• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.11 no.5
• /
• pp.29-43
• /
• 2016

The Lean Startup, a methodology for minimizing failure rate of startups, has been receiving attention since its publication in 2011. Although it has been receiving enormous attention as an effective methodology of startups' growth and the emergence of unicorn companies, it is undeniable that the theoretical research and cases on this topic have not been fully accumulated in Korea. Progress of management theory has been made when combining the theory and case studies. In this paper, we thus excavated the 'Cardoc' case, which has applied the lean startup concept to the entire process of service and customer development from the inception of its product design. The following are the findings of the case. First, for the successful application of lean startup, it is essential that all team members to understand the lean startup concept and are willing to apply it thoroughly to the business management. Second, the prompt launching of MVP(Minimum Viable Product) is more important than table discussion. Third, it is crucial to select the appropriate key metrics and analytic tools for effective learning. Fourth, startup must scale up promptly as soon as it verifies the product-market fit through the BML(Build-Measure-Learn) iteration cycle. Fifth, all new business expansion should be lean. Cardoc is currently testing new MVPs in order to move onto the next scale-up process with huge investments in newly added segments. This study is meaningful in that it elaborates the representative case of a Korean startup that has applied the lean startup strategy under the circumstance of insufficient discussion of Korean startup cases in comparison with growing attention both in concept development and case accumulation abroad. We hope that this paper can be a stepping stone for future relevant research on the implementation of lean startup methodology in Korea.

• Journal of Gifted/Talented Education
• /
• v.11 no.3
• /
• pp.131-153
• /
• 2001

The importance of identifying gifted children during early childhood is becoming recognized. Nonetheless, most researchers preferred to study the primary and secondary levels where children are already and more clearly demonstrating what talents they have, and where more reliable predictions of gifted may be made. Comparatively lisle work has been done in this area. When we identify giftedness during early childhood, we have to consider the potential of the young children rather than on actual achievement. Giftedness during early childhood is still developing and less stable than that of older children and this prevents us from making firm and accurate predictions based on children's actual achievement. Dynamic assessment, based on Vygotsky's concept of the zone of proximal development(ZPD), suggests a new idea in the way the gifted young children are identified. In light of dynamic assessment, for identifying the potential giftedness of young children. we need to involve measuring both unassisted and assisted performance. Dynamic assessment usually consists of a test-intervene-retest format that focuses attention on the improvement in child performance when an adult provides mediated assistance on how to master the testing task. The advantages of the dynamic assessment are as follows: First, the dynamic assessment approach can provide a useful means for assessing young gifted child who have not demonstrated high ability on traditional identification method. Second, the dynamic assessment approach can assess the learning process of young children. Third, the dynamic assessment can lead an individualized education by the early identification of young gifted children. Fourth, the dynamic assessment can be a more accurate predictor of potential by linking diagnosis and instruction. Thus, it can make us provide an educational treatment effectively for young gifted children.

• Journal of the Korean association of regional geographers
• /
• v.6 no.3
• /
• pp.117-138
• /
• 2000

This study is, from the view point of constructive social studies which is the foundation of the 7th curriculum, to explore whether there is any viable program and to investigate it by which students, using photo resources in social studies, can organize their knowledge in the way of self-directed thinking. The main results are as follows: If it is a principle of knowledge construction process of constructive social studies that individual construction (cognitive construction) develops into communal construction(social construction) and yet communal construction develops itself, interacting with individual construction, it will be meet the objectives of social studies. In social studies, photos are a powerful communication tool. communicating with photos enables to invoke not only the visual aspects but also invisible aspects of social phenomena from photos. It, therefore, can help develop thinking power through inquiry learning, which is one of the emphasis of the 7th curriculum. Having analyzed photo resources appeared on the regional textbooks in elementary social studies, they have been appeared that even though the importance and amount of space photo resources occupy per page is big with regard to total resources, most of the photos failed to lad to self-directed thinking but just assistant material in stead. Besides, there appeared some problems with the title, variety, size, position, tone of color, visibility of the photos, and further with the combination of the photos. Developing of photo resources for constructive social studies is to overcome some problems inherent in current text books and to reflect the theoretical background of the 7th curriculum. To develop the sort of photo that can realize the point just mentioned, it would be highly preferable to provide photo database to facilitate study with homepage through web-based interaction. To take advantage of constructive photo resources, the instruction is strategized in four stages, intuition, conflict, accommodation, and equilibration stage. With the advancement of the era of image culture, curriculum developers are required to develop dynamic, multidimensional digital photos rather than static photos when develop text books.

• Journal of Engineering Education Research
• /
• v.11 no.4
• /
• pp.11-18
• /
• 2008

Companies have been making considerable efforts to develop innovative products for better competitiveness in the market, however, the education curriculum for innovative product development (IPD) in domestic universities needs has not been well developed. The present study was intended to identify the needs of students and practitioners regarding teaching subjects, pedagogical methods, and industry-academia collaboration that can be reflected in the development of IPD education curriculum. Through a literature survey 46 IPD teaching subjects of 7 categories (planning, feasibility analysis, concept development, product design, manufacturing process design, production, and ethics & law) were selected. Opinions on the preferences and importances of the teaching subjects, pedagogical methods, and industry-academia collaboration were collected from 53 college students who took courses of product development and 36 practitioners working in product development. While the students preferred the balanced teaching of all the subject categories, the practitioners suggested planning and concept development be taught with high importance; 6 subjects (product development strategy, customer needs identification, market research, concept generation method, design ideation method, and ergonomic design) received high ratings of preference and importance. The students preferred the mix of various pedagogical methods (lecture, discussion, presentation, practice, and case study) and provided needs on each pedagogical method. Lastly, the students wanted an opportunity of learning through industry-academia collaboration and the practitioners provided ideas for mutual benefits between industry and academia. The needs of students and practitioners identified in the study can be effectively applied to develop a better IPD education curriculum.

• Journal of the Korean Chemical Society
• /
• v.59 no.2
• /
• pp.164-178
• /
• 2015

The purpose of this study was to design a teaching and learning method conductive to the development of creative thinking skills and investigate its effects. It has been developed integrated mind map with feature of visualizing the divergent thinking to the aspects of Science (S), Technology (T) & Engineering (E), Arts (A), Mathematics (M). Integrated mind map can be divided into four types of STEAM type, STEA type, STEM type, STE type depending on the category of key words in the first branch. And Integrated mind map can be divided into three levels of guided, intermediate, open depending on the teacher's guide degree. And also integrated mind map activities were carried out in the form of group, class share as well as individual. This study was implemented during a semester and students in experiment group experienced individual-integrated mind map activity 10 times, group-integrated mind map activity 10 times, class share-integrated mind map activity 3 times. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills (p<.05). And there was a statistically meaningful improvement in fluency, flexibility, originality as a sub-category of creative thinking skills(p <.05). Also creative thinking skills are not affected by the level of cognitive, academic performance, gender (p<.05). In conclusion, it was found that 'integrated mind map activity' improved student's creative thinking skills. There was no interaction effect about creative thinking skills between the teaching strategy and cognitive level, achivement, gender of those students.

• Journal of the Korean Chemical Society
• /
• v.55 no.6
• /
• pp.1042-1055
• /
• 2011

The purpose of this study was to compare the conceptual and algorithmic problem solving ability on Boyle's law and Charles's law according to cognitive levels and characteristics of students in middle school 1st grade students. For this study, questionnaire items of conceptual and algorithmic problem solving ability were developed. and the problem solving ability according to cognitive levels and characteristics of students was compared. The long-term memory effect in conceptual and algorithmic problem solving ability according to cognitive levels was investigated, and problem solving process were analyzed by questionnaire items. In the results of this study, conceptual problem solving ability was higher than algorithmic problem solving ability in all cognitive levels. There was statistically significant difference in concrete operational period and transitional period students. In comparison of the long-term memory effect in conceptual and algorithmic problem solving ability, formal operational period students had the long-term memory effect. There was no statistically significant difference in the conceptual and algorithmic problem solving ability according to private education among the characteristics of students. But there was statistically significant difference in the problem solving ability according to experiences of the scientific activities and hopes to related scientific careers. From results of analysis of problem solving process, it is known that the students had a tendency to just remember macroscopic phenomena and to solve the problems without understanding the concepts. Therefore, teaching and learning strategy is necessary to replace unscientific concepts by the scientific concepts through identifying students's unscientific concepts in advance.

• Management & Information Systems Review
• /
• v.36 no.3
• /
• pp.131-150
• /
• 2017

The purpose of this study is to observe the spread pattern of open source software (OSS) while establishing relations with surrounding actors during its operation period. In order to investigate the change pattern of participants in the OSS, we use a netnography on the basis of online data, which can trace the change patterns of the OSS depending on the passage of time. For this, the cases of three OSSs (e.g. jQuery, MooTools, and YUI), which are JavaScript frameworks, were compared, and the corresponding data were collected from the open application programming interface (API) of GitHub as well as blog and web searches. This research utilizes the translation process of the actor-network theory to categorize the stages of the change patterns on the OSS translation process. In the project commencement stage, we identified the type of three different OSS-related actors and defined associated relationships among them. The period, when a master commences a project at first, is refined through the course for the maintenance of source codes with persons concerned (i.e. project growth stage). Thereafter, the period when the users have gone through the observation and learning period by being exposed to promotion activities and codes usage respectively, and becoming to active participants, is regarded as the 'leap of participants' stage. Our results emphasize the importance of promotion processes in participants' selection of the OSS for participation and confirm the crowding-out effect that the rapid speed of OSS development retarded the emergence of participants.

• Journal of The Korean Association For Science Education
• /
• v.37 no.4
• /
• pp.763-773
• /
• 2017

The purpose of this study is to investigate the impact of Argument-Based Inquiry (ABI) strategy on student's character competency. For this study, 51 grade 11 students (two classes) were selected to the role assignment (ABI-R group) and 46 students (two classes) were assigned to the non-role assignment group (ABI group). In the result, the role assignment group (ABI-R group) showed a statistically higher change in character competency than the group without role assignment (ABI group). Particularly, the ABI-R group has significantly higher grade than ABI group in empathy, responsibility, and respect among the sub-factors of character competency. However, in the case of the cooperation factor of character competency, the ABI group showed statistically significant higher grade than ABI-R group. The results of this study showed that Argument-Based Inquiry (ABI) as teaching and learning strategies in science can contribute to the enhancement of human character competency. In addition, we suggest that students should be actively involved in the class through role assignment, but it is necessary to present the class situation so that they can be actively engaged according to the problem situation rather than being fixed in a given role.

• Journal of the Korean Institute of Landscape Architecture
• /
• v.47 no.5
• /
• pp.14-27
• /
• 2019

This study presents a plan for a memorial park that respects the characteristics based on the historical facts for the concept of space of the Gwangju Hospital of Korea Army and the location of the 505 Security Forces, which were designated as historic sites after the 5-18 Democratization Movement. The Gwangju Metropolitan City as it is the location of the 5-18 historic sites, is taking part in the 5-18 Memorial Project, and plans to establish a city park recognizing the historic site of the 5-18 Democratization Movement, which has been preserved only as a memory space to this point. The park is promoting a phased development plan. This study suggests that the 5-18 historic sites can be modernized and that social consensus can establish the framework of the step-by-step planning and composition process to ensure the plans for the space heals wounds while preserving the history. In this paper, we propose a solution to a problem. We solve the approach for space utilization through an analysis of precedent research and planning cases related to park planning at historical sites. In addition to exploring the value of the site, we also describe the space utilization strategy that covers the historical characteristics and facts while maintaining the concept of park planning. As a result of the research, the historic site of the Gwangju Hospital of Korea Army is planned as a park of historical memory and healing in order to solve the problems left behind by the 5-18 Democratization Movement. The historic site of the 505 Security Forces was selected as an area for historical experiences and a place for learning that can be sympathized with by future generations of children and adolescents in terms of expanding and sustaining the memory of the 5-18 Democratization Movement. In the planning stage, the historical sites suggested the direction of space utilization for representation as did the social consensus of citizens, related groups, and specialists. Through this study, we will contribute to construction of a memorial park containing historical values in from 5-18 historic sites. It is meaningful to suggest a direction that can revitalize the life of the city as well as its citizen and can share with the history with future generations beyond being a place to heal wounds and keep alive the memory of the past.

• Journal of the Korean Society of Earth Science Education
• /
• v.15 no.3
• /
• pp.391-409
• /
• 2022

In this study, class demonstrations conducted integrating science education and 'Education for Sustainable Development (ESD)' by pre-service science teachers were analyzed, focusing on the concept of 'sustainable happiness' and the main elements of 'complexity theory'. In addition, changes before and after participating in such education implementation were analyzed from various angles. Through this, pre-service science teachers tried to derive implications for developing multidimensional teacher professionalism in ESD. The main findings are as follows. First, as a result of peer evaluation of class materials and class demonstrations designed by pre-service science teachers, the average of the integration for 'sustainable happiness' was relatively high. Next, it was analyzed that the elements of 'sustainable happiness' and 'complexity theory' generally had a positive correlation with ESD. In addition, after participating in the study, pre-service science teachers considered individual and social behavioral patterns as important in the sense of ESD. Regarding the need to integrate science education and ESD, pre-service science teachers thought it was necessary to deal with the concept of 'sustainable happiness' in science education to understand a sustainable way of life. It was analyzed that the elements of 'sustainable happiness' and 'complexity theory' generally had a positive correlation with ESD. It was found that pre-service science teachers' confidence in incorporating ESD in science classes was significantly higher after participation in the study. In addition, it was analyzed that pre-service science teachers have come to think more about the role of teachers who can communicate with students and think about happy lives together than before. Overall, it is thought that pre-service science teachers have come to think of multidimensional science teacher professionalism by applying the perspective of the teaching and learning strategy of the new ESD, which integrates the concept of 'sustainable happiness' and elements of 'complexity theory'.