• Korean Journal of Radiology
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• 제24권8호
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• pp.795-806
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• 2023

Occupational lung diseases (OLD) are a group of preventable conditions caused by noxious inhalation exposure in the workplace. Workers in various industries are at a higher risk of developing OLD. Despite regulations contributing to a decreased incidence, OLD remain among the most frequently diagnosed work-related conditions, contributing to significant morbidity and mortality. A multidisciplinary discussion (MDD) is necessary for a timely diagnosis. Imaging, particularly computed tomography, plays a central role in diagnosing OLD and excluding other inhalational lung diseases. OLD can be broadly classified into fibrotic and non-fibrotic forms. Imaging reflects variable degrees of inflammation and fibrosis involving the airways, parenchyma, and pleura. Common manifestations include classical pneumoconioses, chronic granulomatous diseases (CGD), and small and large airway diseases. Imaging is influenced by the type of inciting exposure. The findings of airway disease may be subtle or solely uncovered upon expiration. High-resolution chest CT, including expiratory-phase imaging, should be performed in all patients with suspected OLD. Radiologists should familiarize themselves with these imaging features to improve diagnostic accuracy.

• The Journal of Asian Finance, Economics and Business
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• 제8권5호
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• pp.851-861
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• 2021

This study aims to explore the specific risks in family small-medium enterprises (SMEs) and explain how they manage these risks to sustain and expand. In Indonesia, family business composes around 95 percent of all businesses and contributes about 80 percent to the country's economy. SMEs contribute approximately 57.8 percent to the nation's gross domestic product. Risk management poses challenges to the family business's survival, as family members do not take actions on risk. The assessment of risk is difficult and family businesses lack the ability to determine risk management priorities, including risk management review processes to evaluate risk, thus leading to family business failures. Applying the case study approach, in-depth semi-structured interviews were conducted in seven family SMEs comprising fifteen informants. Additionally, a focus group discussion consisting of three experts is conducted to reaffirm the findings from the interviews, observations, and field notes. The research identified the specific risks and how the family owners strategize to safeguard against these risks such as cash flow deficiency, operations dysfunction, cultural frailty, disharmony, transgenerational entrepreneurship failure, political uncertainty, and unprofessionalism. Comprehending these risks and their strategic decisions elucidated in this research could enable the family owners and key non-family professionals to work hand-in-hand to thrive over the family business risks together. Further avenues of research regarding family business risk management are also suggested in this study.

• 한국과학교육학회지
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• 제38권6호
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• pp.865-874
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• 2018

본 연구의 목적은 고등학교 학생들의 소집단 자유 탐구 활동에서의 탐구 문제 발견 과정을 탐색하는 것이다. 이를 위하여 고등학교 2학년 학생 91명을 대상으로 자유 탐구를 수행하게 하였다. 한 학기(약 4개월) 동안 이루어진 탐구 과정 중 비교적 성공적으로 탐구를 수행한 15개 모둠, 48명의 학생들을 대상으로 모둠별 심층 면담을 실시하였다. 면담 결과를 바탕으로 학생들의 탐구 과정에서 나타난 탐구 문제 발견의 단계와 탐구 문제 발견을 위해 시도한 전략을 통해 탐구 문제 발견 과정의 특징을 분석하였다. 주요 연구 결과는 다음과 같다. 첫째, 탐구 문제 발견 과정에서 주제어 선정, 문제점 제시, 의문점 제시, 탐구 문제 발견 등의 단계가 발견되었으며, 특히 탐구의 소재, 상황 등의 탐구 대상에 해당하는 주제어 선정 과정이 많이 발견되었다. 둘째, 학생들이 탐구 문제 발견 과정에서 사용한 전략으로는 정보 탐색, 선행 연구 탐색, 지식/경험의 공유, 지식/경험의 연결과 확장, 환경 인식, 전문가 자문, 적합성 논의, 정교화 등이 발견되었다. 셋째, 일상생활에서의 문제점을 발견하고 이를 해결하는 방안을 연구하는 형태의 탐구에서는 문제 발견 과정이 비교적 쉽게 이루어졌다. 넷째, 인터넷을 통한 선행 연구의 탐색은 주제어 선정 및 탐구 주제의 정교화 과정에서 유용하게 활용되었다. 다섯째, 학생들이 여러 개의 후보 탐구 주제 중 하나를 선택할 때 고려하는 주요 요인은 실행 가능성, 실생활 적용 가능성, 경제성 등이었다. 여섯째, 시사적인 상황이 탐구 주제 생성에 영향을 주었다. 이상의 내용을 바탕으로 학생들의 탐구 문제 발견을 도와 줄 수 있는 몇 가지 방안을 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제41권3호
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• pp.569-591
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• 2022

본 연구는 '금속이 차갑게 느껴지는 이유'를 설명하는 소집단 활동 과정에서 열화상 사진기로 열전도 현상을 시각화한 자료가 초등학생에게 미치는 교육적 효과에 대해서 알아보고자 하였다. 연구를 위해 초등 5학년 4명을 대상으로 '온도와 열' 단원 학습 전후에 사전 사후 심층면담을 진행하였다. 또한 '금속이 차갑게 느껴지는 이유'를 설명하는 추가 차시 수업의 소집단 활동 과정에서 녹화 및 녹음 자료, 학생들의 활동지, 연구자의 연구일지 등을 수집하여, 비교⋅검토하였다. 연구 결과 열화상 사진기로 열전도 현상을 시각화한 자료는 호기심을 유발하고 정교한 관찰 및 통합적 사고의 기회를 제공하였다. 또한 열전도 현상을 시각화한 자료는 학생들의 소집단 활동 과정에서 활발한 의사소통을 위한 해석과 반박의 근거자료로 사용되었다. 학생들은 열화상 동영상 자료를 바탕으로 하는 소집단 토론 과정을 통해 비과학적 신념을 변화시키고 지식을 정교화하였으며 이를 바탕으로 각자의 정신모형을 발달시켰다.

• 한국보육지원학회지
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• 제13권3호
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• pp.19-38
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• 2017

Objective: The purpose of this study is to examine the practical experiences of childcare experts, parents, and daycare center directors who participated in the 'Daycare Centers Monitoring Program' carried out in K city. Methods: Participants were three childcare experts who belong to the monitoring group in K city, three mothers with infants and children, and three daycare center directors who were selected for the 'Daycare Centers Monitoring Program'. Results: As a result of the research, the childcare experts experienced the following; 1) sharing interesting experiences with parents, 2) a perception of the monitoring program for taking advantage of mutual strengths, 3) the opportunity of maintaining a sense of presence in early childhood education institutions, et al. The mothers' experiences were shown to include, 1) resolving small questions about the operation and management of a daycare center, 2) feelings of relief through observing the life style of infants and children, 3) the joy and reward of being a member of the monitoring group, et al. The directors' experiences were indicated to include 1) a psychological discomfort recognized as a target of the daycare monitoring and as 'another evaluation', 2) the confusion caused by different reviews, 3) an ambiguity on the unfamiliar indexes and contents electronically documented, et al. Conclusion/Implications: Based on these results, there was a discussion about actual suggestions and educational implications on the daycare monitoring program in order to improve the quality of daycare services in childcare centers.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.595-601
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• 2005

In this study, the scientifically gifted students and the general students were compared in terms of the following components in cooperative teaming: whom they interacted with, to/from whom they gave/received help and why, and what kinds of the verbal interaction patterns they engaged in. The subjects were 4th graders. The data were collected through the investigation of the students' perception and videotaping of the small group interactions of each group. The results showed that the gifted students interacted with most students in their groups. They complemented each others' opinions and their discussion was enriched through their interactions. On the other hand, the interactions of the general students occurred mostly around a leader, and more teamed students explained the content to the less teamed students. Predominantly, the gifted students' most verbal behaviors were related with the teaming contents. Most frequent verbal behavior were a giving specific information and an explanation of their opinions. The general students, however, gave simple and short information, and more often they showed the management behaviors, such as encouraging participation and suggesting their directions.

• 한국과학교육학회지
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• 제19권1호
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• pp.137-145
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• 1999

본 연구에서는 학업 성취도, 과학 수업에 대한 태도, 과학에 대한 태도에 미치는 협동학습과 개별학습의 효과를 학습자의 성취 수준에 따라 비교하였다. 협동학습과 개별학습에서는 학습의 책임을 학습자에게 보다 많이 부여하고, 고급 사고 수준의 활동이 포함된 과제를 학습자 중심으로 해결하도록 하였다. 협동학습 집단은 소집단 토론을 통하여 이러한 과제를 해결하였고, 개별학습 집단은 동일한 활동지를 개별적으로 해결하였다. 전통적인 수업은 교사 설명 위주로 진행하였다. 연구 대상은 남녀 공학 중학교 1학년 학생이었으며, '혼합물의 분리' 단원에 대하여 총 10차시 동안 수업을 실시하였다. 이원 공변량 분석 결과, 협동학습 집단의 학업 성취도 검사 점수가 개별학습 집단이나 전통적 수업 집단에 비하여 유의미하게 높았다. 또한, 과학 수업에 대한 태도 및 과학에 대한 태도도 협동학습 집단이 보다 긍정적이었다. 모든 변인에서 수업 처치와 학습자 성취 수준 사이의 상호작용 효과는 나타나지 않았다. 즉, 협동학습은 학습자의 성취 수준과 무관하게 효과적이었다.

• 대한지구과학교육학회지
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• 제9권1호
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• pp.97-105
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• 2016

The purpose of this study was to examine the effects of storytelling skill on science concept and science learning motivation. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class of the teacher centered lectures on 11 classes in 8 weeks. The storytelling skill was focused on set the astronomical target wants to set up a story, through the small group discussion, present subject of the story, set the protagonist of the story for smooth configuration of the story, in order to smooth the flow of the story, make up a story around a hero, to make a clear story, decorated with pictures, shapes, graphs, etc, group story, complete with an astronomical(saints) in storytelling. To prove the effects of this study, science concept was split up according to knowledge, inquiry, attitude. Also, science learning motivation consisted of assignment is worth, learning beliefs about control, self efficacy. The results of this study are as follows. First, using storytelling skill was effective in science concept. Second, using storytelling skill was effective in science learning motivation. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science concept and science learning motivation. It means the science class with storytelling skill has potential possibilities and value to develop science concept and science learning motivation.

• 한국과학교육학회지
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• 제16권1호
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• pp.61-76
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• 1996

The purpose of this study was to apply the instructional strategies for conceptual change prescribed by Posner et al(1982) to the astronomic content domain taught in the elementary and middle school and to analyze the characteristics of students' knowledge revealed in the test before, during and after the instruction. Also, it was to investigate the intercorrelation of cognitive levels, spatial ability and science achievement. The major findings of this study are as follows: 1. Students had a great variety of misconceptions related to the motion of the moon before the instruction, that is, the phases, the names of phases and the cause of changing phases by the moon's orbit about the earth, the moon's appearance and location at the given time, the relative positions of earth, moon and sun during a lunar eclipse, the cause that a full moon is not at the line of node once a month. In the analysis of students' responses concerning the cause of changing phases of the moon and a lunar eclipse, the results indicate that the great majority of students had rote learning rather than meaningful learning in the middle school. 2. Students' reponses during the instruction concerning the changing phases of the moon and the predictive knowledge about the motions of the earth and the moon were analyzed. 1) According to the results of the test given before and after experiment, after discussion, achievement score of the whole of subjects and groups in both preformal and formal cognitive levels appeared to increase linearly. 2) There was no statistically significant differences of achievement scores before and after experiment, after discussion between preformal group and formal group in cognitive levels. 3. Distribution of achievement scores according to the whole of subjects and groups in preformal and formal cognitive levels shows that there was a statistically significant difference between pretest and posttest. 4. Types of conceptual changes concerning the cause of changing phases of the moon that occurred from pretest to posttest were classified as accommodation, incomplete accommodation, assimilation, no change and no model. Six of the seven students starting instruction with alternative frameworks didn't sustain those alternative models throughout instruction. Five of these six students accommodated completely and the last one partially. Seventy-nine percentage of students taking instruction with fragmental models assimilated correct propositions at the end of the instruction. These results suggest that conceptual change model prescribed by Posner et al(1982) has promised the meaningful learning to students taking with fragmental models, especially in cases where students with misconception enter instruction. 5. High correlation between achievement score of simple-recall items and that of written items in pretest and posttest indicates that the higher students got the score in simple-recall items the better they also performed in written items. However, there was no statistically significant differences among cognitive levels, spatial ability and science achievement in the whole of subjects and groups according to the cognitive levels.

• 대한수학교육학회지:수학교육학연구
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• 제9권1호
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• pp.263-278
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• 1999

Computer with various powerful functions has profound potential for mathematics instruction and learning. As computer technology progress, its applicability to mathematics education become more comprehensive. Not only its functional development but various psychological positions also changed the way computer technology utilized in mathematics education. In behaviorist's perspective, computer viewed as a teaching machine and constructivist viewed computer as microworld where students could explore various mathematical contents. Both theoretical positions emphasized individual aspect of learning because behaviorist tried to individualize learning using computer and constructivist focused on the process of individual construction. But learning is not only a individual event but also a social event. Therefore we must take social aspect into account. This is especially important when it comes to computer based learning. So far, mathematics loaming with computer weighed individual aspect of loaming. Even in microworld environment, learning should be mediated by teacher and collaborative learning activities. In this aspect, the roles of teacher and peers are very important and socio-cultural perspective sheds light on the computer based learning. In socio-cultural perspective, the idea of scaffold is very important in learning and students gradually internalize the social dimension and scaffolding is gradually faded. And in the zone of proximal development, teacher and more competent peers guide students to formulate their own understanding. In sum, we must take following points into account. First of all, computer should not be viewed as a medium for individualized teaming. That is, interaction with computer should be catalyst for collaborative activities with peers. So, exploration in computer environment has to be followed by small group activities including small group discussion. Secondly, regardless of the role that computer would play, teacher should play a crucial role in computer based learning. This does not mean teacher should direct every steps in learning process. Teacher's intervention should help student construct actively. Thirdly, it is needed to conceptualize computer in learning situation as medium. This would affect learning situation and result in the change of pre-service and in-service teacher training. Computer to be used effectively in mathematics classroom, researches on assessment of computer based learning are needed.