• International Journal of Contents
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• 제14권3호
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• pp.69-74
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• 2018

A new breed of universities equipped with student-centered education programs and advanced digital technologies is changing the face of higher education. "Flipped learning" is heralded as a new model of education, yet its effect is underexplored. The purpose of this study is to provide evaluation criteria to assess and understand the merit of student-centered education programs and apply them to actual cases. Discussion on the nature of knowledge, its production mechanism and system, and possible contribution of digital technology to user-centered programs are discussed to produce five key criteria; initiative of students, interaction in class, interaction in field, customization of courses, and automated personal service. They are applied to evaluation of Minerva and Ecole 42.

• 의학교육논단
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• 제18권3호
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• pp.145-149
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• 2016

Outcome-based learning is a global trend in medical education. The Korean Association of Medical Colleges (KAMC) has been developing learning objectives for basic medical education (BME) in Korea. In 2012, KAMC published the 1st edition of "Learning outcomes of basic medical education: Clinical competency-centered" in order to promote outcome-based medical education. KAMC has recently revised and updated the learning outcomes of basic medical education in the clinical competency-centered 2nd edition to reflect the suggestions of all medical schools in Korea and improve application of the published learning outcomes for BME in the field of medical education. KAMC has been making efforts to integrate clinical competency-centered learning outcomes with scientific concepts and principle-centered learning outcomes in addition to basic clinical skills and performance in BME.

• 한국과학교육학회지
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• 제24권1호
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• pp.29-47
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• 2004

Two project-centered secondary school programs were studied as part of an effort to elucidate successful components for science reform-based curriculum development. The Teachers for Exciting Science (TES), and Foundational Approaches in Science Teaching (FAST) programs in Korea and U.S., respectively, are project-centered programs because their curricula are centered on the activities initiated and engaged in by the students. Students serve as principal investigators in their projects, and teachers serve as guides. Both programs were analyzed based on criteria such as curriculum design, teaching, lives of students, lives of teachers, evaluation of program, from the Third International Mathematics and Science Study (TIMSS). In the programs, teachers and students directed the development of curricula and their implementation. Students assumed teacher roles as mentors of other students. And emphasis was on development of communication skills through student-delivered talks and written papers, and professional development of teachers as educators and scientists. Participation in TES stimulated secondary school student interest in science, encouraged inquiry thinking, increased achievement in learning science, and promoted better awareness of science related to real life. FAST students practice laboratory and field techniques, experimental design, hypothesis formation, generalization, and practical implications of research as academic and applied disciplinarians. These project-centered programs have been successfully implemented in field, lab, and classroom curricula for secondary science education. Comparison of these programs will provide an opportunity for identifying key elements instrumental in successful implementation of guidelines for science education, as measured through successful outcomes.

• 대한지구과학교육학회지
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• 제9권1호
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• pp.15-26
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• 2016

The purpose of this study was to develop the student-centered elementary science textbook model and explore the applicability of the school. For this study we conducted a literature survey and analysis of domestic and foreign books, surveys, and then developed a textbook model of student-centered instruction. We have selected the three elementary school, three grades, fifty-seven students to apply the model developed textbooks. Textbook model of Earth was developed as a center of student activity. Applying the results of development of textbooks in the field, students were interested about the student-centered textbooks and they were felt that the development of textbooks were textbook that students can study on their own. Through this research it could confirm that it should be provided feedback to causes of the reflective thinking of students in the textbook for the development of student-centered textbook.

• The Journal of Asian Finance, Economics and Business
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• 제10권1호
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• pp.111-121
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• 2023

Given the gaps in the link between leadership, knowledge resource, and innovation capability, this study aims to examine the potential mediating role of knowledge sharing and moderating role of knowledge-centered culture in the relationship between transformational leadership and a firm's capability for innovation. This study applied the Structural Equation Modeling to try out proposal hypotheses in the research model through a questionnaire survey from a sample of 301 participators in 115 small and medium firms in the field of tourism and hotel. The findings disclosed that knowledge-sharing behaviors significantly mediate the transformational leadership-innovation relationship. It highlights the significant impact of explicit knowledge sharing in comparison with the influence of tacit knowledge sharing on innovation capability. The paper also reveals the crucial role of knowledge-centered culture in boosting the knowledge-sharing-innovation relationship. By exploring the mediating role of knowledge sharing and the moderator of knowledge-centered culture, the paper significantly brings insight into different mediating and moderating mechanisms to improve innovation capability. The paper significantly fills up the gaps and provides valuable initiatives on the mechanism of how transformational leadership and specific forms of knowledge-sharing behaviors positively affect innovation capability under the moderating role of knowledge-centered culture.

• Journal of Plant Biology
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• 제25권2호
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• pp.83-99
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• 1982

In this study, thirty-two stands in Kwangnung forest located in the central part of Korea were preferentially selected. In each stand, all stems for trees and shrubs were recorded by species and their girths were measured down to 5cm. In addition, several enviromental factors such as field soil pH, field soil moisture, soil compressibility, depth of soil, thickness of litter layer, elevation and basal area were measured. Three soil cores were sampled and various physical and chemcial properties was determined. The vegetational data were subjected to three kinds of multivariate ordination(PO, PCA, RA). The results suggested that Kwangnung forest was consisted of three forest types: coniferous, mixed and broad leaved forest communities. The relation between the stand scores of ordination and several environmental factors were investigated in terms of correlation analysis in order to examine the relationships between the vegetation and certain environmental factors. As a result of this analysis, the amount of sand content in A1 horizon decreased frm the coniferous to broad leaved forest, while maximum field capacity, pore space, exchangeable cations, loss on ignition, soil pH nad the amount of total nitrogen had a tendancy to increase significantly. However, easily soluble phosphorus appeared to have little to do with the forest types. The result of species ordination of centered-standardized PCA suggested that the major successional pathway in Kwangnung forest was; Pinus densifloralongrightarrowQuercus mongolica, Q. serrata, Q. alienalongrightarrowCarpinus laxifloralongrightarrowC. erosa in sequence. This trend is in good agreement with the past studies. In three kinds of ordination (centered PCA, centered-standardized PCA and RA) based on nineteen species and twenty-five stands, the total variances accounted for the first three axes were 77%, 46% and 63% respectively. The estimated beta diversity in Kwangnung forest assumed as a coenocline, was 1.5~1.8 HC. Increasing the effect of the sampling errors on ordination perfermance, this low heterogeneity seems to cause the poor concentration of the total variance. The results from the four kinds of ordination were in good agreement with each other, especially between PO, centered-standardized PCA and RA appeared robust. It seems to be worthy of applying multivariate method for analyzing other forest communities in Korea.

• Macromolecular Research
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• 제16권1호
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• pp.51-56
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• 2008

Spherical micelles of poly(styrene-b-isoprene) (SI) diblock copolymers in selective solvents have been reported to pack onto either face-centered cubic (fcc) or body-centered cubic (bcc) lattices. The selection rule for fcc and bcc lattices has been understood in terms of the intermicellar potentials, and they have been quantified using the ratio of the corona layer thickness to the core radius, $L/R_c$, as suggested by McConnell and Gast. In order to test the validity of the McConnell-Gast criterion, this study compared the $L/R_c$ values from various solutions i.e. nine SI copolymers in several different selective solvents. The McConnell-Gast criterion was not found to be a determining factor, even though it could explain the fcc/bcc selection qualitatively. From the phase diagrams, the transition between fcc and bcc phases was also considered as a function of concentration and temperature, and their physical mechanisms are discussed based on the recent mean-field calculation reported by Grason.

• 한국사회복지학
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• 제35권
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• pp.399-426
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• 1998

본 연구는 과제중심 모델을 재가노인을 위한 사례관리의 방법으로서 적용해보고 그 결과와 적용과정을 분석하며 효과성과 한계점을 조사한 것이다. 과제중심 모델은 3군데의 지역사회복지관에서 12명의 재가노인을 대상으로 실시하였으며 면접회수는 6회에서 10회까지였다. 12 사례에서 제시된 표적문제는 57개이며 표적문제를 해결하기 위하여 제시된 과제는 83개였다. 표적문제의 82.5%를 클라이언트들이 제시하였으며 과제제시는 약80%를 사회복지사들이 제시하였다. 그러나 과제수행에서는 37%를 클라이언트가 수행하도록 하였다. 문제의 변화는 평균 8.1로서 대부분의 문제들이 많이 좋아졌다고 평가되었다. 표적문제의 인식 자에 따른 문제 해결 정도는 내담자가 표적문제라고 인식하였을 때 가 사회복지사가 문제라고 인식한 경우보다 문제 해결이 더 많이 되었다. 이와 같은 결과를 보아 클라이언트가 인식한 문제를 표적문제로 하였을 때 문제해결이 훨씬 더 가능함을 알 수 있다. 과제 중심모델을 적용 과정을 분석한 결과에 의하면 모델의 적용을 통하며 재가 노인들의 요구를 파악하고 문제 해결에 대한 노인들의 적극적인 참여를 유도 할 수 있었으며 잠재된 능력을 발견하는 기회가 되기도 하였다. 재가노인을 위한 사례관리의 방법으로서 과제 중심 모델을 적용할 때 다음과 같은 것을 제안 할 수 있다. 첫째 처음 접수를 받는 클라이언트를 대상으로 적용하는 것이 효과적이며 둘째는 정기적인 슈퍼비젼을 통하며 진행을 점검하는 것이 중요하고 문제 해결을 위한 다양한 과제나 가능한 사회 자원에 대한 목록을 만드는 것이 필요하다.

• 한국과학교육학회지
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• 제1권1호
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• pp.15-27
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• 1978

First: The common points from "syllabus" period to that of "Course of study" are as follows: 1) with no introduction explained. the "Syllabus" or "Course of study" was made to be completed in accordance with the allotment of time (unit). 2) To teach how to rear animals and grow plants, and to make specimens with collected samples formed a great significant field of learning, which meant giving more emphasis on learning classification, life-centered education and basic field of learning than discipline-centered education. 3) The reason why the field of applied biology was emphasized on was that both periods had ideals in Common to educate persons more necessary and useful to the society than to major the pure academic field. 4) Both periods mainly dealt with problems of diseases, and physical health discussed all over the world in 1950's which accounts for necessity of the society to free from ignorance. Second; "The first curriculum period" and "the second one" are observed as follows: 1) The former took the unit (credit) system for the first time. It tried to lay down the conceptual hierarchy with "Biology I" and "II" divided, while "Biolgy I" is better systematized than "Biology II". 2) Discipline-centered education and structure fo knowledge are put more emphasis on especially in "the 2nd curriculum period". 3) And also in this period are included serious problems such as urgency of pollution, importance of nature conservation, population due to the development of industry. 'Third; With the recent curriculum laid down, experiments and teaching contents of subjects are put in harmony with each other and accordingly the process of Inquiry is laid emphasis on. Fourth; It is necessary to set up conceptual sequence and scope effectively in the curriculum.

• 수완나부미
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• 제13권1호
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• pp.7-33
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• 2021

With a view to contributing to the epistemological and methodological debates in Southeast Asian Studies, the aim of this paper is to examine critically the epistemic concepts and approaches in the social sciences and then to seek an epistemic reflexivity and its potential methodological applications to Southeast Asian Studies. Although the field of social sciences has attempted to search for a means of tackling the ontological and epistemological dilemmas in its major paradigms, Southeast Asian Studies still demands a more 'actor-centered' epistemic account of reflexive interaction between actors and social structures. Bearing in mind the need for a more 'actor-centered' epistemic approach, this paper continues to discuss the 'epistemic reflexivity' in the social sciences and its potential applications to Southeast Asian Studies. In this paper, I will consider 'epistemic reflexivity' as an alternative methodological orientation. It emerges as interlinked with the ontological standpoint of what is called 'reflexive approaches' and its application to the detailed 'reflexive methodology' which I am proposing in this paper. In doing so, this paper discusses the autobiographical experiences of the author arising from his ethnographic field research in North Sulawesi, Indonesia and their implication for a reflexive methodology in Southeast Asian Studies. In conclusion, the paper argues that we need a 'more actor-centered' epistemic framework to compensate for the epistemological and methodological dilemmas in the social sciences and the alternative framework will equip Southeast Asian Studies with a reflexive methodology relevant to the life-dynamics of the social world in the process of developing its inquiries, methodological technics, analysis, and validation.