• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.371-387
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• 2016

Learning at the elbow of scientist is a well-known educational approach to improve students' understanding of science and scientific practice. This study, in the perspective of legitimate peripheral participation in a community of practice, explores how students' scientific practice and perception could be shifted through R&E program with the development of participation. Data from participant observation for 18 months and in-depth interviews were analyzed based on constant comparative method to extract common characteristics of students' participation and major shifts in their scientific practices and perceptions. Students' development of participation was categorized into three stages: legitimate, peripheral, and full participation. In the stage of peripheral participation, students perceived themselves as mere students and showed passive engagement. They just followed the directions of researchers and didn't know what they should be doing. But through continuous participation, students showed enhanced engagement like voluntary article reading, role assignments, and establishing norms in a community of practice with the reference of scientists'. In this stage of transitional participation, students also showed a deepened perception on everyday life of scientist and the community of scientist. And finally in the stage of full participation, students showed responsibility and ownership on research and continuous efforts to refine their research. They recognized themselves as beginning scientists. With these findings, this paper highlighted the dynamic processes of students' development of scientific practices and identity through R&E participation. It also suggests implications for research programs for education, especially for students who have already articulated a science-related career but still have only foggy notions about science.

• Journal of Science Education
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• v.46 no.2
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• pp.195-211
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• 2022

In this study, we explored the meaning of astronomical observation activities of five earth science teachers through in-depth interviews. Semi-structured interviews were conducted after providing a questionnaire based on Seidman's three-step process of interview. By analyzing the interview transcript, the educational implications inherent in astronomical observation activities were extracted. Teachers have constructed systematic basis of observation and astronomy in the observational astronomy and laboratory class during their course in the teacher education institute. After they became in-service teachers, practical know-hows of astronomical observation activities in schools were developed with the help of colleagues. By designing and executing astronomical observation activities for students, teachers notice positive changes in the cognitive domain, affective domain, and career perception of the students. Hence, teachers consider that astronomical observation activities have great educational effects. In addition, astronomical activities appear to be very rewarding and satisfying experiences to teachers, by providing opportunities for having pride as an earth science teacher. However, teachers tend to find difficulties in operating astronomical observation activities in fields, due to both internal and external obstacles. It is found that the removal of internal obstacles is more important for teachers to attempt or to continue astronomical observation activities. In this sense, it is necessary to support teachers by providing timely training courses with related content, as well as opportunities to share their experiences within a peer group such as teachers' research society.

• Korean Security Journal
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• no.33
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• pp.51-80
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• 2012

This study is to summarize main contents which was mentioned by Beomseok Kim' doctoral dissertation. The purpose of this study focuses on presenting the outplacement countermeasure and retention level examination analysis about outplacement competency of special security government official through implement of questionnaire method. The questionnaire for retention level examination including four groups of outplacement competency and twenty subcategories was implemented in the object of six hundered persons relevant to outplacement more than forty age and five grade administration official of special security government officials, who have outplacement experiences as outplacement successors, outplacement losers, and outplacement expectants, in order to achieve this research purpose effectively. The questionnaire examination items are four groups of outplacement competency and twenty subcategories which are the group of knowledge competency & four subcategories including expert knowledge, outplacement knowledge, self comprehension, and organization comprehension, the group of skill competency & nine subcategories including job skill competency, job performance skill, problem-solving skill, reforming skill, communication skill, organization management skill, crisis management skill, career development skill, and human network application skill, the group of attitude-emotion competency & seven subcategories including positive attitude, active attitude, responsibility, professionalism, devoting-sacrificing attitude, affinity, and self-controlling ability, and the group of value-ethics competency & two subcategories including ethical consciousness and morality. The respondents highly regard twenty-two outplacement competency and they consider themselves well-qualified for the subcategories valued over 4.0 such as the professional knowledge, active attitude, responsibility, ethics and morality while they mark the other subcategories below average still need to be improved. Thus, the following is suggestions for successful outplacement. First, individual effort is essential to strengthen their capabilities based on accurate self evaluation, for which the awareness and concept need to be redefined to help them face up to the reality by readjusting career goal to a realistic level. Second, active career development plan to improve shortcoming in terms of outplacement competency is required. Third, it is necessary to establish the infrastructure related to outplacement training such as ON-OFF Line training system and facilities for learning to reinforce user-oriented outplacement training as a regular training course before during after the retirement.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.717-733
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• 2021

This study is aimed to provide basic data to set the direction of polar literacy education and to raise awareness of the importance of polar research. Elementary, middle, and high school students' perception of the polar region was examined in terms of current status of polar information, impression regarding polar regions, and awareness of related issues. The study included 975 students from nine elementary, middle, and high schools, who responded to 16 questions, including close-ended and open-ended items. The results suggest that students had more experiences regarding the polar region on audiovisual media, but relatively limited learning experiences in school education. The impression they had of the polar region was confined to the monotonous image of a polar bear in crisis, following the melting of the glacier due to global warming. The students formed powerful images by combining scenes they saw in audiovisual media with emotions. In terms of recognizing problems in the polar region, the students were generally interested in creatures, natural environment, and climate change, but their interests varied depending on their school level and their own career path. The students highly valued the scientist's status as agents to address the problems facing the region, and gave priority to global citizenship values rather than practical standards. Based on the results, we suggest the following: introducing and systematizing content focusing on the polar region in the school curriculum, providing a differentiated learning experience through cooperation between scientists and educators, establishing polar literacy based on concepts that are relevant to various subjects, earth system-centered learning approach, setting the direction for follow-up studies and the need for science education that incorporates diverse values.

• Journal of dental hygiene science
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• v.7 no.4
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• pp.251-256
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• 2007

The purpose of this study was to examine what induced dental hygienists to take up another employment and whether their job satisfaction had anything to do with it in an attempt to help curtail their turnover rate. The subjects in this study were approximately 200 dental hygienists who worked in dental institutions. A survey was conducted from July 24 through September 24, 2006, by using structured, self-administered questionnaires. For data analysis, SPSS 11.5 program was employed to see if their turnover experience was linked to their general characteristics, why they took up another employment, how long they wanted to do that and how their job satisfaction was related to that. The findings of the study were as follows: 1. In regard to turnover experience by age, marital status and career, those who had ever changed their employment accounted for 36.2 percent of the age group from 24 to 26, 83.0 percent of the unmarried ones and 50.0 percent of those whose career was less than one to three years (p < 0.001). By monthly mean income, 50.0 percent of the dental hygienists whose monthly mean income ranged from 1.0 to 1.29 million won had that experience(p < 0.05). The gap between these groups and the others was statistically significant. 2. As for the reason of turnover, working environments were cited most often(28.1%), followed by possibilities(18.0%), relationship with supervisors and colleagues(12.4%), and compensation(4.5%). 3. Concerning a preferred new workplace, 66.2 percent of the dental hygienists who worked in dentist's offices hoped to be newly hired by public dental clinics(p < 0.001). By education, 64.3 percent of the college-educated dental hygienists wanted to work at public dental clinics as well(p < 0.01). 4. The change of employment was under the greatest influence of the possibilities of workplace, followed by workload, pay and relationship with colleagues. All the factors had a negative impact on their turnover. Those who were less satisfied sought new employment more often, and job satisfaction made a statistically significant difference to that. The job satisfaction factors made a prediction of their turnover intention ($R^2=.254$).

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.4
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• pp.125-139
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• 2012

This paper aims to analyze the employment of graduates majoring in Library and Information Science(LIS) in K University, to identify problems in the employment of those graduates, and to propose approaches to improve employment. Among 178 graduates getting a job for five years from August 2006 to February 2011, 65% of them was employed, 32% was not employed, and 3% continued further study, The 116 graduates employed were analyzed. The results revealed that 40% are full-time employees and 60% are part-time workers. For workplace types, 29% worked in general companies and 16% worked in public libraries. 10% worked in school libraries and college libraries. Those who worked in administrative divisions in colleges or schools comprised 9%. Those who worked in public organizations and publishing companies/bookstores were 6% each. 5% worked in specialized libraries. In the case of duties, 38% were librarians. 30% were engaged in office work. Those in sales/administration were 7%. Tellers/salesperson comprised 7%. 5% worked as teaching assistants and 3% worked in the web or in IT related businesses. Those who worked in private institutes and product planning/design comprised 2% each. Teacher librarians, day care center teachers, secretaries, company newsletter reporters, soldiers and self-employed workers were 1% for each. As a result, the major congruence was around 40%. For the career which the (56) unemployed desired, 57% prepared themselves for employment and 21% prepared for Civil Service Examination. Those who prepared for teacher recruit examination and who weren't confirmed were 11% for each. The problems identified were high unemployment to 32%, higher employment as part-time workers than full-time workers, and major congruence of just around 40%. As the results, the study proposes that the national and local authorities should actively create jobs, make the students majoring in LIS have the opportunity to understand and experience jobs related to information science, develop jobs related to LIS on the academic level and provide guidance to graduates.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1019-1030
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• 2015

This study examined the development of a teacher's teaching practice and identified argumentation-specific pedagogical content knowledge (PCK) and the influence of the argumentation-specific PCK on teaching practice in an argumentation classroom. The teacher has a Ph.D degree in science education, a 19-year teaching career, and no experience in instructing in an argumentation classroom. The developed program consists of nine lessons regarding photosynthesis for 7th graders. The teacher participated in a collaborative reflection with researchers after each lesson once a week and five times in total, which lasted for thirty minutes. All of the lessons were video- and audio-recorded and the transcript of lessons and collaborative reflection, pre- and post-survey related to argumentation, and researchers' journals were analyzed. Analysis of the data showed that the teacher emphasized group interaction showing utterances of listening, evaluating arguments, counter-arguing/debating, and reflecting on argument process after the fourth lesson although the teacher focused on individual argumentation showing utterances of talking, knowing meaning of argument, and justifying with evidence in the first three lessons. Also, the argumentation-specific PCK, which was identified with the understanding of students, nature of argumentation and argumentation task strategy, also influenced the development of teaching practice. The teacher comprehended the students' challenges in argumentation, developed her understanding of the nature of argumentation from an individual plane to social plane, and demonstrated a deep understanding of the task strategy by voluntarily joining in modifying the argumentation tasks.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.1-13
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• 2011

The purpose of this research is to investigate ways to introduce mentoring system to support beginning and experienced teachers for their professional development. As an alternative to existing teacher training programs, we planned and implemented a mentoring system to examine its effects in developing professionalism among teachers-in-need, and those who have not met the teacher's evaluation standards. Mentoring is defined as being concerned with promoting the 'development of an individual to his/her full potential,' both professionally and personally. It is linked with professional and career development, and is somewhat characterized by an 'expert-novice' relationship. The mentoring system in science features group mentoring, where 3 prot$\'{e}$g$\'{e}$-mentor teams gathered together for instructional consulting using their videotaped classroom teaching. Through video-based discussions, teachers could share reflective experiences through collaborative investigations based on evidences revealed in classroom teaching videos. Using open-ended interviews with the teachers and video-based discussions, we extracted needs and goals of mentoring, the need of mentoring system to support beginning teachers, and the requirement of mentor quality in light of mentor's expected roles. Conclusions and recommendations related to teachers' mentoring and for the government's development of mentoring system are discussed.

• 대한공업교육학회지
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• v.38 no.2
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• pp.48-67
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• 2013

This study tried to suggest implications about operation direction of specialized high schools (SHS) by researching awareness of middle school students (MSS), school parents (SP), human resources directors in industrial institutions (HRDII) who will be the main users of SHS education, about entering SHS and career after graduating from SHS. Seniors of middle school, SP and HRDII in Asan, Chungnam were the subject of this survey research. The summary of the result of this study is as follow: First, MSS and SP usually hoped to enter general high schools rather than vocational education schools such as SHS, meister high schools, and MSS considered school records and SP considered aptitude and talent for the factors to choose high school. Second, MSS, SP, and HRDII recognized purposes of SHS as improvement of talent and aptitude, and getting a job. As for positive images of SHS, they recognized it as applying talent and aptitude to life early, getting good jobs easily, fast independence after graduation, and learning excellent technologies, and as for negative images of SHS, they recognized it as social prejudices and discrimination, students with bad school records enter them, disadvantages about promotion and wages, and being unfavorable for entering universities. They also recognized education of SHS as being effective for improvement of basic and executive ability and key competency, development of creative human resources, and improvement of right personality and courteous manners. Third, many MSS and SP showed intention to enter SHS if it is established in Asan. They wished to enter SHS because they would like to apply their aptitude and talent to life early, learn excellent skill, and hope for early employment, on the other hand, they did not wish to enter SHS because it was not suited for their aptitude and talent, awareness about SHS is low, it is unfavorable to enter universities, and there were social prejudices and discrimination. They also similarly hoped for getting jobs and entering universities after graduating from SHS. And the reason they wanted to get a job was usually because they want to be successful by advancing into society early, or because it is still hard to get a job even after graduate from the university, on the other hand, the reason they want to enter university is because is usually in-depth education about major and social discrimination about level of education. The ability to perform duties forms the greatest part of the employment standard that MSS, SP, and HRDII aware. MSS and SP usually hoped for industrial, home economics and housework and commercial majors in SHS, and considered aptitude and talent, the promising future, and being favorable for employment for choosing major. The reason HRDII hire SHS student was to develop student into talent of industrial institution, ability of student, and need for manpower with high school graduation level, and there were also partial answer that they can hire SHS student if they have ability to perform duties. The proposals about operation direction of SHS according to the results above are as follow: SHS should diversify major and curriculum to meet various requirements of student and parents, establish SHS admission system based on career guidance, and improve student's ability to perform duties by establishing work-based learning. The Government should organize work-to-school policy to enable practical career development of students from SHS, and promote relevant policy to reinforcing SHS education rather than quantitative evaluation such as employment rate, and cooperative support from each government departments is required to make manpower with skill related to SHS to get proper evaluation and treatment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.46-57
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• 2017

This study examined the level of job satisfaction of rescue workers in accordance with the sociodemographic and health related characteristics, as well as job-related factors. Moreover, this study aimed to know the relationship between job satisfaction and violence experience, job stress, and burn-out. A total of 1,240 rescue workers, who works in 14 fire stations across the country, were surveyed. The survey was conducted by self-administered questionnaires during the period between March 1st and April 30, 2016. As a result, the score of job satisfaction according to the sociodemographic and health related characteristics were significantly lower in the younger-aged group, unmarried group, no-regular exercise group, and poor group of subjective sleep evaluation, unhealthy group of subjective health status than their respective counterparts. From the perspective of job-related characteristics, the job satisfaction scores were significantly lower in the groups of lower rank, lower job career, lower monthly income, hard group of physical burden of work, dissatisfaction group of sense of satisfaction in work, unfit group of the job, without group of consider quitting the job than their respective counterparts. The score of job satisfaction, in accordance with violence experience, job stress, and burn-out were significantly lower in groups with higher scores of violence experience, job stress, and burn-out. In a logistic regression analysis, the adjusted odds ratio of the low-risk job satisfaction were significantly increased in the very high group than in the low group of violence experience, in middle, high and very high group than in low group of job stress, in very high group than in low group of burn-out. The results suggest that the job satisfaction of rescue workers is significantly influenced by various factors, including socio-demographic characteristics, health-related behaviors, job-related characteristics, violence experience, job stress, and burn-out.