• Journal of the Korean earth science society
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• v.32 no.3
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• pp.334-345
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• 2011

The purpose of this study was to find out inservice teachers' teaching skills and relevant educational settings that could be applied to an instruction of problem-based learning (PBL). Participants have been instructed PBL teacher training programs and applied PBL into teaching and learning process. Three elementary teachers were selected to participate in the study, and data were collected with semi-structured interviews. The interviews of the teachers in relation to PBL were analyzed by two main topics: (1) the teachers' teaching skills required in PBL and (2) the educational settings in implementing PBL. The results are as follows: First, there is a difficulty involved in the implementation of PBL in that its preparation and teaching process are different from the traditional teaching methodology. However, as a helper who guides the students to self-directed learning in the free and permissible learning environment in which students are motivated to develop their potential effectively, the teachers are to invest their time consistently and to put their efforts into making an effective class in the entire process of PBL. Second, as a method to apply the problem-based learning to the education settings, the teachers must spread the awareness of PBL to fellow teachers, students, their parents and the administrators in education and form the community of the teachers. Most importantly, when the teachers apply PBL in the directly, from the joy of witnessing the changes in the students, they will choose to adopt PBL.

• Journal of Korean Home Economics Education Association
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• v.25 no.3
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• pp.1-18
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• 2013

This study was conducted to investigate the perception of teaching consulting and dietary education of Home Economics teachers. The subjects consisted of 139 Home Economics teachers in Korea. The perceptions of Home Economics teachers on their teaching class were as follows: the teachers who had a lot of psychological burden on their open classes, 62.6%; who were satisfied with their teaching, 29.5%; who had been teaching consulting, 40.3%; consulting is needed in order to improve the quality of instruction, 46.8%; who wanted to receive teaching consulting, 46.1%. who wanted to receive teaching consulting excellent colleagues, 76.3%. The most of the Home Economics teachers had a positive attitude on the teaching consulting. The perceptions of teaching strategies of dietary teaching classes were as follows: using audio-visual materials for students concentrate, 47.5%; observing the students reactions and feedback for individual variation, 73.4%; descriptive class for main teaching method, 58.3%. The difficulties of teaching dietary class were as follows: total mean, 2.60/5.00; considering individual differences, 3.26; involving students in activities, 3.11; selection of teaching media, 2.88; production of media, 2.88; planning teacher and student activities, 2.85. Home Economics teachers have to lead dietary education in society and schools but they feel a lot of psychological burden on opening teaching class. Therefore Home Economics teachers are recommended to devote consistent efforts to strengthen teaching ability through the analysis of teaching ability, teaching reflection, consulting and actual performance of self-supervision.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.261-274
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• 2010

In this study, we investigated the influences of teaching practices upon preservice elementary school teachers' self-images of science teaching. Twenty-six juniors were selected from the departments of science education in a national university of education. The Draw-A-Science-Teacher-Test Checklist (DASTT-C) was administered before and after teaching practices. Five juniors were also interviewed in depth, and some of their science classes during teaching practices were observed, in order to investigate the factors influencing the formations of their self-images of science teaching. Analyses of the results revealed that their self-images of science teaching changed from near 'studentcentered' to near 'teacher-centered'. Many juniors responded that the main factors affecting the formations of their images of science teaching before teaching practices were teaching-learning experiences in elementary and secondary schools, and/or universities. After teaching practices, however, many juniors responded teaching-learning experiences during teaching practices. The factors were classified into three types, which are the influences of the experiences in teaching elementary school students in science classes, the influences of other preservice elementary school teachers, and the influences of guidance teachers. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.637-654
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• 2019

The purpose of this study is to investigate the development of scientific conceptual understanding through a process-centered assessment that visualizes the process of scientific argumentation. In this study, 353 high school students and five teachers participated in the scientific argumentation. As a result of analyzing students' utterances on the elements of argumentation, scientific concepts in intragroup were embodied through query and clarification of meaning, and organized through agreement and rebuttal. In intergroup argumentation, scientific concepts were elaborated through query, clarification of meaning, and change of claim. Teachers were able to understand the process of argumentation through small-group activity sheets where the process was visualized, thereby providing feedback and improving the class. Based on the results, the scientific argumentation of visualizing the process was found not only to allow students to perform self-assessment and peer-assessment but also to help teachers understand the argumentation process. The findings of this study guide process-centered assessment in the science curriculum and are expected to contribute to the promotion of scientific argumentation in classrooms.

• 대한공업교육학회지
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• v.38 no.2
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• pp.1-26
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• 2013

This study inquired following research questions by a narrative research method : What was the job of an engineer in mechanical design field? How did he fulfill his job-related learning in his workplace? What were the context and the characteristic of the job-related learning in the workplace? And some implications of the job-related learning on engineering education were discussed. We identified that the research participant's career as a mechanical engineer has developed through three stages. At first, he engaged on conceptual design of a semi-conductor test machine through self-initiated learning from basic to whole system of the machine. At second stage, he leaded a design group for the concrete design of a ball type semi-conductor test machine. In this stage he learned the meaning of cooperation and cooperative learning. At third stage, he initiated to found an entrepreneur company that was specified to design a semi-conductor test machine. He became CEO of the company. He learned the R & D policy making through contacts with global company, visiting exhibition in abroad. Eventually his main task as a mechanical engineer was the problem solving in the process of machine design. He had experienced and learned through his works : project management, independent fulfilling of tasks, functional analysis and reverse engineering, conceptualizing and test, cohesive cooperation, dialogue and discussion, mediation of conflict, human relationship, leadership. The implication of the narrative analysis on engineering education is, proposed, to give the students more chances to experience and to learn such activities.

• Journal of Yeungnam Medical Science
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• v.24 no.2
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• pp.296-304
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• 2007

Background : The main aim of this study was to analyze the factors that could be used to predict job satisfaction of assistant nurses in general hospitals. Material and Methods : This study was based on a survey of assistant nurses in the Daegu region from January 1, 2006 to January 31, 2006. Originally 300 questionnaires were distributed and among them 291 were completed. The data was collected and used for the statistical analysis. Descriptive and inferential statistics, such as the frequency, t-test and one-way ANOVA were used for the analysis. Results : Among the respondents, the average score for job satisfaction was lowest in the university-trained nurses and highest in the nurses who had only graduated from high school. Conclusion : The working conditions, work place and motivation are significantly associated with job satisfaction. In particular, there was lower job satisfaction in those nurses who wanted to change their occupation.

• The Journal of the Korea Contents Association
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• v.10 no.3
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• pp.337-346
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• 2010

The purpose of this study is to explore how security science graduates in casinos are socialized into the workplace. Participants for this study were seven security guards who work for two of three casinos for foreign customers in the city of Seoul. All the participants majored in the security science in colleges. They had 1 to 5 years of work experience. Their main job responsibilities were deterrent to crimes and watch for impending danger in the casinos. A variety of qualitative data collection techniques for this study included formal and informal interviews, stimulated-recall interview, observations, and field notes. Analytic induction and constant comparison were utilized to analyze data. Triangulating and member checks were employed to enhance trustworthiness. The findings of this study were as follow: Firstly, In acculturation, sports experience and media attraction were revealed as factors. Secondly, In professional socialization, college education and senior students in the program were found. Lastly, organizational socialization, Difficulty of relationship, lack of risk management training, lack of team cohesion, pride himself as a security guard, and unclear evaluation system. In conclusion, a variety of influential factors appeared through his occupational socialization even though there were negative and positive factors.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.626-635
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• 2013

The purpose of this study is to research the practical cases of the reflective curriculum design and the improvement of the dance courses as a general education at University. This study deals with the recreation dance program with 40 students participating for 15 weeks. This study is qualitative research to explore the practical meaning and value the process on the basis of the interviews and reports of the students and the class evaluation of the instructors. The results were as follows: First is the experience of 'thinking dance'. Not just a functional movement, but moreover, they could experience the attraction, sensitivity and culture of the dance altogether. Second is the experience of 'communicating dance'. They experienced the sociability from the relationship with new partners, the overcome of the passivity (shyness) and the manner of consideration. The third is the experience of 'creating dance together'. As a member of a group, they could learn the integrity, responsibility and satisfaction in the middle of cooperative task performance. The view from the teacher regarding the class reflective assessment is as followed: The importance of dance instruction is to improve the expressive personality and potentiality of the students. Forcing the students to follow the basic choreography could be exhaustive.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.299-323
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• 2018

This study confirmed the life career branching points, and studied qualitatively the career strategy and career identity at that time. The participants in this study were three students from third graders of middle school, three ones from third graders of high school, and three before and after college graduation, which correspond to the vertical transition stage of school education. Three participants were selected before and after 30 years of age, three before and after 40 years of age, and three before and after 60 years of age. Subject analysis of the contents of the 18 interviews, showed that the life career branching point appeared in middle school grade 3, high school grade 3, until employment after graduation, within 3 years after entering their first job, early 40 years, 60 years old, and 80 years old. Second, external situations were due to the influence of important others, or external stimuli, environment, and career events. Third, negative emotions were repeated for each life career branching point. Fourth, as a result of the interview, the career identity confusion was repeated in every life career branching point. Fifth, the career strategy at the life career branching point was categorized as an approach strategy and avoidance strategy.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.33-40
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• 2008

In social studies the ability of a student to investigate after deciding the subject and individual planning to search for society and to put investigation reports in order has been taken as highly important. The social studies performance evaluation methods used most frequently in education is also one of the investigation report method. However, when most students get the task "Write the report", they might write the report without any distinct object or organized structure. The evaluation result given by the teacher at the end of term is thus one sided. The recent performance evaluation is to keep the existing evaluation and let only the result have importance, not the essential meaning. So this paper is to build and materialize a web-based performance evaluation system, to be able to evaluate a course of classes. This paper's purposes was to write the reports in setting the standard form that the students research and collect the various data as based in the system and to improve the quality of evaluation and to inspire the study motivation as acting the mutuality action among the students and between them and teachers as giving a feedback at once after evaluating among colleagues by suggested evaluation views.