• 경영과정보연구
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• 제1권
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• pp.75-112
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• 1997

This Report aims at Development of field approached MIS curriculumn appropriate to specialty of junior college, based on the thoughts that it is necessary to set the skill and the conception rightly through the knowledge and the theory about the whole field of management, to provide a continous and consistant education, to produce MIS graduates required at enterprises. For that, considering function and roll of the junior college, curriculumns which have been opened and managed as a major study, the level of knowledge which is required to the men who is in charge of practical information business at demand site, subjects which is desirable to be a major study, the knowledge which is required to the MIS graduates in present and future, a condition of deucation investment.

• 한국과학교육학회지
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• 제16권4호
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• pp.340-350
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• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.

• 한국IT서비스학회지
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• 제9권2호
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• pp.107-127
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• 2010

Typical misconceptions on Enterprise Resource Planning (ERP) among practitioners and researchers are reviewed. Companies can make, buy, or rent ERP solutions, but typically, ERP is conceived as ready-made, off the shelf application software package. The benefits of ERP adoption are frequently generalized without proper clarification of the requisite conditions. The specific outcomes of ERP adoption are not adequately differentiated from those of general computerization. To avoid the side-effects caused by those misconceptions, we 1) clarify the concept of ERP and the methods of sourcing it, 2) specify the requisite conditions for the benefits from packaged ERP solutions, and 3) explain the generic characteristics of ERP, direct effects and resultant possible outcomes of the adoption of ERP.

• 한국과학교육학회지
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• 제15권1호
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• pp.6-16
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• 1995

The purpose of this study is to investigate elementary school 6th grade children's preconception on body's digestion, circulation, breathing and excretion. By means of questionnaire, teacher is presented with misconception which students may have. On the basis of this way, firstly they draw up and put in free-concepts were investigated from objective test and sought after misconeption which student had and inquired whether the result of response made difference by sex and areas or not The result of study is as follows: 1. In the course of investigating and analyzing mis-preconecptios, teacher had misconceptions partially, as like students. 2. Many a student have misconceptions: nourishment in made for itself in body. 3. In circulation range most of students know that heart is making blood, and they don't make conception that blood is nourishment which was eaten from food. 4. They know the breath is only physiological function: they breathe to live. All air-breathing is necessary. 5. They are not relevant blood in course of urine and sweat formation they have non-scientific conceptions which water eaten is so. They know that all of sweat and urine and ordure is excretion. To sum up, many student have misconceptions as for digestion and circulation and breath and excretion of body especially. Circulation and excretion is more so. if inspection in a field of sex, they will know male had less misconceptions than female. in a field of region, student from rural are as had more misconceptions than the one from urban areas.

• Asia pacific journal of information systems
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• 제26권1호
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• pp.41-65
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• 2016

What prevails in the today's research on social media is a functional view of technology. Technology is regarded as a set of technical devices used to conduct specific social functions, such as personal communication, social networking, public posting, and corporate advertising, among others. This paper proposes that such a functional view of technology renders social media research unduly limited and constrained in its scope, level, and direction of inquiry. Problematizing on some representative social media research efforts in the field of IS, this paper provides an alternative perspective, that is, to view social media as a technology-for-being that exerts a deeper level of influence on our existence, molding and shaping the nature and mode of being itself. Such a technology-for-being perspective has been rarely explored or subscribed to in the present IS social media research. Building upon the new conception of social media as a technology-for-being, this essay explores the quality of being in the context of social media. Five such qualities are discussed, including virtuality, materiality, externality, liquidity, and hybridity. The essay also explores the deep structural problems of research to guide future social media research. Six of such problems include Problematize-the-Natural, Follow-the-Actor, Welcome-the-Frankenstein, Weber-meets-Frankenstein, Freud-meets-Frankenstein, and Marx-meets-Frankenstein. The essay concludes with discussions on the implications of the essay, its limitations, and suggestions for future work.

• 대한화학회지
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• 제51권2호
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• pp.213-222
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• 2007

이 연구에서는 학생들의 입자론적 물질관과 과학의 본성에 대한 이해도를 높이기 위해 과학사 프로그램을 개발하였다. 이를 중학교 과학 교과서의 ‘물질의 구성' 단원 수업에 적용하고 그 효과를 알아보았다. 개발된 과학사 프로그램은 기원론적 접근법에 근거하고 있으며 고대 그리스 자연철학자들로부터 아보가드로까지의 내용을 담고 있다. 처치 전 과학의 본성에 대한 이해도 검사를 실시하고, 이전 학년의 과학 성적을 조사하였다. 이 연구는 서울 소재 중학교의 2개 학급(실험 집단 1학급, 비교 집단 1학급)에서 총 24차시에 걸쳐 실시되었다. 실험 집단은 과학사 프로그램을 이용한 수업을 받았고 비교 집단은 교과서를 이용한 전통적 수업을 받았다. 처치 후 과학 개념 검사, 과학의 본성에 대한 이해도 검사가 실시되었다. 이 연구의 결과 실험 집단의 과학 개념 점수가 비교 집단에 비해 유의미하게 높았다( p<.01). 이는 실험 집단의 학생들이 비교 집단에 비해 입자적 물질관을 더 많이 갖고 있으며 오개념은 더 적게 갖고 있음을 의미한다. 그러나 과학의 본성에 대한 이해도 점수에서는 두 집단 간의 유의미한 차이는 나타나지 않았다.

• 한국초등수학교육학회지
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• 제15권1호
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• pp.179-198
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• 2011

수학교육의 궁극적인 목표 중의 하나인 문제해결력을 기르기 위해서는 그 기저가 되는 수학적 개념에 대한 이해가 뒷받침되어야 할 것이다. 본 연구는 영재교육 대상자들이 갖고 있는 수학 용어에 대한 오개념의 실태 및 형성 배경을 추정해 봄으로써 수학 오개념 예방 및 교수 학습 프로그램 개발과 지도에서 고려해야 할 정보를 제공하는 데 있다. 이를 위하여 이론적 측면에서 오개념의 의미 및 형성 배경을 살펴보았다. 그리고 오개념 실태를 알아보기 위해 대학부설 영재교육원생을 대상으로 수와 도형 영역의 수학 개념을 진술한 내용을 분석한 결과 수학적으로 올바르게 진술한 학생은 35% 정도이며, 개념형성 수준을 4수준으로 나눌 경우 관점에 따라 예(例)와 비례(非例)의 구별할 수 있는 2수준과 개념의 공통적 속성을 인식하고, 자신의 표현으로 기술할 수 있는 3수준인 학생이 대부분이다. 그 배경을 추정해 보면 제한된 범례 제시, 잘못된 선개념, 개념 정의와 개념 이미지 사이의 불균형 등에서 찾을 수 있겠다. 이러한 추정을 바탕으로 수학적 용어에 대한 오개념을 해소 방안을 개괄적으로 정리하였다.