본 연구 목적은 먼저, 학습자 수업참여(인지, 정서, 행동)와 수업만족도 의 인과관계에 대해 살펴보고, 둘째는 다차원 학습자 수업참여와 수업만 족도 간의 관계에 있어 학습자 수업참여의 어떤 하위변수들이 팀 학습활 동의 매개효과와 관련이 있는지 알아보고자 한다. 셋째는 다차원 학습자 수업참여가 팀 학습활동에 미치는 영향에 있어 팀 내 상호작용에 의해 어떻게 조절되는지에 대해 알아보고자 한다. 이를 위해 K대학 응용화학 과 학생을 대상으로 98개의 설문을 통하여 빈도분석, 각 변수들의 척도 와 신뢰도 분석 그리고 각 변수들의 타당성을 검증하기 위한 요인 분석 과 상관관계분석을 실시하였다. 각 변수별 영향력을 알아보기 위한 가설 검증은 위계적 회귀분석(hierarchical regression analysis)으로 하였 다. 연구결과는 첫째, 행동적 수업참여는 수업만족도에 영향을 미친다. 둘째, 팀 학습활동은 행동적 수업참여와 수업만족도 간의 관계에서 부분 매개를 하는 것으로 나타났다. 마지막으로 팀 내 상호작용은 인지와 정 서적 수업참여와 팀 학습활동 간의 관계에 대해 조절효과를 보였다. 이 연구결과는 플립러닝 환경에서 높은 수준의 팀 내 상호작용이 이루어진 다면 학습자 수업참여가 팀 학습활동에 미치는 긍정적인 영향이 더 커진 다는 것을 시사한다.

This study aims to classify R&D activities related to the nuclear fuel cycle using the deep learning methodology. First, R&D data of the Republic of Korea were collected from the National Science & Technology Information Service (NTIS) for the years 2021, 2022, and 2023. We use keywords such as ‘nuclear,’ ‘uranium,’ ‘plutonium,’ and ‘thorium’ to find nuclear-related R&D projects in the NTIS database. Among the numerous R&D projects found through keyword searches, overlapping and medical-related R&D projects were excluded. Finally, 495 R&D projects conducted in 2021, 430 R&D projects conducted in 2022, and 296 R&D projects conducted in 2023 were obtained for analysis. After that, Safeguards experts determine whether the R&D projects are subject to declaration under the AP. The values of the content validity index (CVI) and content validity ratio (CVR) were used to verify whether the experts’ judgments were valid. The 1,218 collected and labeled data were then divided 8:2 into training and test datasets to see if deep learning could be applied to classify nuclear fuel cycle-related R&D activities. We use the Python and TensorFlow packages, including RNN, GRU, and CNN methods. First, the collected text information was preprocessed to remove punctuation marks and then tokenized to make it suitable for deep learning. After 20 epochs of training to classify the nuclear fuel cycle-related R&D activities, the RNN model achieved 97.30% accuracy and a 5.85% error rate on the validation dataset. The GRU model achieved 96.53% accuracy and a 9.06% error rate on the validation dataset. In comparison, the CNN model achieved 94.61% accuracy and a 2.57% error rate on the validation dataset. When applying the test dataset to each model, the RNN model had a test accuracy of 83.20%, the GRU test accuracy of 82.79%, and the CNN model had a test accuracy of 85.66% for the same dataset. This study applied deep learning models to labeled data judged by various experts, and the CNN model showed the best results. In the future, this study will continue to develop an optimum deep learning model that can classify nuclear fuel cycle-related R&D activities to achieve the purpose of safeguards measures from open-source data such as papers and articles.

In a rapidly changing environment, it is essential for companies to develop their capabilities for sustainable growth. To this end, informal learning at work plays an important role for small and medium-sized enterprises that are having difficulties in human resource development. If the GRIT of workers and the spiritual leadership of leaders are maintained at an appropriate level, the effect of informal learning will increase. This study derived the following results through a survey of workers participating in the Work-learning Dual System in Korea. First, experience and feedback among informal learning activities have a significant positive effect on competency development. Second, the higher the level of the GRIT of workers, the greater the magnitude of the positive effect of experience and feedback on competency development, showing a positive moderating effect. Third, in the case of workers with high GRIT, capacity development is strengthened as experience or feedback increases, and the higher the level of spiritual leadership, the greater the scope of reinforcement. On the other hand, it can be seen that in the case of workers with low GRIT, competency development weakens as experience or feedback increases, and the higher the level of spiritual leadership, the greater the extent of the weakening.

This study aims to analyze the types of cognitive process required to perform vocabulary learning activities in Middle School English textbooks. For this purpose, 26 middle school English textbooks were examined, including 13 for the first year and another 13 for the second year of middle school. The results indicated that vocabulary learning activities emerged in the phase of reading, and then were categorized into pre-reading vocabulary activities and post-reading ones. Eight types of cognitive process emerged in the pre-reading phase and three types in the post-reading phase. That is, the number of vocabulary activities in pre-reading phase was larger than that in the post-reading phase. In addition, the diversity of vocabulary activities in the pre-reading phase was higher than that in the post-reading phase. Based on these results, this study suggests a new model of vocabulary learning activity in middle school English textbooks. A few implications on how to teach new words in English classrooms are discussed.

본 논문은 자발적 지리정보인 오픈스트리트맵(OpenStreetMap, OSM)을 활용하여 중학교 자유학기제의 지도 수업과 학생 활동을 분석한 연구이다. 본 연구를 통해 지도 수정과 편집이 자유로운 오픈스트리트맵을 활용하여 학생들이 직접 지도 편집을 수행하고 중학교 자유학기제 수업에 적용할 수 있는 학생 활동 및 수행 평가 내용을 제안하였다. 이를 위해 총 8차시의 주제선택 활동을 계획하였고, 지형지물의 위치, 굴곡, 형태, 크기, 면적에 대해 학생들은 점, 선, 면의 지도 기호를 사용하여 지도 입력과 수정. 편집 활동을 진행하였다. 학생 활동 평가를 위해 학생들의 지도 정보 입력 및 편집 활동 결과 내용을 분석하고 이를 다섯 단계의 지도 습득 수준으로 분류하여 각 활동 수준의 특성을 살펴보았다. 이러한 논의를 바탕으로 본 연구는 인터넷 지도와 모바일 기기의 지도 활용 환경을 감안하여 학생 주도의 디지털 지도 학습과 지도 교육 관련 연구의 필요성을 제기하고자 한다.

This study investigated the relative effects of input-based versus output-based activities on the learning of English unaccusative constructions. A total of 73 high school students were randomly assigned into two experimental groups and one control group. Of the two experimental groups, the input-based input enhancement group (IE group) experienced a reading passage with the learning targets visually enhanced. The output-based dictogloss group (DG group) performed the dictogloss task with the identical passage given to IE group. The control group (CG group) did not experience the learning targets at all. Results showed that IE group statistically significantly outperformed CG group both at the immediate and the delayed posttests, while there was no significant difference between IE group and DG group. In terms of the generalizability of the learned knowledge, however, it was DG group that outperformed CG group at the immediate posttest. Again, there was no difference between IE group and DG group. More detailed findings are provided, along with some implications for English classrooms in Korea.

This study analyzed variations of learning stress by comparing the salivary cortisol levels of students who participated in Earth Science inquiry activities. The cortisol concentrations between the pre- and post-inquiries of the sample of 34 university students, who had taken the course of ‘Basic Earth Science and Experiments’, were analyzed. The Earth Science inquiries consisted of geology and astronomy activities. The observational geology activities consisted of a session of ‘structure contours and map patterns’ and the cognitive astronomy activities consisted of a session of ‘representations of horizontal and equatorial coordinates’. These Earth Science inquiry activities were found to cause students to have anxiety, and the thought processes that these activities involved were found to cause learning stress. The variations in cortisol concentrations of students increased by 1.6±5.9 ng mL−1 after conducting observational activities in geology compared with 2.1±6.2 ng mL−1 after doing cognitive activities in astronomy. The analysis of the observational activities in the geology inquiry activities indicated that they were consistent with low levels of learning stress. Conversely, the analysis of the cognitive activities in the astronomy inquiry activities showed significant individual variations in cortisol concentrations. Furthermore, individual differences in cognitive ability were reflected in the astronomy inquiry activities. While students, who received high scores, exhibited low levels of stress in the geology inquiry activities, they showed high levels of stress in the astronomy inquiry activities. It was concluded that, in the case of students with high scores in the study, the level of learning stress increased due to the raised anxiety in cognitive inquiry activities. In contrast, students, who received low scores in the study, exhibited high levels of stress in the geology inquiry activities, and low levels of stress in the astronomy inquiry activities.

본 연구는 유아의 요리활동을 통하여 재료의 물리적인 변화를 즐겁게 관찰하여 체험함으로써 얻어지는 다양한 개념 학습에 대한 내용을 연구하였다. 이는 요리가 단순히 먹기 위한 활동이 아닌 과정 자체를 유아들이 즐기는 시간이 되고, 결과를 예측하고 추론하는 과정을 통해서 과학적이고 합리적인 사고의 과정을 경험하는 시간이 되었다. 유아들의 선 경험이 활동 전 다양한 예측을 하게하고 자신의 생각이 다양한 요리활동을 통해 검증이 되었을 때 기쁨을 느끼고, 다른 결과로 보여 질 때 새로운 경험적 개념의 변화를 가능하게 하였다.

This study examined how three task activities with receptive (R) reading, cloze (CZ) and receptive-productive (RP) integration differently lead to L2 idiom recall and retention by Korean EFL adult learners when they are enhanced with bolding, L1 glossing and three repetitions. It further looks into what features of the enhanced input tasks influence L2 idiom gains. The theories of input enhancement, receptive and productive task input are the basis for the present study. The results revealed that overall the three tasks contributed to high score of L2 idiom gains in immediate receptive, productive recall and delayed receptive retention, except delayed productive retention. There was no significant difference in idiom recall and retention by the three tasks. The descriptive analysis showed R group performed better on immediate receptive recall, while CZ group led the highest score of immediate productive recall. In terms of retention gap between immediate and delayed tests, the three tasks yielded high percentage of receptive idiom retention. The CZ task yielded the highest percentage of receptive retention but relatively low percentage of productive retention, while the R group retained most memory of productive knowledge. The results suggest some implications for effective L2 idiom teaching materials using input enhanced tasks such as bolding, L1 glossing and repetition.

The study aims to investigate the effect of post-reading question-generation activities on Korean middle school students’ English reading abilities with respect to cooperative learning. Two groups of students read the same reading materials; however, one group as an experimental group generated questions of three types, literal, inferential, and evaluative questions, while the other group as a control group answered comprehension questions. Each group was further divided into two sub-groups by cooperative and individual learning. A statistical analysis of the recall test scores reveals a positive effect of post-reading question-generation activities and cooperative learning on English reading abilities. The reading test scores by the three question types further illustrated variations across the question types: the experimental group outperformed the control group in the inferential and evaluative questions and individual learning was detected to be more effective than cooperative learning in the evaluative questions. Interactional effects were observed between post-reading activities and cooperative learning in the literal and evaluative questions. The findings suggest question-generation activities as a beneficial post-reading task, though their effectiveness can vary by question types and learning context.

학생중심의 다양한 탐구활동 수업을 통해 학습자의 학습 태도와 흥미 신장의 변화를 알아보기 위한 본 연구는 문제풀이에만 치중하는 학생들에게 과정을 중요시하게하고 탐구의 즐거움을 느낄 수 있도록 하며, 수학 교과학습에 대한 학생들의 흥미 신장과 자기주도적 학습 태도를 배양할 수 있는 교수·학습 방법을 고안·실천하였다. 실천과제로는 첫째, 2009개정 수학과 교육과정과 교과서의 기본학습내용 분석을 통해, 탐구활동 수업을 위한 준비를 하였으며, 둘째, 중1수학 교과의 단원별 탐구활동 계획을 세우고 자료를 수집 재구성하여 다양한 탐구활동 수업 방법을 구안하였고, 셋째, 재구성한 자료를 교수·학습 활동에 적용하여 학생들의 수학교과에 대한 학습태도와 흥미의 변화를 알아보았다. 이러한 활동 결과 학생들의 수학교과에 대한 태도 변화에서 긍정적으로 대답한 비율이 향상되었으며 이는 수업에 적극적으로 참여하고 학습의욕을 키우며 스스로 학습하는 태도에도 영향을 미치는 것으로 나타났다. 또한, 수학 교과에 대한 긍정적 태도 변화는 수학에 대한 흥미 신장으로 연결되었다고 볼 수 있다.

The purpose of this study is to investigate the effects of two different types of vocabulary activities on Korean EFL learners’ vocabulary learning and perceptions. The participants of the study were 30 Korean middle school students in Seoul, and they were divided into two groups (typography and web-based authoring). The former employed the word meaning and spelling image association technique and the latter used a multimedia vocabulary authoring tool for 42 target words. The major findings of the study are as follows: (1) Both the typography and the web-based vocabulary authoring groups showed significant improvement on the posttest of vocabulary test, which indicated the equal effectiveness of the two vocabulary activities; (2) with respect to different English proficiency levels, the low-level group showed much higher improvement of the mean difference between pre and post tests than the higher group; and (3) the participants’ perceptions turned out to be more positive when they participated in creating English word spelling image than authoring multimedia vocabulary learning materials. The results suggest the beneficial effects of active student involvement in the vocabulary learning process. Pedagogical and practical suggestions are made on the effective teaching of English vocabulary in Korean classroom settings.

요즘에 청소년들이 즐기는 음악과 학교에서 배우는 음악이 서로 분리되어 있으며 사춘기적인 수줍음과 변성기로 인해 음악 수업시간에 잘 참여하지 않으려는 현실에서 흥미와 참여를 유도하기 위해 우쿨렐레라는 악기를 선택하여 PBL모둠별 활동으로 진행하였다. 악기 특성상 1대 1 지도의 해결책으로 모둠별 전문가 이끔이 방식을 적극 활용하였으며 음악 수업시간 에만 한정하지 않고 학급음악회, 교내음악경연대회, 점심시간을 이용한 틈새아르떼 공연, 지역주민과 같이 하는 교외 밖 틈새아르떼 공연 등 다양한 음악활동으로 음악수업에 흥미를 유발하는 계기가 되었고, 모둠원간의 활동으로 소통과 배려하는 마음과 교우관계가 돈독해 지고 있음을 알 수 있었으며, 발표할 수 있는 경험이 쌓이면서 자신감 상승으로 자아효능감을 신장시키게 되었다.

The purpose of the study is to design the evaluation model that centered on the cases as to the study on Empowerment Evaluation for participants developing capacity and continuously improving the evaluation itself when conducting the evaluation for PBL activities. As increasing of the importance to the evaluation in the aspect of securing justification of education and managing the quality, the evaluation model is required to be continuously reviewing for satisfying the participant’ various viewpoints, and achieving the educational goals they have set.

The purpose of this study is to examine effective ways to introduce creative thinking skills development in the English learning classroom, specifically, focusing on questioning techniques and creative thinking techniques. The study explores selected creative-thinking techniques which are in accordance with English teaching methods and goals in the Korean context. The techniques highlighted were deemed adequate for enhancing creative and analytical thinking skills of English language learners and include the following: Brainwriting, SCAMPER, Lotus Blossom Technique, Forced Relationships/Analogy, Wishful Thinking Technique, Six Thinking Hats, SWOT, PMI technique, Flat Stanley Project. The study attempts to outline examples of and procedures for implementing such techniques in English education. The study is intended to provide insights for both researchers and practitioners alike and shall thus contribute to the ongoing discussion of integrating creativity education with English learning and teaching.

본 연구는 문화예술학습활동의 참여도가 개인의 삶의 만족도와 심리적 안녕감에 미치는 영향과 함께 자기효능감과 개방성의 조절효과를 확인하고자 하였다. 이를 위해 울산광역시 지역축제 참가자와 문화원문화교실 수강생 240명에게 설문자료를 배포하여 이 중 유효한 설문지 227부(94.6%)를 활용하였다. 연구문제로는 첫째, 문화예술학습활동을 관람활동과 체험활동으로 분류하여 삶의 만족도에 미치는 영향을 분 석하였으며, 둘째, 문화예술학습활동이 심리적 안녕감에 미치는 영향을 분석하였다. 마지막으로 이들의 관계에서 자기효능감과 개방성의 조절효과에 대해서 분석하였다. 연구 결과는 다음과 같다. 첫째, 문화예술학습활동 참여도는 개인의 삶의 만족도에 유의한 정(+)의 영향을 미치는 것으로 나타났다. 둘째, 문화예술학습활동의 참여도는 개인의 심리적 안녕감에도 유의한 정(+)의 영향을 미치는 것으로 나타난다. 셋째, 자기효능감과 개방성의 조절효과에 대한 분석결과를 살펴보면, 자기효능감은 문화예술학습활동과 삶의 만족도 및 심리적 안녕감 간의 관계에서 모두 조절효과가 발견되었으며, 개방성에 대한 조절효과는 문화예술학습활동과 심리적 안녕감 간의 관계에서만 발견되었다.

This paper deals with an empirical analysis of the structural relationship among the factors such as quality management activities, organizational learning and firm performance of manufacturing corporations. The findings of the analysis are expected to make lots of contribution to manufacturing corporations establishing strategies for quality management activities and organizational learning. From the analysis, following conclusions and suggestions could be drawn: First, an analysis of the relationship between quality management activities and organizational learning showed that most activities of quality management turned out to exercise great influence upon the factors of organizational learning. This means that the activities of quality management will prompt the members of an organization to actively engage in learning activities individually, by team and organizationally, motivating them to spread such activities across the whole organization, leading ultimately to fundamental renovation of the very organization. Second, from an analysis of the relationship between organizational learning and firm performance, that is, financial and non-financial performances of a company, it was found that most factors of organizational learning have tremendous impact upon financial and non-financial performances of the company. Such result implies that decision and management of the things to be performed in the process of organizational performances are essential to determining firm performance because firm performance depend largely on the outcomes of organizational learning.

This study examined the relationships between participating in sports activities and learning attitude of elementary school students, showed the value and the role of participating in sports activities. There were two factors defining participating in spo

The purpose of this study was to apply new sporting events, which could be intriguing for school children and boost their class participation, into P.E. instruction in an effort to further their attitude, interest and basic physical fitness. The subjects