• Journal of the Korean Society for information Management
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• v.29 no.2
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• pp.71-92
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• 2012

The purpose of this study is to analyze the effects of organizational communication satisfaction of teacher librarians on the informational and educational service and to draw implications for improvement of the school libraries' educational role. According to the results of the analysis, teacher librarians have preferred informal communication by conversation and face-to-face talk with superiors or co-workers and horizontal communication during their performance. Characteristics of teacher librarians, such as career, gender and school levels, have influential effect on user education, libraryassisted instruction, reading and information literacy instruction. The more teacher librarians felt satisfaction of the informal communication, the more textbook-related reference lists are offered. Horizontal communication have a positive influence on information literacy instruction. However, teacher librarians should utilize cooperative statements, committees and councils and actively participate in those horizontal communication methods to share the vision and aims of school libraries with the larger school community. Teacher librarians also should put more efforts into developing their leadership role and marketing strategies in order to overcome the weaknesses of informal communication.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.291-304
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• 2013

Considering the change of educational environments and strategies for the future, this research attempted to develop project learning that uses various smart technologies, and integrates formal education within a school with informal learning experiences outside of the school. For effective learning, the processes of the project learning, instructional activities for each process and supporting materials were specified and developed as a learning package. The project learning program and the instructional package were applied to 18 fifth graders in an elementary school located in Seoul. The results of the pilot test were collected with observations, interviews, and assessment of learning processes and products. And then the results were analyzed in regard of 'the whole processes of project activities', 'learning materials and tools', and 'informal learning experiences'. Based on the results, some suggestions were provided for implementing the smart project learning for integrative learning experiences.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.319-343
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• 2006

The purpose of this study is to investigate how fifth and sixth graders recognize average and to find out suggestions for teaching/learning methods of average by examining which difference there is depending on the way of the word problem presentation. For the this purpose, was conducted experiment study with the way of the world problem presentation set up as experimental treatment. The conclusions drawn from the results obtained in the this study were as follows : First, since students who did not learn the regular course of average had various informal concepts already, it is needed to consider handling more various concepts of average in order to enable students to expand flexible thoughts. Second, compared with fifth and sixth graders showed a wide difference in informal concepts of average depending on the way of the word problem presentation. In expect data with given average, concepts of mean as algorithm, balance point, and mode indicated similar percentage, while in estimate average with given data, the percentage of students who showed the concept of mean was very high at 67.6%. That may be because problems related to mean in the current textbooks are items of 'estimate average with given data', so in types of 'estimate average with given data', students solve questions with mean as algorithm without considering situations of problems. This result suggests that it is necessary to diversify the way of the word problem presentation even in textbooks. Third, as a result of analyzing informal concepts of average, there was significant difference in grades. In addition, the results suggested that there would be difference in the concepts of average depending on gender or attributes of discrete quantity and continuous quantity.

• The Research Journal of the Costume Culture
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• v.24 no.6
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• pp.825-838
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• 2016

The purpose of this study was to empirically examine the effects of salespeople's self-determination, shared value; and communication satisfaction on their job satisfaction, organizational commitment, and turnover intention in a fashion company. Questionnaires were administered to 475 salespeople who worked in fashion shop at the time of the study. The data was analyzed via factor analysis, correlation analysis, and a structural equation model. The results indicated that self-determination was extracted as autonomy, competence, and relatedness. Only the relatedness of self-determination factors was positively correlated with formal and informal communication satisfaction. In addition, recognizing hared value was positively correlated with formal and informal communication satisfaction; whereas, the practice of shared value was positively correlated with formal, but not informal communication satisfaction. Formal communication satisfaction was significantly correlated with job satisfaction and organizational commitment. Conversely, informal communication satisfaction was significantly correlated with job satisfaction, but was not related to organizational commitment. Finally, job satisfaction was significantly correlated with organizational commitment and negatively correlated with turnover intention. Moreover, organizational commitment was negatively correlated with turnover intention. The implications of this research for human resources management within fashion companies are discussed in the concluding section of this paper.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.357-366
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• 2005

This Study suggests some ideas how we develop a network of content structure based on informal context and method how we decide a sequence of mathematical syllabus from those Structures. 10th grade students in the process conceptual development was observed and interviewed in 2 hour teaching and learning experiment. Three related characteristics of student's thought in structuring math. Content and sequencing it were investigated as follows : (a) the reasoning that they do reflective abstraction well(or do not well) in acquisition of conceptual knowledge. (b) the method that teacher can use resuits in (a) to organize the content structure. (c) the ways that teacher find the process knowledge in informal content structure. That is, this study investigated the way we, curriculum designer, can create well defined content structure and instructional sequence strongly based on the learners' understanding.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.316-327
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• 2001

KAIST' is the TV drama which has portrayed modem science & technology and the life of scientists & engineers for about one and half year. The purpose of this study is to appraise the drama 'KAIST' as an informal science learning. Using the interesting materials such as soccer robots, computer systems and satellites, the drama arouse students' interest and frequent watching. In general, the drama 'KAIST', as a source for informal science learning, played a positive role: it showed the image of scientists who have humane and sociable character being different from the students' image of real scientists, and changed positively the students' science-technology related attitudes, especially the attitudes towards scientists/engineers, science/technology, and the social nature of science/technology. Teachers commented that the drama 'KAIST' might arose students' interest in science, but the made-up contents and the genius-like characters could cause negative educational effects.

• Journal of Animal Science and Technology
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• v.52 no.6
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• pp.467-473
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• 2010

A total of 4,323,781 records for informal 16 primary linear descriptive traits of dairy cows in Holstein breed from 1988 to 2007 in USA were analyzed to estimate adjustment factors for lactation number and stage. While all factors in the model were highly significant (P < 0.01), major influences on linear type traits were due to lactation number and stage. The frequencies of lactation number 1 through 6 were 58.6, 22.0, 11.8, 4.8, 2.1, and 0.8%, respectively. Further, the frequencies of lactation stage were 0.7, 76.9, 15.3, 4.9, and 2.1%, respectively, for springing, early, medium, late, and dry. To adjust 16 linear traits (stature, dairy form, strength, body depth, rump width, rump angle, legs rear view, leg set, foot angle, fore udder, rear udder height, rear udder width, udder support, udder depth, and front teat placement), additive and multiplicative adjustment factors of lactation number (lactations 2 to 4) and stage (springing, medium, late and dry) were estimated with the solutions in the generalized linear model, assigning lactation 1 and stage early as base class. Additive adjustment factors of lactation number ranged from -1.23 to 2.908, while multiplicative factors ranged from 0.853 to 2.207. Further, additive and multiplicative adjustment factors for lactation stage ranged from -0.668 to 0.785, and from 0.891 to 1.154. Application of adjustment factors to 20 randomly sampled sub-data sets produced the results that additive adjustment factors for both lactation number and stage reduced more mean square of lactation number and stage over 16 linear traits than any combination of adjustments, and leaded additive adjustment factors for both lactation number and stage as a choice of methods for adjustment of informal 16 primary linear type traits collected by classifiers of AI studs.

• 한국노년학
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• v.36 no.4
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• pp.1059-1074
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• 2016

The authors aimed to understand the structural relationship among lifelong education, life satisfaction, and depression in later life. For the data analysis, 4,096 older adults aged 65 and more without anti-depression treatment were subtracted from the Korean Longitudinal Study of Ageing (KLoSA) of the year 2012. The findings include that first, older adults' non-formal and informal learning activities influence their life satisfaction positively. Second, older adults' non-formal and informal learning activities have a negative effect on their depression. Third, older adults' depression has a negative impact on their life satisfaction. Fourth, older adults' non-formal and informal learning activities decrease the degree of depression and in turn influence their life satisfaction positively, which shows depression level has a partial mediating effect. The indirect effect of informal learning was greater than that of non-formal learning. We drew practical implications based on these findings.

• Journal of the Korean School Mathematics Society
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• v.26 no.1
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• pp.21-47
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• 2023

This study examines the activity system of teaching and learning about informal statistical inference using sampling simulation, based on cultural-historical activity theory. The research explores what contradictions arise in the activity system and how the system changes as a result of these contradictions. The participants were 20 elementary school students in the 5th to 6th grades who received classes on informal statistical inference using sampling simulations. Thematic analysis was used to analyze the data. The findings show that a contradiction emerged between the rule and the object, as well as between the mediating artifact and the object. It was confirmed that visualization of empirical sampling distribution was introduced as a new artifact while resolving these contradictions. In addition, contradictions arose between the subject and the rule and between the rule and the mediating artifact. It was confirmed that an algorithm to calculate the mean of the sample means was introduced as a new rule while resolving these contradictions.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.253-266
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• 2009

This study was focused on analyzing students' informal reasoning patterns and their considerations in decision-making on socioscientific issues. This study involved 20 undergraduate students (10 biology majors and 10 non-biology majors) and showed how the two groups responded on socioscientific issues. Semi-structured interviews were conducted twice respectively based on six scenarios of gene therapy and human cloning. The result showed 93% of the total number of participants' decisions were made by rationalistic reasoning, whereas emotional reasoning was 49%, and intuitive reasoning was 27%. Students usually used two or three informal reasoning patterns together. Most of the students took more consideration on social factors. Some perceived ethical and moral implications of the issues, but they did not consider them seriously. They made their decisions depending on their own values, etc. 65% of the participants got their information on socioscientific issues from the mass media. Biology majors hardly used intuitive reasoning compared to non-biology majors. The Biology major group took into deep considerations on socioscientific issues while the non-biology major group seemed to interpret the given scenarios simply. This implied that the content knowledge was a significant factor of their decision-making. Therefore, it is necessary to develop proper science courses for non-major students to improve their decision-making on socioscientific issues. So, when we develop educational materials or programs, we should consider students' reasoning patterns, their considerations in decision-making, and their content knowledge. And because the mass media has the potential to play a key role for an effective education, we need to make a plan to make a practical application.