• Communications of Mathematical Education
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• v.23 no.3
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• pp.599-624
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• 2009

The purpose of this study was to investigate the relationship between error types and Polya's problem solving process. For doing this, we selected 106 sophomore students in a middle school and gave them algebra word problem test. With this test, we analyzed the students' error types in solving algebra word problems. First, We analyzed students' errors in solving algebra word problems into the following six error types. The result showed that the rate of student's errors in each type is as follows: "misinterpreted language"(39.7%), "distorted theorem or solution"(38.2%), "technical error"(11.8%), "unverified solution"(7.4%), "misused data"(2.9%) and "logically invalid inference"(0%). Therefore, we found that the most of student's errors occur in "misinterpreted language" and "distorted theorem or solution" types. According to the analysis of the relationship between students' error types and Polya's problem-solving process, we found that students who made errors of "misinterpreted language" and "distorted theorem or solution" types had some problems in the stage of "understanding", "planning" and "looking back". Also those who made errors of "unverified solution" type showed some problems in "planing" and "looking back" steps. Finally, errors of "misused data" and "technical error" types were related in "carrying out" and "looking back" steps, respectively.

• Journal of East-West Nursing Research
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• v.7 no.1
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• pp.32-47
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• 2002

This study is a descriptive comparative investigated one to analyze nursing education system and curriculum of Korea and China trans-culturally. 1) Education System The basic level of nursing education in Korea consisted of 65 3-year- junior college of nursing (7379 students) and 48 4-year-bachelor of nursing college (2345 students) in 2000 showing more 3-year-junior college of nursing and its students. In China, western nursing as well as Chinese nursing education system were operating. In 2000, 501 western school of middle technical nursing, 29 school of middle technical nursing of middle level education, and 89 3-year western and 24 Chinese junior college of nursing, and 42 4-year western bachelor of nursing college and 10 Chinese of high level education have been established. The presence of Chinese school of middle technical nursing system seemed to be in slower development in nursing than Korea, but that of Chinese nursing education seemed to be advanced with its national identification prior to Korea. Post graduate continuous education for RN-Diploma and RN-BSN program has been opened as in Korea. The Hosa(護士) system in school of middle technical nursing in China reflects lower level of education than Korea. But it can be a merit, other than in Korea, without nurses aids, when they are acting under supervision of nurses and led by them, and there presents a special course for promotion up to high level education. Graduate school in Korea is divided into general type opening a curriculum for MS in 1960 and as of 2000, 21 general types for majoring in nursing. The PhD course in Korea was established in 1978, and after that the PhD courses have been opening in 14 universities at present. China established master degree course in 1991 and as of 7 colleges are ongoing, and the doctoral course is now under planning, resulting slower development than Korea. 2) Education of theory and clinical practice in Korea and Chine (1) Korea's 3-year junior nursing college have 51 subjects, 49 subjects in China, which was not different. China was following education of ideology and medical. 4-year Bachelor of Science College has 92 subjects in Korea with cultural subjects and essential major studies/elective in theory education in Korea, while 63 subjects in China, showed wider selection in Korea's education. (2) Korea's 3-year and 4-year nursing colleges performed clinical practice education parallel with theoretical education for a certain period, block or theory/practice system. While China's 3-year and 4 or 5-year-colleges educated the theory first and then practice for one year in the last grade, integrating each situation of the departments and the theory. (3) Korea's oriental nursing theory in nursing education was performed in 28 colleges of 65 nationwide ones of 3-year junior nursing colleges, but only one school was educating clinical practice. In 4-year bachelor of nursing colleges, the oriental nursing theory was done in 14 among 48 investigated. And 1-4 subjects of them were doing, and 4 schools performed of clinical practice, showing more reinforced than the junior colleges. China's 3-year and 4-5-year western nursing colleges taught two subjects of Chinese medicine nursing. China's 3-year & 4-5-year College of Chinese medicine nursing, theory of Chines medicine nursing education taught eight subjects. (4) 5-year colleges of Chinese medicine western integrated nursing, theory of Chinese medicine nursing education consisted of twelve Chinese medicine nursing subjects and two of Chinese medicine western integrated nursing subjects. China was tempting a new development of a pattern of Chinese medicine nursing subjects reinforced. 3) The verification of Korean and Chinese nurse's license. The verification test of Chinese nurses license is differentiated at the level of education other than in Korea. Expire date is 2 years and a qualified test must be done to a renewal. And the continuing education hours are 72 per year, which is more enforced than Korean nurses (10 hours a year). In accordance with WTO regulations, we should prepare for opening foreign hospital, educating oriental nursing subjects. And on this, it is recommendable to settle a basic frame research to run the oriental nursing practice ongoing. 1. It is desirable to develop the oriental nursing subjects to apply its idea to the western nursing and differentiate Korean nursing. 2. It is desirable to certify oriental nurse's characters, to expand and develop the nursing areas to practice it, and to establish the oriental nursing system. 3. It is expectable to promote Korean nursing specialization to develop the oriental nursing as a professional and to create its demand.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.459-467
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• 2007

The purpose of this study was to compare the illustrations used in elementary science textbooks of Korea and BSCS in USA, and analyze the types, role, and characteristics of the illustrations. For the analysis, we used 8 elementary science textbooks of the 7th curriculum of science education in Korea from 3rd through 6th grade, and 16 volumes (stage 2 to stage 5) used in BSCS in USA. We examined types of illustrations, including photograph, picture, graphic, cartoon, chart, and their 4 roles such as, motivation, introducing the lesson activity, providing the materials, presenting the learning result. The results were as follows: First, Korean textbooks have more "photograph" type of illustration than BSCS. In BSCS textbooks, diverse types of illustrations were used compared to Korean textbooks. Second, large portion of illustrations in Korean textbooks took a role of providing materials. In BSCS textbooks, the roles of illustrations were more diverse. In BSCS, there were many illustrations to describe students working together with the disabled children, and to explicitly encourage cooperative learning. Considering the findings in this study, educational implications were discussed.

• Journal of Korean Home Economics Education Association
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• v.15 no.1
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• pp.15-32
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• 2003

This study examined teacher perception of the instructional method. activities and material in terms of class quality enhancement. Also this study established instructional method. activities and material application Per 7th Practical Arts Education Course guidance domain. and type identification of the instructional method and activities unique to the Practical arts curriculum. Conclusions : 1. Teachers consider the instructional method and material beneficial. However in the item relevant to application of diverse instructional methods Per specific teaching objective and educational content in the actual classroom. the highest percentage responding. ‘relatively yes’ (39.7%) . balanced out with those answering. ‘no’(37.7%) 2. In linking the instructional method and material to secondary school home economics education, teachers experienced difficulty in teaching only the clothing education domain . 3. In each guidance domain, lecture method, problem-solving learning. cooperative learning. home project learning and functional learning were surveyed for instructional method suitability. Notably, home project learning was identified as a significant instructional method. This result begs in-dept analysis as home project learning may be utilized as a tool to compensate for the absence of practical educational objective condition fulfillment and to substitute for teachers unable to Provide such functional guidance in class. 4. In each guidance domain. role-playing. debate/discussion. case study research, practical exercise and activity reporting were rated as essential teaching ㆍ learning activities. 5. In each guidance domain.‘VCR’, ‘CD-ROM’ and ‘Web media’ were identified as suitable instructional materials .

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.103-120
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• 1996

In this study, the ways to improve the processes of training, employing and retraining secondary science teachers were investigated by a survey method. Particularly, the following five aspects of the processes were questioned to three major groups of people relevant to school science. A total of 384 responses (from 156 university teachers, 168 secondary science teachers and 64 student teachers) were analyzed through the frequency-analysis and crosstab-analysis of SPSS/$PC^+$ programme. The results of this study can be summarized as follows: (1) middle-school science teachers and high-school science teachers are needed to be trained separately in different systems, (2) the proportions of the faculty members majoring science education and science studies in the departments for science education are needed to be increased, (3) the proportions of the courses related to science education and general sciences in university curriculum are need to be increased, (4) the period of teaching practice in schools during university time should be increased up to five or six weeks, (5) the proportions of science education and general sciences in the examination for science teachers' employment should be increased and the examination should have more subjective type questions, and (6) the programmes for retraining science teachers should have more contents on science education which are directly relevant to school science.

• Journal of the Korean Institute of Educational Facilities
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• v.24 no.2
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• pp.3-10
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• 2017

This study compared evacuation effectiveness between the conventional school auditorium plan and a suggested hypothetical plan that was generated by a mathematical model, which is commonly applied in the field of industrial engineering. Recent school buildings became much more complicated in floor planning due to new social needs and modern curriculum than the old days. Nevertheless, architect's approach to floor composition in terms of fire emergency evacuation planning, still has no relation to optimized effective but relies more on an conventional school planning. Therefore, since school buildings are much more likely to be exposed to any fire related events than any other building types, emergency exit effectiveness based on spatial composition has to be seriously evaluated with a scientific method. The algorithm, which acquires the number of persons in each spatial type(node) per floor and the minimum physical distance between spatial types(arc), can propose the most optimized spatial layout per floor regarding emergency evacuation event. Consequently, this study evaluated school's fire exit effectiveness focusing on auditorium area with the scientific tool and suggested the most reliable spatial layout regarding possibile emergency evacuation event.

• Journal of Industrial Convergence
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• v.19 no.4
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• pp.9-15
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• 2021

The purpose of the study is to find out the difference between high school students' hopes and the school happiness of each cluster of grits. Method: 282 high students' responses were analyzed through correlation analysis and cluster analysis. Results: First, There is a positive correlation between hope and grit and school happiness. Second, Hope and Grit appeared in four clusters. School happiness had the highest "high psychological capital" group and the lowest "low psychological capital. Conclusion: It was discussed that the agency thinking and effort perseverance of grit should be reflected in the curriculum of general high schools. In addition, we propose to develop questionnaires for practical measurements.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.311-324
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• 2022

This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.189-207
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• 2013

This study was to examine current situations and factors related to private learning expenses. A household survey involving a nationally representative sample of 976 households and 1,648 3-5 year old children was conducted. The questionnaire was comprised of two parts; the first part investigated the demographic and socio-economic status of the parents. The second part inquired as to the type and cost of private education, during the month of June, 2012. Data were analyzed by chi-square, one-way ANOVA and multiple regression analyses. The findings of the study were: First, 86.7% of parents of pre-school children used private learning. Second, private learning expenses were estimated to be 129,700 Won for 3~5 year old children. And older children and children from higher income and full-time homemaker families used more private learning. Thirds, Income and the child's age affected private learning expenses. Policy measures were suggested based on the findings as follows: Institutional infrastructure should be established: Strong support for national curriculum and the development and dissemination of special programs is needed.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.