• Journal of the Korean earth science society
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• v.42 no.3
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• pp.365-380
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• 2021

This study aimed to explore the characteristics of scientific observation and reasoning of gifted middle-school students in rock identification. Five rock samples that are considered important as per science textbooks, including igneous, metamorphic, and sedimentary rocks, were provided to 19 first-year middle-school students attending a gifted education center. Students were asked to infer the formation process, type, and name of each rock. The results showed that the characteristics of rocks that students primarily paid attention to included color, texture, and structure. Students immediately succeeded in identifying common rocks based on memory; however, meaningful inferences were not made. In case of rocks that students faced difficulty discriminating, significant reasoning processes were revealed through discourse. In addition, although scientific reasoning was properly constructed based on meaningful observations, there were cases wherein rock identification failed. These results will contribute to determining the current level of understanding of middle-school students in rock identification activities and finding ways to provide students with meaningful scientific observation and inference experiences through rock identification in the school field.

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.3
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• pp.17-25
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• 2018

In this research, we analyze the factors considered by parents of subjects of special education when selecting special educational institutions for children, and present proposals for improving the placement plan of special subjects, The results are as follows. First, for special education subjects, a considerable number of kindergarten processes are required for compulsory education, and special education subjects are selected for elementary school entrance. Second, the factors of choosing the special educational institution of parents of special education subjects are the expertise of the teacher and the operation of the curriculum, the type and extent of child disability, the distance to school and the way of commuting, educational facilities, Treatment room etc). Thirdly, it was found that parents' choices are the largest among schools in the school area, as to how special education institutions of special education subjects are arranged. For proper placement planning, it is necessary to accurately grasp the number of subjects for special education, so the selection time of the subjects of special education shall be the process of kindergarten at the latest, the disparity of special education institutions and the disparity of educational facilities It is necessary to set school books to solve it.

• Journal of the Korean Society of School Health
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• v.33 no.3
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• pp.184-193
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• 2020

Purpose: This study was designed to investigate the trends in school health research in Korea using probabilistic latent semantic analysis. The study longitudinally analyzed the abstracts of the papers published in 「The Journal of the Korean Society of School Health」 over the recent 17 years, which is between 2004 and August 2020. By classifying all the papers according to the topics identified through the analysis, it was possible to see how the distribution of the topics has changed over years. Based on the results, implications for school health research and educational uses of latent semantic analysis were suggested. Methods: This study investigated the research trends by longitudinally analyzing journal abstracts using latent dirichlet allocation (LDA), a type of LSA. The abstracts in 「The Journal of the Korean Society of School Health」 published from 2004 to August 2020 were used for the analysis. Results: A total of 34 latent topics were identified by LDA. Six topics, which were「Adolescent depression and suicide prevention」, 「Students' knowledge, attitudes, & behaviors」, 「Effective self-esteem program through depression interventions」, 「Factors of students' stress」, 「Intervention program to prevent adolescent risky behaviors」, and 「Sex education curriculum, and teacher」were most frequently covered by the journal. Each of them was dealt with in at least 20 papers. The topics related to 「Intervention program to prevent adolescent risky behaviors」, 「Effective self-esteem program through depression interventions」, and 「Preventive vaccination and factors of effective vaccination」 appeared repeatedly over the most recent 5 years. Conclusion: This study introduced an AI-powered analysis method that enables data-centered objective text analysis without human intervention. Based on the results, implications for school health research were presented, and various uses of latent semantic analysis (LSA) in educational research were suggested.

• The Mathematical Education
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• v.60 no.3
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• pp.265-279
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• 2021

In this study, by analyzing of types and functions of questions presented in Data and Chance area of the mathematics textbooks for grades 1-6 of the 2015 revised curriculum, the characteristics of the questions presented in the textbook were identified, and implications for teaching and learning related to the questions in this textbook were obtained. Types and functions of the presented questions showed different proportions of appearance according to the grade clusters, and this seems to be related to the learning contents for each grade clusters and the characteristics of grade clusters. In addition, it can be seen that the functions of questions are related to the types of questions. Teachers should have pedagogical content knowledge about Data and Chance area as well as developmental characteristics for each grade clusters. In addition, the teacher should present an suitable question for the level of grade clusters and the nature of the content to be taught so that effective learning can be achieved based on the understanding of the characteristics and functional characteristics of each type of questions. The results of this study can contribute to statistical teaching in a progressive direction by providing a foundation for textbook writing and teaching/learning.

• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.547-555
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• 2021

The purpose of this study is to develop a Goldberg device-based software(SW) convergence Education tool. The 2015 revised curriculum emphasizes convergence with various subjects for effective SW education. In particular, physics is often used as a material for SW convergence education because it is closely related to computational thinking such as sequential movement, quantification of energy and simulation. In this study, we developed an educational program based on the Goldberg device that utilizes physical knowledge, concepts and manipulation. In order to verify the effectiveness of the program, the survey questions were developed through Delphi verification and a basic satisfaction survey was conducted based on this. As a result, the developed program can be effectively used as a program for SW convergence education.

• Korean Journal of Clinical Laboratory Science
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• v.56 no.2
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• pp.181-187
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• 2024

The purpose of this study was to change the '과gwa (academic department)' operated by the college to the '학과haggwa (academic department).' Although they are in a lower order in the legal system, "the Regulations for the Establishment and Operation of University and College" and "the Public Notice on the Establishment of a 3-year Course at College" use '학과haggwa' regardless of the type of school. On the other hand, "the Higher Education Act and the Enforcement Decree of the Higher Education Act" use '과gwa' for colleges. The department name can be changed from '과gwa' to '학과haggwa' through a revision of school regulations in promoting the establishment of a major and the operation of the curriculum. In this study, it is considered reasonable to operate the name of '학과haggwa' in an associate degree course or higher.

• Journal of Science Education
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• v.38 no.3
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• pp.641-656
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• 2014

This study aimed at analyzing visual materials included in school science textbooks, specifically the textbooks for first semester courses of 3rd to 6th graders. The purpose was to provide directions for future textbooks by understanding the functions of the images in both pedagogical and social perspectives as well. The study was conducted by investigating the types, roles and socio-semiotic features of the images in science textbooks. The results were as follows. Firstly, the most used types of images in 2007 curriculum textbooks were photographs and drawn pictures. Uses of other visual aids than above were extremely rare. It was also found that as the educational level rises, the use of images for decorative functions drastically declined. The majority of the images were used in providing supplementary explanations or examples. This implies that the images effectively play the role of helping science education. In addition, more use of worksheets images was found, indicating that as educational level increases, students participate more actively in research sessions or data analysis. In socio-semiotic perspective, visual images showed high accessibility to students in 'Type of visual image', 'Function of visual image', 'Distance of shot', 'Horizontal angle of shot', 'Color moduation'. It was implied that there will a close correlation between the type, role and the socio-semiotic characteristics of visual images in textbooks. For example, photograph-type visuals were mostly used as supplementary references. And when applying the socio-semiotic analysis to photograph-type visuals, they showed 'real type', 'narrative-metaphor type', and 'shadow effect' among socio-semiotic features. Such correlations implied that knowing the type of the visual image may help determining the role of the image in the textbook to some extent, and also corresponding socio-semiotic characteristics. As a result, it was possible to infer how accessible certain visual images are to students. The above results have implications for the effective use of visual images in future textbooks.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.124-134
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• 2017

The purpose of this study was to investigate the MBTI personality type, emotional intelligence, and stress coping strategies of nursing students and to examine the influence of these factors on their level of college adjustment.The subjects were 267 nursing students who are located in Chonnam city. The survey was conducted from March 6th to March 31st, 2017. The level of college adjustment showed a close correlation with the emotional intelligence(r=.29, p<.001) and stress coping strategies(r=.27, p<.001), and the level of MBTI personality type was not statistically insignificant in the nursing students. It was found that the effect of the emotional intelligence and stress coping strategies on the college life adjustment was 17.5%(F=8.03, p<.001). According to the results of this study, it is necessary to develop a systematic management program to integrate the educational curriculum and extra-curricular activities(in order to enhance the) emotional intelligence and stress coping strategies in nursing students. In addition, the type of psychological function and psychological temperament of the MBTI personality type were found not to have influenced the level of college adaptation of the nursing students and this should be confirmedin a large scale sample.

• Journal of Korean Academy of Nursing
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• v.3 no.1
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• pp.53-66
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• 1972

There is an urgent need to improve the tool predicting success or failure of academic achievement of nursing in Korea so as to identify as early as possible those students who should receive special instruction and to improve screening procedures for admission of nursing. The main purpose of this study is to identify the correlation between the grade point averages of courses learned and their psychological test characteristics in a baccalaureate nursing program. All 240 students, except freshmen, enrolled in Nursing Department of Seoul National University in the spring semester, 1972, participated in this study. All of the subjects completed the psychometric tests such as interest test, personality test and test of self-concept. Total grade point averages, grade point averages of general education subjects, of supporting science courses and of professional education subjects were used as performance criteria of the students. Through the calculation of product-moment correlation coefficients between the test scores and four grade point averages of each class and of total subjects, the following findings and recommendations were obtained. 1. There was so much variation in characteristics of interest test correlated with academic achievement of nursing students in each class. 2. Since the school objectives, curriculum and teaching strategies may affect predictive efficiency of characteristics of students'interest test, interest test must-be utilized in a homogeneous group in order to predict school achievement. 3. Characteristics of interest test positively correlated at significant level with total grade point averages of all subjects were scientific interest-biological, scientific interest-physical, and humanitarian interest. Scientific interest-physics: was the only characteristic positively correlated at significant level with total grade point averages and grade point averages of professional courses. 4. There were various patterns in characteristics of personality test correlated with school achievement of nursing students by class pattern and personality maturation as they progress toward higher classes. 5. A characteristic of personality test, responsibility, is in high positive correlation with academic achievement in the upper division of classes. 6. Responsibility was the sole personality factor positively correlated at significant level with total grade point averages and grade point averages of nursing courses in the total number of students. 7. There were very different correlation coefficients between characteristics of self-concept test and academic achievement according to the type of each class and type of courses they learned. 8. Characteristics of self-concept test positively correlated at significant level with total grade point averages and grade point averages of nursing courses of all students were physical self and row variability. Those who have positive concept on their own physical status and who are deficient in self-concept were higher in total grade point averages and grade point averages of professional courses than other students. 9. Scores of professional courses offered in freshmen and sophomore classes were in positive correlation with limited number of characteristics of psychological tests. In pursuit of a tool predicting successful academic achievement of nursing students, their G.P.A. during the junior and senior year of nursing will serve as the more reasonable criteria. 10. Junior students of this school were in higher positive correlation with many psychological factors than other classes.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.281-300
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• 2015

The purpose of this research is to analyze cognitive demands, answer types, and storytelling types on the basis of mathematical tasks in five different mathematics textbooks based on 2009 revised curriculum in order to suggest directions for the development and use of storytelling mathematics textbooks in school. Results show that first, PNC (Procedures without Connections) task was the largest category in cognitive demands of all mathematical tasks, Low-Level task was larger than others in cognitive demands of mathematical content tasks, and High-Level task was larger than others in cognitive demands of mathematical activity tasks. Second, a short-answer type was the largest category in answer types of all mathematical tasks, the majority of mathematical content tasks were a short-answer type, and the majority of mathematical activity tasks were both short-answer and explanation-answer types. Finally, storytelling connected to real-life was the largest category in storytelling types, and the number of mathematical activity tasks was less than that of mathematical content tasks. However, in the tasks reflected on storytelling, the percentage of mathematical activity tasks was higher than that of mathematical content tasks. Based on the results, while developing storytelling mathematics textbooks and using storytelling textbooks in school, it suggests to consider the need for balance and diversity in cognitive demands, answer types, and storytelling types according to mathematical tasks.