ADHD 유아와 일반 유아의 사회적 기술 지식과 수행력 비교

김경자 ( Kyoung Ja Kim ),김자경 ( Jak Young Kim ),김지훈 ( Ji Hoon Kim ),정세영 ( Se Young Jeong ) 한국특수아동학회 2012 특수아동교육연구 Vol.14 No.2

This study was to evaluate the level of social skills of preschooler with ADHD through a comparison of social skills knowledge and performance between preschooler with and without ADHD. The subjects of this study were thirteen 5~6 year-old preschoolers with ADHD in P private kindergarten diagnosed by the child psychiatrist and 13 preschooler without ADHD whose genders and ages were matched with those with ADHD. Questionnaires according to the social skills knowledge and performance were conducted to the individual child. The result of the study was as follows: First, there was a significant difference on the level of social skills knowledge between the groups. Preschoolers without ADHD showed higher levels of social skills knowledge in both conflict and support situation. However, no group difference was found on social skills knowledge in potential involvement situation. Second, there was a significant difference on the level of social skills performance between the groups, Preschoolers with ADHD showed lower levels of social skills performance in the categories of problem solving, emotional expression, sense of order and confidence, Third, there was no correlation between social skills knowledge and performance for both preschooler with and without ADHD. In conclusion, the results of this study indicate the need for intervention of social skills knowledge and performance for preschooler with ADHD.

창의적 문제해결력 신장을 위한 교육과정 개발 모형 : 숙의 과정과 반성적 고찰

김경자(Kyung Ja Kim),김아영(Ah Young Kim),조석희(Seok Hee Cho) 한국교육과정학회 1998 교육과정연구 Vol.16 No.2

This thesis is concerned with the deliberation processes that took place in a curriculum development project for enhancing creative problem solving ability in students. An examination of those processes has highlighted some significant issues concerning the development processes of the math and science curriculum. Five main issues emerged during the project team`s deliberations. These involved (1) consideration of how the conceptual model of creative problem solving can best be transformed to the math and science curriculum, (2) establishment of a coherent perspective to guide the currculum development, (3) acceptance or rejection of constructivist view in establishing the perspective, (4) deliberation of how the structural characteristics of math and science content can be emphasized in the curriculum, and (5) ensuring cooperation and teamwork among team members. The resolution of these issues was a complex process, yet in the end some important points were made. First, difficulty in applying the concept of creative problem solving directly to curriculum development was an issue. It was resolved by understanding that developing curriculum involves the complex, simultaneous juggling of many different considerations: treating curricular elements and interrelating them in a coherent manner considering scope and sequence of curriculum; continuous attempts to clarify the theoretical concept of creative problem solving in the classroom context; and people involved in decision-making. Second, perspectives of subject-centered curriculum and student-centered curriculum were integrated into a coherent perspective, a coordinated set of ideas and actions team members used in dealing with curricular elements such as goals, content, learning activities, evaluation, etc. The reason to intergrate two perspectives into one was that learning cannot take place without referring the content to learn, nor the content be experienced by students without considering their learning and developmental processes. Third, constructivists` views were rejected because existing philosophies and developmental theories could explain what they proposed. Fourth, in organizing content, linking themes were selected and used to highlight the structure of disciplines included in math and science. Fifth, collective decision-making processes so that all team members had input on the corriculum development process at all stages were emphasized.

분산 OCSP에서 인증서 상태 검증을 위한 효율적인 CRI 운영에 관한 연구

김경자(Young-Ja Kim),장태무(Tae-Mu Chang) 한국컴퓨터정보학회 2008 韓國컴퓨터情報學會論文誌 Vol.13 No.3

기존 CA(Certificate Authority)에서 인증서의 유효기간 및 클라이언트에서 폐지한 CRI (Certificate Revocation Information)를 관리하는데 있어서 많은 문제점이 있었다. 이를 해결하기 위한 여러 연구들이 행하여졌으나, 클라이언트 측면에서 인증서의 상태 정보를 실시간으로 검증할 수 있기에는 미흡하였다. 본 논문은 이러한 한계를 극복하기 위하여 분산 OCSP(On-line Certificate Status Protocol) 환경에서 새로운 CRI 운영 모델을 제안한다. CRL(Certificate Revocation Lists)을 분할하여 여러 OCSP 서버에게 최신의 CRL을 중복시키고, 그 외 CRL은 각 서버들에게 중복하여 분산시킨다. 이로써 기존의 CA의 병목현상을 줄이고, 전송되는 CRL의 크기도 효과적으로 줄임으로써 클라이언트가 인증서 상태를 실시간으로 검증할 수 있다. The conventional CA(Certificate Authority) has problems in dealing with certificates whose valid time is expired and in managing CRI (Certificate Revocation Information) produced by clients. Many researches are conducted to solve them, but they have limitations in providing real-time verifications of certificates' status for clients. In this paper, we propose a new CRI management model to address these limitations in distributed OCSP(On-line Certificate Status Protocol) environments. CRL(Certificate Revocation List) is divided into two parts: one part that is recent is replicated over several OCSP servers, the other part is replicated and distributed over servers. Our methods can help to break the bottleneck of CA, and effectively reduce the size of CRL transferred. Therefore, with our methods, clients can verify the state of certificates in real time.

창의력 문제 해결력 신장을 위한 단원 개발 및 평가

김경자(Kyung Ja Kim),김아영(Ah Young Kim),조석희(Seok Hee Cho) 한국교육과정학회 2000 교육과정연구 Vol.18 No.2

This thesis presents a unit and an assessment development model for enhancing creative problem-solving ability in school students. It is based on three years of research and development of the school curriculum model and the assessment model conducted by the Educational Research Institute of Ewha Womans University. The models presented in this study is consistent with the previous years of research on conceptualizaion of creative problem-solving ability and the development of the school curriculum model for enhancing creative problem-solving ability in students. The pervasive theme of the models presented in this thesis is epistemological concerns of what to teach and how to teach in school subjects as in previous studies. In the models presented in this thesis, the emphasis is on: Knowledge a patterned form of significant human experiences, which represent the real world should plays a central focus when we regards school curriculum for enhancing creative problem-solving ability in students. The common organizing elements are determined in establishing the unit and the assessment developing model: Declarative knowledge, procedural knowledge, and creative problem solving. In the unit development model, five activity components are decided as understanding basic knowledge, drawing concept map, investigation by guided discovery, explanation, and creative problem-solving. Assessment components correspond to unit activity components. By combining organizing elements with activity/assessment components five types of unit activities/assessment tasks can be created. These activities/assessment tasks can be either progressively presented or they can be provided at the same time. In this way instruction and assessment can be effectively integrated, which means, we can assess what we teach. The assessment results will offer information about the student progress as well as the validity of the school curriculum.

창의적 문제해결능력 신장을 위한 교육과정 개발의 기초 - 창의적 문제해결의 개념모형 탐색 -

김경자(Kyung Ja Kim),김아영(Ah Young Kim),조석희(Seok Hee Cho) 한국교육과정학회 1997 교육과정연구 Vol.15 No.2

This article describes a conceptual model of creative problem solving which can work as a platform for the curriculum developer to stand on to determine what he/she should do to realize his/her vision of the development of creative problem solving in students. The conceptual model includes an idea of what creative problem solving is and a vision of what it ought to be in curriculum for school subjects. Creative problem solving was conceptualized as an active process of producing new solutions to problems. Five components of gereal knowledge, domain-specific knowledge, motivation, divergent thinking, and critical thinking were discussed and regarded as dependent each other. The active role of the learner in producing new solutions to problems was emphasized. The model was described as a tree and a farmer. The tree metaphoricall expressed the bilogical nature of the learner who has an ability to sense problematic situations in the environment and resolve it through an active process of inquiry using five components of creative problem solving. Processing and constructing his or her own knowledge was also viewed ans one legitimate way of creative problem solving. The learner`s ability to deal with five components will grow as he or she increase the experience of creative problem solving. The farmer meant the curriculum developer(s) who understands the nature of the learner and the process of creative problem solving. He or she transforms the conception of creative problem solving into a program in which the learner pursues and frames his or her own problem. He incessantly observes, nurtures, and assists the learner. Some merits of the model to the development of curriculum for subject matters are: (1) the developer can see creative problem solving focusing on what knowledge is and how it is constructed from learner`s point of view; and (2) the model is organic in its nature and, therefore, can be refined and revised as it is used in practice. In order to identify what crieterial attributes of each component are, further clarification of value positions on which the model is grounded is needed.

협력 중심의 창의적 지식구성을 위한 융합형 학습환경의 설계 및 효과 분석

김영수 ( Young Soo Kim ),김경자 ( Kyung Ja Kim ),조경원 ( Kyung Won Cho ),허희옥 ( Heeok Heo ),김현진 ( Hyeon Jin Kim ),강의성 ( Eui Sung Kang ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2012 교육정보미디어연구 Vol.18 No.1

이 연구의 목적은 집단 구성원들의 유기적인 협력을 통하여 창의적 지식구성을 할 수 있는 통합적 학습환경을 설계하는 것이다. 학습, 지식구성, 창의성에 대한 사회문화적 접근을 기반으로, 협력과 창의적 지식구성의 통합을 개념화하였고, 관련된 이론 연구를 통하여 학습환경의 구성 원리를 추출하였다. 이의 타당성을 검증하기 위하여 전문가 검토를 실시하고 구성 원리를 적용한 학습환경을 설계하여 실제 대학교 수업에 적용하였다. 그 결과, 학습환경 설계원리들의 긍정적인 적용 가능성을 파악하였다. 실제적 관심을 기반으로 하는 개방형 과제 제시는 학습자들의 흥미와 적극적인 참여를 유도하였고, 개인의 지식 명료화, 구성원들간의 정보 공유 및 심층적인 논의 과정은 새로운 지식구성을 위한 기반이 되었다. 또한, 첨단 테크놀로지 기반 학습도구 및 환경은 개인의 성찰과정과 집단의 지식 축적을 통합적으로 지원하는 것으로 나타났다. 하지만, 학습자들이 지적한 것처럼, 개인의 성향, 집단 구성원간의 관계, 교수적 지원 등이 협력적창의적 지식구성의 필수 요인으로 강조되었다. 이를 통해, 학습자 지원을 위한 교수자의 역할 및 지원 전략의 개발이 핵심 개선 사항으로 고려되었다. 마지막으로 후속연구를 위하여 다양한 학습 과제 및 영역에서의 적용, 학습자 및 집단의 변화 과정의 파악, 그리고 그에 적응적인 교수자의 역할 및 지원 전략이 좀더 구체적으로 개발되어야 함이 제안되었다. The purpose of this study is to design the learning environment using information and communication technology (ICT) for integrating collaboration with creative knowledge construction. For this purpose, we identified the design principles of the learning environment, based on social-cultural perspective on learning, knowledge building and creativity. In order to verify the designed learning environment, a development research was employed with expert reviews and a preliminary implementation in a university course. The overall results showed a positive potential of the designed learning environment. Providing open-ended tasks with authentic problems led students` interests and active participation, and discussion with peers within a group and articulation of personal knowledge triggered knowledge building in a new way. Also, advanced technology-based learning tools and contexts facilitated the integration of individuals` reflection and groups` knowledge cumulation in an appropriate way. However, it was re-emphasized that personal characteristics, the relationships between members in a group and teachers` support must be recognized for critical components of collaborative and creative knowledge construction. Teachers` roles and support strategies must be identified for improvement. For further studies, some recommendations are suggested such as design of teaching strategies related to the advanced technology, development of criteria for tracing learning history, teachers` supports for learners` needs, etc.

Propionibacterium shermanii에 의한 비타민 B12의 생성에 영향을 미치는 배지첨가물들에 대한 연구

김지영(Ji Young Kim),김공한(Kong Hwan Kim),김경자(Kyoung Ja Kim),구양모(Yang Mo Goo) 대한약학회 1994 약학회지 Vol.38 No.5

Following the study on the fermentation conditions influencing the production of vitaminB12 by Propionibacterium shermanii(Korean J Biotechnol. Bioeng. 7, 126-131, 1992), the effects of some factors supplemented in the medium on the production of vitamin B12 were studied. Maximum production of vitamin B12 was observed when Co+2 was supplemented at the concentration of 2-4ppm in the fermentation medium. Increase of the supplemented C0+2 to 12ppm did not inhibit the growth of the organism, but it accelerated the lysis of the organism. In the literature, peptone was reported to activate the biosynthesis of vitamin B12. Examination of the effect of peptone on the growth and the production of vitamin B12 showed that at early stage more vitamin B12 was observed in the supplemented medium, but no difference was observed in the later stage of fermentation. Examination of the time for addition and the amount of 5,6-dimethylbenzimidazole, a precursor known to influence the production of vitamin B12, showed that a maximum yield of vitamin B12 was observed when 15mg/L was added to the fermentation medium after 2 days'' incubation. The effect was comparable with the increase of the production of vitamin B12 when the fermentation condition was changed to aerobic condition after 2 days'' culture under anaerobic condition.

뫼스바우어 분광법과 색도 분석에 의한 고대 고려청자의 발색메카니즘 연구

전아영,노형구,김응수,조우석,김경자,김종영,김진모,김철성,강경인,Jeon, A-Young,No, Hyung-Goo,Kim, Ung-Soo,Cho, Woo-Seok,Kim, Kyung-Ja,Kim, Jong-Young,Kim, Chin-Mo,Kim, Chul-Sung,Kang, Gyung-In 한국세라믹학회 2012 한국세라믹학회지 Vol.49 No.1

In ancient Goryeo celadon, the effect of the chemical composition and ionic state of Fe on the color was evaluated by Mossbauer spectroscopy and Design of Experiment (DOE) analysis. The ancient celadon pieces excavated from the kiln sites in GangJin and Buan areas were analyzed by Mssbauer spectroscopy, chromaticity, and DOE analysis. The color of celadon was found to be mainly determined by that of glaze since variations of $L^*$, $a^*$, and $b^*$ values for the body were much smaller than those for the glaze. As $Fe^{2+}$/$Fe^{3+}$ in glaze increases, $L^*$ value increases, whereas $a^*$/$b^*$ value decreases, which is well consistent with the result on the synthetic glaze. As the amount of titanium increases in the glaze, the $a^*$ and $b^*$ values decrease; on the other hand, the $L^*$ value increases, which is well consistent with the result on the synthetic glaze.

침상형 5Mg(OH)₂·MgSO₄·3H₂O 형성에 관한 MgO와 NH₄OH 영향

유리,피재환,김형태,김경자,김영웅,김웅,김유진,Yu, Ri,Pee, Jae-Hwan,Kim, Hyung-Tae,Kim, Kyung-Ja,Kim, Young-Woong,Kim, Woong,Kim, Yoo-Jin 한국분말야금학회 2011 한국분말재료학회지 (KPMI) Vol.18 No.3

Magnesium hydroxide sulfate hydrate whiskers ($5Mg(OH)_2{\cdot}MgSO_4{\cdot}3H_2O$, abbreviated 513 MHSH) were prepared using hydrothermal reaction with magnesium oxide (MgO) and magnesium sulfate ($MgSO_4{\cdot}7H_2O$) as the starting materials. The effects of the molar ratio of $MgSO_4$/MgO and amount of $NH_4OH$ were studied. As a result, 513 MHSH whiskers co-existed with hexagonal plate $Mg(OH)_2$ at low concentration of $SO_4^{2-}$. The molar ratio of $MgSO_4{\cdot}7H_2O$/MgO was 7:1, uniform 513 MHSH whiskers were formed without impurity such as $Mg(OH)_2$. Appropriate amount of $NH_4OH$ has affected to formation of high quality MHSH. Their morphologies and structures were determined by powder X-ray diffraction (XRD) scanning electron microscopy (SEM) and thermo-gravimetric analyzer (TGA).

청자 유약 발색메카니즘에 대한 뫼스바우어 분광법에 의한 연구

김종영,노형구,전아영,김응수,조우석,김경자,김진모,김철성,Kim, Jong-Young,No, Hyung-Goo,Jeon, A-Young,Kim, Ung-Soo,Cho, Woo-Seok,Kim, Kyung-Ja,Kim, Chin-Mo,Kim, Chul-Sung 한국세라믹학회 2011 한국세라믹학회지 Vol.48 No.1

Systematic study on relationship between celadon coloring and glaze component was conducted by chromaticity analysis and M$\ddot{o}$ssbauer spectroscopic analysis. The chromaticity ($L^*$, $a^*$, $b^*$ values) and M$\ddot{o}$ssbauer analysis results were correlated to the amount of $Fe_2O_3$, $TiO_2$, MnO, and $P_2O_5$, which are the essential factors influencing celadon coloring. According to chromaticity analysis, celadon glaze color belongs to GY group when the addition of $TiO_2$ was 1.4%, whereas the color belongs to BG group when the addition of $TiO_2$ was 0.1%. For the GY group, the colors change from GY to YR with the decrease of brightness as the addition of $TiO_2$, MnO, and $P_2O_5$ increases. According to M$\ddot{o}$ssbauer analysis results, as the amount of divalent iron ion increases, the $a^*$ and $b^*$ values decrease, on the other hand, $L^*$ value increases. The ratio of divalent iron ion produced in reductive sintering process is found to be 80~95% in this study, which induces the increase of $L^*$ values in celadon glaze.