가족중심의 사회사업실천연구(1) : Make a Restart from Mary Richmond in Korea Mary Richmond에서 부터 다시 시작하라

김수환 慶星大學校 1994 論文集 Vol.15 No.3

Family centered social work practice is a model of social work practice wihich the family is located in the center of the unit of attention or the field of social work activities in America. The relationship between social work and family stems from early social work practice. The first professional practice journal was called <The Family>, and now it is called <The Families in Society>. Social casework, as a method of social work practice, was born in a nationwide network of agencies called "family service"agencies. Mary Richmond was in the center of development of early social work. She developed a professional model of casework and devised the now familiar practice steps of study, diagnosis, treatment. The unit of steps was the family, Richmond translated her conviction about the importance of the family into her conception of social work practice. But, in 1920-1950, emphasizing a psychological/individualistic view, a lot of practitioner believed that the adaptation of an individual to the environment depends upon his mental makeup. The Family agencies which had originally defined the family as the case shifted to an individual focus in social work practice. The fifties saw a return to the family as the unit of attention. Social workers emphasize the importance of understanding family interaction in case situations. They define family centered social work as practice which is based on an understanding of the social and emotional needs of the family, and believed that the improvement of the social functioning of the family unit is achieved by direct or indirect treatment of the individual family member. In reviewing the relationship between social work and family, the family has sometimes been in the spotlight and at other times in the shadows. Today, family centerd social work is different from family therapy which is very popular in America. It is a theory and practical model on social work, not a theory on family therapy. Social worker co-work with other professionals in family therapy settings. We don't have any native practice model or theory about family social work practice in Korea. We need Mary Richmond.

Gene expression profile in mesenchymal stem cells derived from dental tissues and bone marrow

김수환,김영성,이수연,김경화,이용무,김원경,이영규 대한치주과학회 2011 Journal of Periodontal & Implant Science Vol.41 No.4

Purpose: The aim of this study is to compare the gene expression profile in mesenchymal stem cells derived from dental tissues and bone marrow for characterization of dental stem cells. Methods: We employed GeneChip analysis to the expression levels of approximately 32,321 kinds of transcripts in 5 samples of bone-marrow-derived mesenchymal stem cells (BMSCs) (n=1), periodontal ligament stem cells (PDLSCs) (n=2), and dental pulp stem cells (DPSCs) (n=2). Each cell was sorted by a FACS Vantage Sorter using immunocytochemical staining of the early mesenchymal stem cell surface marker STRO-1 before the microarray analysis. Results: We identified 379 up-regulated and 133 down-regulated transcripts in BMSCs, 68 up-regulated and 64 down-regulated transcripts in PDLSCs, and 218 up-regulated and 231 down-regulated transcripts in DPSCs. In addition, anatomical structure development and anatomical structure morphogenesis gene ontology (GO) terms were over-represented in all three different mesenchymal stem cells and GO terms related to blood vessels, and neurons were over-represented only in DPSCs. Conclusions: This study demonstrated the genome-wide gene expression patterns of STRO-1+ mesenchymal stem cells derived from dental tissues and bone marrow. The differences among the expression profiles of BMSCs, PDLSCs, and DPSCs were shown, and 999 candidate genes were found to be definitely up- or down-regulated. In addition, GOstat analyses of regulated gene products provided over-represented GO classes. These data provide a first step for discovering molecules key to the characteristics of dental stem cells.

기술수용모형을 이용한 소셜 네트워킹 기반 토의 학습의 효과 분석

김수환,한선관 한국정보교육학회 2011 정보교육학회논문지 Vol.15 No.4

연구에서는 소셜 네트워크 서비스의 대표적인 도구인 트위터를 활용한 토의 수업의 교육전략을 제안하고, 이를 적용한 실험을 실시하였다. 초등학생들의 일부가 패널토의에 참여하고 나머지는 방청객이 되어 트위터를 사용하여 토의에 참여하였다. 기술수용모형을 적용하여 효과성을 분석하고 설문조사로 만족도 및 협력학습의 효과성을 검증하였다. 실험 결과 용이성이 유용성에 영향을 미치며, 유용성이 태도에, 태도가 사용의도에 긍정적인 영향을 미치는 것으로 나타났다. 또한 트위터를 사용한 토의학습에 대한 만족도 및 협력학습의 효과면에도 매우 긍정적인 반응을 보였고, 회귀분석 결과 협력에 대한 인식이 유용성에 영향을 미치는 것으로 나타났다. 따라서 본 연구에서 제안한 트위터를 활용한 토의학습 전략이 효과적이었음을 알 수 있다. In this study, we suggested a strategy about a discussion class using Twitter, and experimented it inside an elementary school classroom. Elementary students participated in a panel discussion and the others discussed as audience using Twitter. After the discussion, we investigated the effectiveness of our strategy using the Technology Acceptance Model and verified students' satisfaction and ability to collaborate through giving them a questionnaire. As a result, the perceived ease of use positively effected the perceived usefulness and the perceived usefulness influenced the attitude and the attitude affect on intention to use. Also, students were satisfied with the discussion class on Twitter and had a positive perception about collaboration with it. As a result of regression, perception of collaboration among the students influenced the perceived usefulness positively. The results in this study show the effectiveness of using the discussion class strategy on Twitter.

Computational Thinking 증진을 위한 학습자 중심의 교수학습 전략의 효과

김수환 한국정보교육학회 2015 정보교육학회논문지 Vol.19 No.3

본 연구의 목적은 SW 교육의 목표인 Computational Thinking(CT)의 증진을 위한 학습자 중심의 교수학습 전략을 적용하고 그 효과성을 검증하는 것이다. 컴퓨터 비전공자들이 CT를 증진하기 위해서는 쉽고 재미있는 교육내용과 함께 적절한 교수학습 전략이 적용되어야 한다. 본 연구에서는 컴퓨터 비전공자를 위한 CT 교육에 서의 학습자 중심의 교수학습 전략인 협력, 공유, 자기주도학습 등의 요소를 적용하고 그 효과성을 검증하였다. 연구 결과 CT 교육에서 학습자 중심의 교수학습 전략은 컴퓨터 비전공 학습자들의 재미와 흥미에 영향을 주었 고, 이는 후속 학습의도에 영향을 주는 것으로 나타났다. 본 연구에서 적용한 학습자 중심의 교수학습 전략은 CT 교육에서 효과적인 교수학습 전략으로 활용할 수 있다. The purpose of this study is to verify the effectiveness of teaching and learning strategies of learner-centered learning for the computational thinking that is the educational purpose of SW education. For improving computational thinking, funny and easy educational contents and appropriate teaching and learning strategies are needed. In this study, I applied and verified the learner-centered strategies for non-computer major learners in computational thinking education: collaboration, sharing, self-directed learning. As the result, the teaching and learning of learner-centered learning affects the pleasure and the interest of learners; they affect computational thinking efficacy; it affects intention to use. It is able to apply this learner-centered learning strategies to computational thinking education as an effective educational strategies.

Computational Thinking 향상을 위한 디자인기반 학습

김수환,한선관 한국정보교육학회 2012 정보교육학회논문지 Vol.16 No.3

본 논문에서는 Computational literacy교육에서 Computational Thinking을 향상시키기 위하여 디자인 기반학습을 제안하였다. 디자인 기반 학습은 CT를 길러주기 위하여 CL교육에서 시도하는 학습 방법으로 MIT의 연구를 바탕으로 본 연구에 맞게 수정, 보완하여 적용하였다. 초등학교 4학년 단위 영재학급 학생을 대상으로 EPL교육을 실시한 후 교육전략 및 시사점을 도출하였다. 교육효과를 검증하기 위해 설문조사 및 관찰, 인터뷰를 실시하고 그 결과를 분석하였다. 연구 결과, CL학습에서의 디자인 기반 학습은 self-프로그래밍 능력과 흥미도를 긍정적으로 변화시켰고 학습자들이 자신의 아이디어를 창작물로 제작하고 의미있는 결과물을 만드는 교육에 효과적인 것으로 나타났다. 본 연구가 컴퓨터 교육에서 디자인 기반학습을 효과적으로 적용하는데 필요한 기초자료로 제공되길 기대한다. In this paper, we studied a design-based learning for Computational Thinking in Computational Literacy. The design-based learning for computational thinking in computational literacy education started from a MIT media laboratory in 2011. We revised the design-based learning and applied it to educational field. We considered educational strategies and derived the implications, after teaching fourth grade gifted students. Moreover we conducted and analyzed a questionnaire survey, observations and interviews. As the result, the design-based learning in computational literacy is effective for creative computational thinking that students create their ideas and make a meaningful artifacts from it. We expect that this study provides the basic data to apply a design-based learning for computational thinking to Computer education.

카인의 대답

김수환 우리신학연구소 2009 갈라진 시대의 기쁜소식 Vol.- No.872

중소기업협동조합 공동행위에 대한 공정거래법 적용제외 실태와 과제

김수환 중소벤처기업연구원 2015 중소기업포커스 Vol.2015 No.15

공공시장 안주기업 참여제한제 도입방안 연구

김수환,김용희 중소벤처기업연구원 2012 중소기업정책연구보고서 Vol.2012 No.5

협동조합 본질적 관점에서의 중소기업협동조합 기능 및 역할제고 방안

김수환 중소벤처기업연구원 2012 중소기업정책연구보고서 Vol.2012 No.9

스크래치데이 참여학생들의 SW 교육에 대한 인식 연구

김수환,한선관 한국정보교육학회 2014 정보교육학회논문지 Vol.18 No.4

본 논문은 스크래치데이 행사에 참여한 초등학생과 중학생을 대상으로 SW 교육에 대한 인식을 조사하였다. 2013, 2014년에 실시된 스크래치 행사에 참여한 558명의 학생에게 창의컴퓨팅 교육을 실시하고, 학생들의 인식 을 묻는 설문을 통하여 우리나라 SW 교육의 인식을 파악, 분석하였다. 분석 결과, 학생들은 창의컴퓨팅 교육을 재미있고, 유용하다고 생각하고 있으며, 학교교육에서도 교육이 이루어지기를 희망하고 있었다. 또한, 사용의도 측면에서는 남학생이 여학생보다 긍정적으로 인식하고 있었으며, 사전에 스크래치 교육을 경험한 학생들이 그렇 지 않은 학생들보다 유용성, 사용의도에서 더 긍정적으로 인식하고 있었다. 구조방정식 모형 분석에서는 창의컴 퓨팅 교육의 재미, 용이성, 유용성이 학교교육에 적용해야 한다는 인식에 영향을 주는 것으로 나타났다. 이를 통 해 SW교육이 초⋅중등 교육에서 필요하며 학교 현장에서 적용 가능성을 도출하였다. This study is to analyze students’ perception about junior SW education by giving the questionnaire to the participants in Scratch-day. We taught the creative computing to 558 juniors on Scratch-day in 2013, 2014 and researched the questionnaire about their perceptions of creative computing education. We analyzed the current status of SW education from this process and extracted considerations about elementary SW education. We also proposed the possibility of its application to the elementary and middle school education. As a result of this study, it is observed that students think that creative computing education is fun and useful, and want to apply it to the public school education. Also, male students think more positive than female students about an intention to use, and students who have experienced with Scratch education consider it more useful and positive intention to use than those who have not. According to the structural model, it is found that the pleasure, easy of use, and usefulness of creative computing education have a positive influence on students’ perception that it should be applied to public school education.