Risk factors exist on industrial life cycle whole of military use or common use system. Also, risks exist in project for system development. Therefore, PMs that develop system concentrate a lot of efforts in risk management that discriminate hazardous factors that always exist in industrial life cycle and solved this. Because risk factors that exist in project dominate project success or failure. However, various modern systems are becoming SoS that complex and interdependence between system is gradually high. So, Program Managers or System Engineers develop and apply effective new risk management process for complex system development. Risk management is one of the most important duty of System Engineer who wish to find risk factor and control this does by systematic thought and approaches influence for system industrial life cycle whole. Recently, paradigm conversion about these risk management is achieved. That is, divide to positive factors and negative factors and manage risk factors. In particular, opportunity management technique that is proactive risk management technique that find first system development early positive factors that appear much as it is is developed and is already applied actuality in several projects. There is frequently example that this opportunity government official technique is applied in Department of Defense's weapon system development. This paper wishes to search about opportunity management technique and example applied in actuality project that can change paradigm of risk management.

초 중고 과학 교육에서는 과학적 소양의 함양을 그 학습 목표로 하고 있으며 이를 위해서 학생들은 과학자들이 어떻게 과학적 지식을 정립해 가는지를 이해하는 과정이 필요하다고 주장하고 있다. 하지만 학교에서의 과학 탐구는 오로지 경험을 중시하는 실험 위주의 과학 탐구를 실행, 어떻게 자신들이 수집한 자료가 세운 이론에 합당한지를 밝히는 논증활동이 없다는 것이 문제점으로 지적되고 있다. 이 고찰 논문은 학교에서의 과학 탐구가 과학자들의 그것과 다르며, 실질적 과학 탐구의 실현을 위해서는 교사들이 탐구 자체의 정의, 목표 및 요소를 정확하게 이해하고, 과학적 논증기회를 부여하기 위한 적절한 교수 전략을 개발해야 함을 보여주고 있다.