• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.38-49
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• 2017

The purpose of this study was to find out how pre-service teachers who have gone through training have thought about teaching practice. Specifically, I analyzed the relationship between college curriculum and teaching practice, and what they had felt in teaching practice. The study included 20 third grade students in teacher's college. The results of this study were as follows: First, it was found that the content knowledge and the pedagogical knowledge of the subjects taught at the university were helpful for the teaching practice. Second, they were thought that teaching practice would be helpful just to watch the class. And pre-service teachers felt that class demonstration was a necessary part of becoming a teacher. Third, pre-service teachers said that it is necessary to have a lecture in the university that can have opportunity for class demonstration for teaching practice. And also they wanted to open a lecture to learn various teaching techniques and the newest teaching methods. Fourth, pre-service teachers said that it is important to form relationships with students in order to complete the lessons through the teaching practice. And they said that they felt that the education scene was more powerful and harder than they thought. In addition, they said that through this exercise, it became a moment to feel the importance of thorough preparation and experience. In this way, teaching practice is an essential process for pre-service teachers to become teachers and it can be seen that they have many influences. Based on these results, it is necessary to review and revise the curriculum of the training colleges in relation to the teaching practice.

• Journal of Broadcast Engineering
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• v.19 no.5
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• pp.665-676
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• 2014

As the Learning Model (offered major course) of the connected program between high school and college, we conducted a customized education model for second grade high school students with regard to IT. Being based on the latest major trend and practical training within a given period this model has derived the high level of interest and participation from the students. First of all, the first program has focused on the theory and practice. In case of the theory lecture, the new knowledge and practical experiences attracted students' interests. Secondly, the second program mainly consisted of practical training. The basic knowledge through first learning program enabled the students to follow the second course for advanced experiences as well as the variety of new technology. Finally, the survey and evaluation were carried out on the students who finished programs. Most of the students gave answers that both the theory classes and customized practical training were helpful in finding their major and career exploration. The Learning Model of the connected program between high school and college showed that it can be useful not only to extract students' potential ability and good talent but also for university selection and career choices.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.4
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• pp.92-103
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• 2017

As a professional occupation, landscape education focuses on fostering professional human resources and is one of the major axes of the landscape industry. In this study, a survey of landscape students on their learning and pedagogics was conducted with the aim to present basic information for the improvement of teaching on landscape construction. A total of 348 people answered 14 questions in the category of the impression of landscape construction classes included in the questionnaire. The results showed that the students found landscape construction classes academically important and recognized the necessity for completing these classes, but they were not satisfied with the learning environments and pedagogics used in these classes. They found what they learned not readily applicable to actual practice and saw these classes as part of their preparations for the landscape engineer qualification test. Their demands in relation to the classes included field practice-oriented teaching and participation in various programs for field practice, which highlights the necessity for human resource management-oriented classes that cover planning, design, construction, and management. Challenges in relation to field practice included the provision of environment, for example offering a variety of opportunities and improving treatment in practice. This study has significance in that it analyzed the views of students and discussed directions for future improvement since there is a lack of studies and discussions about education in the field of landscape construction. This study also has a limitation that only four-year universities were included in the study. Comprehensive studies including investigating junior college and graduate school curricula and case studies of landscape construction curricula overseas are needed in the future.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.97-102
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• 2011

Learning system on virtual environment gives the immersive feeling that lacks in existing E-Learning system, excites user's interest, and offers dangerous and expensive education contents. In this paper, we classified the learning categories into four classes: realtime lecture, anytime study, practice education, and the activity of study group. We built the on-line lecture system using Second Life that supports 3D virtual world and mixed reality. We provided virtual learning environment as running developed virtual world on-line lecture system.

• Journal of the Korean Society of Food Science and Nutrition
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• v.33 no.2
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• pp.373-380
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• 2004

The purpose of this study was to estimate satisfaction and evaluation degree of students' spot-practice in department of food and nutrition and to investigate relating factors to them for development of spot-practice Programme. The survey for analysis was conducted through the questionnaires to 229 students finished internship. Proportions of the students were 93.9% for senior, 93.9% for female. Proportions of spot-practice facilities were 38.9%, 46.7%, and 14.4% for school, business & industry, and hospital respectively. The major part of subjects (83.8%) took part in spot-practice during 2 weeks. The satisfaction scores to spot-practice were the lowest for pay, and the highest for a kind of spot-practice facilities. The evaluation scores were the lowest for 'I made a plan and prepared my work in advanced', and the highest for 'I did my best for doing my work'. The satisfaction score in hospital was significantly lower than those in school or business & industry. The satisfaction score in self-operated foodservice was significantly higher than that in contract managed one. However, there no significant differences in evaluation scores by foodsevice employment type. In the case of coincidence of area in spot-practice and residence, or facilities of spot-practice and job desired, the satisfaction and evaluation scores were significantly higher than those of others. The period of spot-practice was significantly positively correlated with satisfaction scores for atmosphere of spot-practice facilities, service and treatment for spot-practice student, while negatively correlated with evaluation score for 'I did my best for doing my work'. The spot-practice pay was significantly positively correlated with satisfaction and evaluation scores for various items. In conclusion, various factors are related to satisfaction and evaluation degree of spot-practice students, and consist concern and support from college St university, foodservice institution, and government for systematic spot-Practice are required.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.261-269
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• 2018

This study was conducted to identify the effects of repeated cardiopulmonary resuscitation (CPR) training using smart learning on nursing students' knowledge, self-efficacy, and clinical competency. A quasi-experimental nonequivalent control group, pretest-posttest design was used. The subjects of the study were 102 nursing college students who had received CPR training for 6 months. The CPR training was divided into smart learning, lecture education, and practical education. Data were collected from November to December, 2016 and analyzed by descriptive statistics, ${\chi}^2$-test, t-test and one way ANOVA using the SPSS/WIN 21.0 program. The scores of cardiopulmonary resuscitation knowledge were higher in the lecture education group than the practical education group and the smart learning group. Scheffe's post hoc test revealed a statistically significant difference among groups (F=8.23, p=<.001). The self-efficacy of the practical education group was higher than that of the lecture education group and smart learning group, but this difference was not significant (F=2.46, p=.091). The clinical competency of the practical education group and smart learning group were higher than that of the lecture education group. Scheffe's post hoc test revealed that the value of clinical competency differed significantly among groups (F=59.90, p=<.001). Overall, the results showed that effective education differs based on nursing students' knowledge, self-efficacy, ad clinical competency. Combination training would be required for more effective repeated cardiopulmonary resuscitation training.

• Journal of the korean academy of Pediatric Dentistry
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• v.50 no.3
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• pp.252-262
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• 2023

The aim of this study was to evaluate the effectiveness of clinical trainings in improving empathy in dental students by analyzing changes in empathy level before and after clinical training. Third grade dental students at Jeonbuk National University (JBNU) participated for 2 years. They had clinical training for 3 weeks in pediatric dentistry at JBNU Dental Hospital. Then, 20 items of the modified form of Jefferson Scale of Empathy-Health Profession Students Version were done twice, before and after clinical training. The students who had lectures and role-playing were in the experimental group, while those who had no additional trainings were in the control group. Out of 69 students, 35 were in the experimental group and 34 were in the control group. Empathy level has increased after clinical training in both groups, but only the experimental group showed a significant increase (p = 0.0052). It also showed a significant increase in specific items (No. 6, 9, 10, 15, 17, 18, 19, 20) compared to the control group (p < 0.05). Clinical trainings such as lectures and role playing might have increased empathy levels related to standing in patient's position. Therefore, it is necessary to consider, try, and evaluate various types of clinical training rather than common education to improve dental students' empathy.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.5
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• pp.1233-1238
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• 2013

The course evaluation is used in faculty evaluation model even the grade of course evaluation has a big gap in absolute value with the characteristics of subjects. It is important to obtain the reliability of course evaluation because the result of course evaluation is fed to instructor to assure the quality of instruction. The purpose of this paper are to analyze the relation of attendance rate and course evaluation to improve the reliability of course evaluation.

• Journal of Practical Engineering Education
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• v.6 no.1
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• pp.43-49
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• 2014

It is known that the ability and habit to "flow" could be one of the important indices to evaluate one's life. And the flow experience of university students who are in the important time transferring from the adolescence to the initial adult period will give an important effect firstly to study one's major and map out one's career path, finally to spread out the high quality life. This study investigated the university students who are in School of Mechatronic Engineering to experience the flow in the learning of PLC (Programmable Logic Controller) practice. For this, the flow condition was arranged. And in order to experience the flow in the learning of PLC, lecture plan was established, studying environment was changed and level of difficulty was controlled. Then the implications of the flow were explored by a 5-point Likert scale survey performed to 90 students.

• Journal of Korean Ophthalmic Optics Society
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• v.2 no.1
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• pp.111-126
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• 1997

I concluded as follows after analyzing the problem of the curriculum in the Department of Optical Science at a college of professional education for the purpose of training desireable opticians. The years required for competing a course of study at the Department of Optical Science at a college of professonal education have to be extended from the present two school years to three years for the short run and have to be extended to four years for the long run. The distribution ratio of subjects in the slate examination should be readjusted and the field of contect lens. Also the system of the slate examination should strengthen by adding practical processing test with the present selective written examination. The Curriculum of department of Optical Science curriculum at a college of professional education should be reorganized reinforce experiment and practice, namely, the subject for experiment and practice, such as Making of specific glasses and Test method of phorpter etc, should be reinforced. The knowledge for goods should be included in clinical training and it is reasonable to constitute the theory vs the practice in the ratio of five to five. The number of the Department of Optical Science should be increased two or more for per forty students and it is desirabled that only the professors who major optical Science or opthalmic medical science, or have Optician Licence should give lecture. The experiment a practice should be enlarged and it is necessary to secure or to adopt practice hours, practice site, machinery and parts, practice assistant and etc. It is reasonable that clinical training include the knowledge of goods, business practice and etc. and that a practice examiner has the qualification as an optician who has education background higher that the college of professional education.