• Journal of Preventive Medicine and Public Health
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• v.14 no.1
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• pp.59-64
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• 1981

Korean Medical Insurance Cooperation executed the physical checkup intended for all the members of public officials, school personnel in private schools, and the insured as a national-wide event in 1980. This is the result of a part of Taegu district and its contiguous country this hospital took charge of. Physical checkup method was divided into the first health examination and tile second health examination. The second health examination was executed for those who needed reexamination according to the result of the first health examination. After that, we passed judgement on the result finally. The total number of the first health examination was 10,779; 4,606 in public officials, 2,327 in police constables, 3,976 in school personnel in private schools. The classification of physical checkup is as follows; A group: normal groups B group: those who do not require immediate medical care but require preventive measures or who are doubtful of disease or who had undetermined diagnosis (attention) C group: those who require immediate medical care but who are able to be on duty (simple recuperation) D group: those who require immediate medical treatment and recuperation (suspension from office and recuperation) Total B group to the in the first health examination was 4.73%, that of total C,D groups 2.21%. That of total C,D groups to the total in the first health examination by occupation was 2.30% in public officials, 2.19% in police constables, 2.04% in school personnel. Consequently there was no different among occupations. Total C,D groups of hypertension to the total in the first health examination was 1.68% and hypertension was 76.05% to all disease. These rates mentioned to above were higher than any other rate in disease. Subsequently, being low, the rate of diabetes was 15.54%. From the view point of age, the higher rate appeared in men and women over 35 years old of B group and over 45 years old of C,D groups in three occupations in comparison with other ages and the older men were, the higher men who took a disease were.

• Journal of Sericultural and Entomological Science
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• v.36 no.1
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• pp.53-57
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• 1994

The weight loss for the mixture (spun silk/PET) was tested to investigate the effects of weight loss accelerator on the degumming and weight loss. The degumming loss of spun silk was decreased while the wigth loss of polyester(PET) was increased depending on the increased of weight loss accelerator concentration. The proper degumming of spun silk was obtained and simultaneously the weight loss of PET was high for the spun silk/PET "A" and "B" type. The proper degumming of spun silk was obtained but the weight of PET was loss for the spun silk/PET "D" and "E" type. The degumming curve in spun silk part was showed the typical degumming curve but the weight loss of PET was increased depending on the increased of treatment time in the weight loss for the fabric composed of spun silk/PET.or the fabric composed of spun silk/PET.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.39-65
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• 2013

This study intended to draw some suggests for the development of mathematics teachers' expertise through the comparison research of pre-service and in-service teachers' PCK about questioning in elementary mathematics class. For this purpose, questionnaire survey was conducted to some pre-service and in-service teachers about the PCK concerning the way how questioning during mathematics class. This survey revealed the following implications. First, from the perspective of mathematics classroom, it is still more important the practical knowledge about how to teach which is evolutionally developed passing through the experience and currier of teaching than theoretical knowledge itself. Comparing the teachers' PCK about the two related knowledge types of mathematics contents, in case of procedural knowledge related PCK it was more asked of teachers' expertise than the case of conceptual knowledge related PCK. Thirdly, in case of learners' incorrect answer, for the desirable teaching it should be a questioning focused on whether there being or not the systematic among the learners' incorrect answer, and in case of appreciating the learners' understanding about the presently taught contents the questioning should be constructed considering the relevant contents early learned.

• School Mathematics
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• v.6 no.3
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• pp.267-281
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• 2004

The purpose of this study is to understand Preservice elementary teachers' knowledge about multiplication of fractions by focusing on their computation abilities, understanding of meanings, generating appropriate problem contexts and representations. A total of 115 preservice elementary teachers participated in the present study. The results of this study indicated that most of preservice elementary teachers have little difficulty in computing multiplication of fractions for right answers, but they have big difficulty in understanding meanings and generating appropriate problem contexts for multiplication of fractions when the multiplier is not an integer, called 'multiplier effect.' Likewise, the rate of appropriate representations surprisingly decreased for multiplication of fractions when the multiplier is not an integer. The findings also point out that an ability to make problem contexts is highly correlated with representations and meanings. This study implies that teacher education programs need to improve preservice elementary teachers' profound understanding of elementary mathematics in order to fundamentally improve the quality of teaching practices in classrooms.

• Journal of Educational Research in Mathematics
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• v.22 no.3
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• pp.401-427
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• 2012

The recent Korean mathematics curriculum stresses to teach mathematics focusing on mathematical process composed of problem solving, reasoning and communication. To be successful in applying the rationale of the process-focused mathematics education, the assessment practice in classrooms should be also centered on mathematical process. In this study we conducted a large-scale survey on teachers' perspectives about the process-focused mathematics assessment. First, we surveyed teachers' opinion on current assessment practices in school mathematics related to regular school exams and performance assessments. Second, we investigated teachers' perception on mathematical process components such as problem solving, reasoning, and communication regarding how they should be assessed. Finally, we examined the difference of teachers' opinion according to their teaching experience, city size, and the type of school. Based on the results, we discussed implications for mathematics assessment and process-focused mathematical assessment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.243-254
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• 2016

The purpose of this study was to examine the effects of collaborative learning and explore the learners' experiences in three dimensions: cognition, emotion and motivation. Another purpose of this study was to make an in-depth examination of learners' experiences during collaborative learning. Data were collected from 44 students at N university who participated in collaborative learning for 7 weeks. The results were as follows: First, collaborative learning had significant effects on the higher group of collaborative tendencies on academic achievements. Second, collaborative learning had no significant effects on their epistemological beliefs, the higher group of collaborative tendencies and the lower beliefs involving simple knowledge and tentative knowing. Finally, learners amassed cognitive, emotional, and motivational experience during collaborative learning. We suggest that the for the effective implementation of collaborative learning.

• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.1-22
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• 2003

The purpose of this study was to general needs and identify the educational needs for teaching competency of home economics teachers. based on their perception on teaching competency revealed in Previous studies. Data were collected from 1,104 schools selected by stratified sampling. based on school district, ranking and size. The 616 items of survey materials were collected from 417 schools and the levels of importance and performance were measured on Likert scale with 7- and 5- points, respectively. The analysis reveled that the educational needs for improving teaching competency were high in the following three areas out of seven areas. 1) interfacing ability with the local community and diverse human resources. 2) ability managing space and materials for learning 3) ability diversifying lesson development and evaluation ability. In addition. diversifying and professionalizing present development program for home economics teachers made higher score than improving education program for home economics teachers. These two needs of teachers showed significant differences according to their educational experiences and foundation types of their schools.

• Journal of Science Education
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• v.39 no.1
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• pp.44-57
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• 2015

The purpose of this study was to analyze the teachers' Innovation Configuration(IC) on STEAM of the 2009 elementary science curriculum and to implicate the assessment of STEAM. Therefore, this study was conducted by the IC component checklist of the Concerns-Based Adoption Model(CBAM). The total number of 126 teachers participated in this study. The results of the study were as follows: First, time management(33.3%) was the most ideal IC. On the other hand, curriculum planning(34.1%) was the most unacceptable IC. Second, the results of the chi-square test showed that the IC were significantly different according to their positions, career in education and training experiences(p<.05). Third, to explore the teacher's epistemic beliefs on STEAM, one in-service elementary teacher who studied in a doctoral course of a graduate school of education participated in the study. Based on these results, we suggested that the support of application and the revolution of the science curriculum and assessment should be implemented according to the teachers' IC.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.533-551
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• 2013

The purpose of this study is to investigate how middle school mathematics teachers understand the definition and the purpose of constructed-response assessments as well as what they expect from the assessments. By examining the responses of 189 middle school mathematics teachers to the survey, we found that there is discrepancy between their perceptions and reality of the constructed-response assessments in practice. In other words, teachers' practice is not well aligned with their perceptions and expectations due to the restraint of school system and environment. The findings give us some meaningful implication for the improvement of effective constructed-response assessments and professional development.

• Journal of Digital Convergence
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• v.14 no.2
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• pp.31-39
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• 2016

In recent university classes, consistent effort to improve co-operative interaction and communication between student and professor utilizing SNS(Social Network Service) is being made. This research conducted survey study with 137 pre-teachers in Daejeon & Chungnam area in order to find the relationship between pre-teachers' ego resilience, level of social support and awareness of the instructional outcome in classes that incorporate SNS. According to the result, it has been found that male's class satisfaction is higher than female's class satisfaction, while significant correlations have been found between ego resilience-social support, social support-class satisfaction, social support-semester satisfaction, and class satisfaction-semester satisfaction. Also, ego resilience and social support have significant effect on awareness of the instructional outcome. From these results, a rather close attention towards students' characteristics and their adaptation in class is needed in order to successfully carry out classes that incorporate various new media.