• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.372-387
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• 2012

This study aims to identify unique small group norms and their influence on the process of constructing a scientific model. We developed instructional materials for the construction of a model of blood flow in the heart and conducted research on eighth-grade students from one middle school. We randomly selected 10 small groups, and videotaped and recorded their dialogues and behaviors. The data was categorized according to the types of interaction and then analyzed to investigate the characteristics of group norms and models in one or two representative groups for each type. The results show that the types of interaction, the quality of the group models, and the group norms were different in each group. Even though one teacher guided students through the same task in the inquiry context, each group revealed different patterns of discourse and behavior, which were based on norms of cognitive responsibility, the need for justification, participation, and membership. With the exception of one group, there was little cognitive responsibility and justification for students' opinions. Ultimately, these norms influenced the model construction of small groups. A group that forms norms to encourage the active participation and justify members' opinions with cognitive responsibility was encouraged to do inferential thinking and construct a group model close to the target model. This study has instructional implications for the establishment of a classroom environment that facilitates learning through small group activities.

• Korean Journal of Food Science and Technology
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• v.47 no.6
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• pp.789-792
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• 2015

Samples of fishery products were tested for radioactivity by using the intake frequency data from Korea Health Statistics. The radioactivity of $^{40}K$, $^{137}Cs$, $^{134}Cs$, and $^{131}I$ was analyzed using gamma spectrometry with a simplified sample pre-treatment procedure. The radioactivity range for $^{40}K$ was 21.9-3050 Bq/kg, whereas the radioactivities of $^{137}Cs$, $^{134}Cs$, and $^{131}I$ were under minimum detectable activity which were in the range of 0.140-1.97, 0.0900-1.89 and 0.124-1.94 Bq/kg, respectively, for the three species. The results suggest that the Fukushima accident did not have a significant impact on domestic fishery products, which were analyzed during the period from 2013 to 2015. Additionally, there seemed to be no significant impact of additional exposure dose by the analyzed radionuclides.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.27-39
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• 2016

It is necessary for us to be equipped with problem-solving ability, logical thinking ability, and convergence thinking ability in the digital information age. To have these abilities, modern people in the $21^{st}$ century should be educated to develop the computational thinking ability. However, it is difficult to cultivate the computational thinking ability in current computer education curriculum. Therefore, this paper aims to propose a programming-based computer educational program to make students better understand the principles of computer science and enhance student's computational thinking ability escaping from current fragmentary and limited computer education. In order to verify the effectiveness of the educational program, students in total 42 middle school (22 students in 1st and 2nd grades and 20 in 3rd grade) were applied to the educational program for twenty-four hours on 12 weeks and then we obtained a positive result that might bring improvement on the logical thinking ability and creative problem-solving skills. As a result, this study presents the possibility of its field applications of computational thinking-based programming learning and analyzed the effectiveness. therefore, it has a notable point of presenting the development direction of a variety of education programs for enhancing the computational thinking in the future.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.893-910
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• 2013

The purpose of this study was to identify changes in mental models of students in the elementary school about causes of seasonal changes. During a total of eight sessions, eight sixth graders were asked to describe the causes of seasonal changes through pictures, writing and thinking aloud by using microgenetic research methods, and the changes in mental models were examined. When the research was conducted, linguistic and behavioral factors and contents of interviews of participants were recorded on video. Moreover, a variety of materials such as field observation chart were written by a researcher and mental models records were written by a student. The protocol was written by integration of collected results, and it was repeated to read and was inductively categorized. The results of this study were as follows: First, participants' mental models about causes of seasonal changes were changed in various paths within and across sessions. Participants' mental models that had been more changed in various ways were closer to the scientific model. In addition, like rotation and revolution, students who correctly established the preconceptions related to seasonal changes formed the mental models consistent with scientific concept based on new information. On the other hand, students who did not correctly establish the preconceptions did not deviate from non-scientific mental models. Second, prior knowledge, experience and information which participants held in advance, accuracy of prior knowledge, resolution of inconsistency between new knowledge and existing mental models, activation of mental models through operation of models and drawing an picture affected the changes of mental models. Teachers should provide to learners with sufficient experience which can be configured to various mental models in order to form the scientific concepts. And they need to let learners feel the doubt and resolve it through presentation of new teaching material which is inconsistent with the existing mental models.

• Journal of dental hygiene science
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• v.8 no.1
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• pp.13-20
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• 2008

The purpose of this study was to find out experiences of dental hygienists working on dental care sites, to prevent potential malpractice accidents and disputes, and to examine why it is necessary to provide corresponding education or training courses. As a result, this study came to the following conclusions: 1. It was found that 32.5% had ever experienced in malpractice suits or disputes, and 55.0% of such experienced group had ever experienced in malpractice suits or disputes concerned with dental hygienists. 2. According to inquiry on whether dental hygienists have certain liability for malpractice disputes, it was found that 66.3% respondents ascribed the medical liability to dental hygienists. And according to inquiry for those respondents on liability ratio, it was found that 57.1% of them thought 11%~30% as appropriate liability ratio. 3. According to survey on extent of doubts about potential malpractice accidents and disputes in future, it was found that 72.4% respondents sometimes had doubts about them. 4. It was found that 64.2% respondents thought it necessary and urgent to provide education related to prevention and countermeasures for malpractice disputes.

• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.109-118
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• 2016

The purpose of this study was I cultivate practical ability to solve diverse and complex issues in the field of convergence and applied learning and practical training element through problem-based learning to preliminary sports leaders. Selected students in grades 3 to 28 Sports Science S university people to them as participants and through a qualitative case study methods, such as group interviews, participant observation, open questionnaire and the following results were obtained. First, the level of satisfaction on class was high and the class was evaluated with significant contemplation. Second, it has been collecting a variety of learning materials to understand, interpret and improve the ability to solve practical problems in the process of actively reconstruct their own knowledge structure. It also gave a positive impact on the creative and divergent thinking to accelerate the promotion of autonomy. Third, opinions about teamwork, sharing your thoughts with colleagues point is that you can see yourself in other people's positions were evaluated as positive effects.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.21-45
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• 2023

The purpose of this study was to analyze the curriculum competencies of relationship-forming ability and practical problem-solving ability reflected in the activity tasks corresponding to the content elements of 'Love and marriage', 'Preparation for parenthood', 'Pregnancy and childbirth', 'Child care', and 'Family culture and intergenerational relationship' in the 2015 revised high school technology & home economics textbooks. The data are 330 activity tasks from 12 kinds of high school technology & home economics textbooks. The sub-factors of the relationship-forming ability were selected as Respect for Diversity, Consideration and Care, Family Relationship and Community Spirit, Empathy Ability, Conflict Management, and Communication, and the sub-factors of practical problem-solving ability were selected as Practical Reasoning, Decision Making, Value Judgment, Critical Thinking, and Executive Power. Based on the analysis criteria, the results of the two analyses and the expert review are as follows. First, regarding both the core concepts 'Development' and 'Relationship', the share of relationship-forming ability was relatively higher than practical problem-solving ability, and conflict management and executive power were the least reflected. For the core concept 'Development', Family Relationship and Community Spirit and Critical Thinking were the most reflected sub-factors, and for the core concept 'Relationship', Consideration and Care and critical thinking were the most reflected sub-factors. Second, in the case of the relationship-forming ability, the examples of activity tasks across sub-factors of each subject competency were devised to understand diverse opinions and sentiments and to develop competencies to care for each other and maintain healthy family relationships. In the case of practical problem-solving ability, the tasks allowed students to objectively analyze the socio-cultural background underlying the real-life problem, explore alternatives, and apply in their own lives.

• Korea Science and Art Forum
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• v.19
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• pp.659-668
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• 2015

The Korean education program and environment do not meet the increasing demand of daycare by facility, manpower, and budget deficits although Korea has also been interested in the convergent human resource with integrated ideas by creative education since the introduction of the Nuri curriculum for 5 year old children in 2011. Thus, the purpose of this study is to establish the preschool education program and design the proper space for developing the creativity of children. The procedure of this study is as follows. First, this study proposes the direction for establishing the daycare programs after examining the existing Korean daycare facilities and programs based on documented references about designs for daycare facilities. Second, this study proposes the program plans based on the framework establishment for developing preschool education programs by combination of 5 types of children's behavior on play and 5 types of formative principles for creative education with play. Third, this study proposes the direction of designs and conditions of daycare facilities for effectively managing the programs previously mentioned. As a result of theprocedure, this study comprehensively delineates the education program models and space plans for developing the creativity of Korean children, and suggests the necessity of development model of continuous education program by establishment of frameworks and the significance of space for effectively managing the model.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.27-44
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• 2021

This study is to identify the concept of action from the critical science perspective and to explore the agency of home economics teachers for the purpose of teacher education. The context and various characteristics of home economics teacher' agency were identified in terms of philosophy and teacher education. The results of the study indicates, first, the concept of action refers to an activity of individuals involving one's own intentions, and include the ability to reveal a unique identity that aims to reach a set purpose and decision, and this can be identified by mutual meaning in the public sphere. Second, teacher agency is influenced by a teacher's professional experiences and cultural and structural aspects, and it can create an environment which can promote self-directed and cooperative relationships among individuals and communities. Therefore, home economics teachers should be able to reasonably judge, contemplate, and act through reflections on the circumstances and consequences in which their agency is exercised. Third, home economics teachers can reflect and think critically about the values, roles, and sense of purpose of home economics education based on agency. Teachers should focus on the process of achieving their agency rather than on completing it, and they can continuously develop it through a perceived shared understanding among teachers. Therefore, the conceptualization of the agency of home economics teachers is to understand the practice revealed in a teacher's actions. This requires environmental support in school settings because it acts as a mechanism for strengthening the thinking and reflection of teachers through the creation of interactive environments in which professional knowledge and experiences can be shared.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.872-877
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• 2018

STEAM is an acronym for Science, Technology, Engineering, Arts, and Mathematics. It is considered important to equip students with a creative thinking ability and the core competences required in future society, helping them devise new ideas emerging from branches of study. This study is about the convergence of instructional design in private finance for the life sciences, which aims to foster talent through problem-based learning (PBL). Skills like collaboration, creativity, critical thinking, and problem solving are part of any STEAM PBL, and are needed for students to be effective. STEAM projects give students a chance to problem-solve in unique ways, because they are forced to use a variety of methods to solve problems that pop up during these types of activities. The results of this study are as follows. First is the structured process of convergence lessons. Second is the convergence lesson process. Third is the development of problems in the introduction of private finance and the life sciences for a convergence lesson at Dornod University. Learning motivation shows the following results: understanding of learning content (66.6%), effectiveness (63.3%), self-directed learning (59.9%), motivation (63.2%), and confidence (63.3%). To make an effective model, studies applying this instructional design are to be implemented.