worries to talk about with their teachers. Fourth, as a result of categorizing the role of elementary school homeroom teachers as counsellors according to the areas of counselling, role perception for each area turned out to be generally high, while performance was substantially lacking. Fifth, in terms of the causes for the lackluster counselling performance, overwhelming teaching hours and excessive work were indicated for counselling areas of academic and personality issues. Sixth, the analysis of students' expectations for elementary school homeroom teachers as counsellors for counselling areas according to gender and grade revealed that there was no overall statistical significance. Seventh, from the general perspective, the level of role perception of the homeroom teachers were higher than the level of students' expectations. In conclusion, in order to enhance the teacher's role as a counsellor, there has to be a concrete perception of roles as a primary premise, calling for training sessions and programs dedicated to counseling for the teachers to take part in. Moreover, in order to alleviate the most significant causes for undermining teachers' counselling activities - overwhelming teaching hours and excessive work - there must be administrative consideration as well as provisions for effective counselling centers and dedicated school counsellors.

• Journal of Korean society of Dental Hygiene
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• v.7 no.1
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• pp.91-103
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• 2007

The purpose of this study was to pave the way for the development of oral health promotion programs for children from the low-income class. The subjects in this study were 322 children from the city of Incheon. Some of them visited local childcare centers, and the others attended six different adjacent elementary schools. Their awareness of oral health, oral health behavior and preventive-treatment experience were investigated in May 2005, and whether there were any characteristics in their visit of dental institutions was checked. Besides, whether their parents advised them to brush their teeth before turning in was examined. The findings of the study were as follows: 1. 22.0 percent of the children investigated were visiting local childcare centers, and 78.0 percent weren't. The guardians of the former group largely received high-school(50.7%) and middle-school or lower education(22.5%), and those of the latter group mostly received high-school(41.0%) and college- or higher education(35.5%)(pE0.001). The common monthly mean house-hold income of the former was one million won or less(54.9%) or ranged from 1.01 to 2.00 million won(19.7%), and the most prevalent monthly mean household income of the latter was between 2.01 and 3.50 million won(28.7%). The second most dominant monthly mean household income of the latter ranged from 1.01 to 2.00 million won(28.3%), and the third most common one was 3.50 million won or more(12.0%)(pE0.001). 2. The most prevalent daily toothbrushing frequency among the local childcare center visitors was twice(39.4%), followed by three times(19.7%). The third largest group of the visitors brushed their teeth after each meal(19.7%). The most dominant daily toothbrushing frequency among the non-users of local child care centers was twice(54.2%), followed by three times(29.1%)(pE0.01). As to the way of toothbrushing, 58.2 percent of the visitors and 74.9 percent of the non-visitors brushed their teeth by turning their toothbrush or up and down(pF0.05). 62.0 percent of the former and 74.9 percent of the latter always brushed their teeth before turning in, and whether they visited local childcare centers made a significant difference to that(pE0.05). 3. 69.7 percent of the non-visitors were always advised by their parents to do toothbrushing before turning in, and the visitors who were given the same advice all the time numbered 29.6 percent(pE0.001). 4. 56.4 percent of the visitors and 72.1 percent of the non-visitors had ever visited dental institutions over the past year. Dental hospitals and clinics were identified as the dental institutions that they visited the most, and they mostly received dental-caries treatment or had a tooth out there. 49.3 percent of the visitors and 35.1 percent of the non-visitors had ever had a toothache. 5. Sealant was experienced by 42.3 percent of the visitors and 46.2 percent of the non-visitors to prevent dental caries(pF0.05). 33.8 percent of the visitors underwent fluoride application, and that rate was higher than that of the non-visitors with the same experience that stood at 22.7 percent(pE0.05). The visitors mainly acquired knowledge on oral health through other channels that weren't specified in the questionnaire(28.2%), and the non-visitors did it mostly at dental clinics(39.0%)(pE0.001).

• Journal of Christian Education in Korea
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• v.61
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• pp.165-201
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• 2020

The purpose of this study is to explore the development of language education of Christian early childhood education by exploring the change of pre-Christian preschool teachers through the development of biblical language education activities. Interviews, surveys, action plans, and reflections of 19 Christian education students who participated in the development of bible-based language education activities for children based on the language of early childhood language, were conducted from September 3 to December 28, 2018. The data were collected through a portfolio. By analyzing the collected data, the key categories were derived and categorized. For the objectification of data analysis and interpretation, two thematic and early childhood education specialists were identified. As a result, the preparatory Christian teacher experience for the development of bible-based langage education activities for young children was categorized into cognitive change, personality change and practical change. First, through the development of bible-based early childhood language education activities, Christian pre-service early childhood teachers have brought cognitive changes as 'processes not outcomes', 'integration not separation', 'living non-curriculum' and 'meaning not effect'. In developing bible-based language education activities for young children, Christian pre-service early childhood teachers experienced a cognitive change in the 'process of language education activities' rather than the developmental achievements and results of early childhood language education. Christian pre-service early childhood teachers recognized the necessity of 'integration of listening-speaking-reading-writing', not the separation of early childhood language education. They recognized the importance of 'informal language education in kindergarten life', as well as teacher-centered formal language education. In addition, they have made a cognitive change that 'child-centered meaningful language education experience' is more important than the effectiveness of early childhood language education. Second, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers showed personality changes as 'confident teachers', 'professional teachers', and 'teachers with reflective thoughts and attitudes'. Finally, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers recognized the power of positive language and practiced it to form habits of using the right language and to link Christian education with early childhood education. Through the development of bible-based language education activities for young children, Christian pre-service early childhood teachers are equipped with the heart attitude and enthusiasm required to become true early childhood teachers for young children in unpredictable educational conditions and rapidly changing educational realities. Teacher efficacy has improved. In the future, it is expected that various teacher education programs linking Christian education and early childhood education will be continuously and systematically implemented.

• Journal of dental hygiene science
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• v.13 no.3
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• pp.304-313
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• 2013

The purpose of this study was to examine the influence of the communication competence and empathy abilities of dental hygiene students on their interpersonal relationship abilities. The subjects in this study were 578 students who majored in dental hygiene at five randomly selected colleges. Out of the colleges, three were located in North Chungcheong province, and one was located in the city of Daejeon. The other one was located in South Gyeongsang province. Data were gathered using structured questionnaires from April 1 to May 7, 2013. The major findings of the study were as follows: 1. The respondents got a mean of $3.23{\pm}0.49$, $85.80{\pm}10.12$ and $83.27{\pm}8.37$ in interpersonal relationship abilities, communication competence and empathy abilities respectively. 2. As for communication competence, empathy abilities and interpersonal relationship abilities by general characteristics, there were statistically significant differences according to age, academic year, clinical practice experience and satisfaction with major. 3. The relationship of communication competence and empathy abilities to interpersonal relationship abilities was analyzed, and interpersonal relationship abilities were found to have a strong significant positive correlation to communication competence, empathy abilities and the subfactors of the two. 4. As a result of analyzing which variables affected interpersonal relationship abilities, it's found that interpersonal relationship abilities were under the influence of age, clinical practice experience, communication competence, empathy abilities. These variables made a 57.2% prediction of interpersonal relationship abilities. The above-mentioned findings suggest that communication competence and empathy abilities exerted an influence on interpersonal relationship abilities. Therefore curriculums and educational programs should be developed in consideration of these variables to ensure the stable college lives and successful relationship building of dental hygiene students who are on the way to adulthood and will serve as health care personnels in the future.

• Journal of the Korean Society of Food Science and Nutrition
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• v.39 no.3
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• pp.383-391
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• 2010

This study was performed to investigate the food habits, eating behaviors, perception of body shape, statuses of body weight control by BMI (Body Mass Index) of 732 middle school students in Gwangju and Jeonnam. The results of this study were compared among under weight (UW), normal weight (NW), and overweight (OW) groups according to BMI levels. In the OW group, female students had low scores in eating at night only, while male students had low scores in eating at night, eating speed, and food selection. All subjects wanted more height than measured. Only male students in the UW group wanted weight loss, whereas female students in the OW and NW groups did. Higher BMI in female students resulted in more weight difference between measured and wanted. All subjects responded properly themselves in perception of body shape but the OW groups showed a big difference between their present weight and wanted weights. Higher BMI in all students corresponded to more interest in concern and experience of weight management. In the male students, the reason for weight management showed high tendency in being healthy, whereas the female students had high tendency in having a slender figure. Higher BMI in all students corresponded to bigger difference between wanted and perceived body shape. In contrast, lower BMI in all students meant more stress. Greater difference between wanted and measured weight and greater difference between wanted and perceived body shape corresponded to less satisfaction in body shape. In conclusion, compared to the NW and UW groups, the OW group had overeating habits highly linked to stress. Also the OW group didn't have desirable eating behaviors and attitudes because of their greater interest in concern and experience of weight control and stress accumulation, and finally there was difference in food habits and behaviors according to the BMI level. Therefore these results suggest that effective nutritional programs should be developed including correct body image and good dietary habits.