• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.583-590
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• 2021

This study was attempted to identify the current status of education of gerontological nursing at nursing colleges across the country and to check whether 19 senior nursing competencies suggested by the American Association of Nursing Colleges are reflected in the courses. The subjects of this study were 198 nursing education institutions accredited by KABONE, and each university's website, department homepage, university handbook, admission-related information, curriculum table, and syllabus were collected and analyzed through an internet search engine. The collected syllabus and the most recent curriculum table of the elderly nursing course were checked and analyzed using SPSS 23.0. The current status of gerontological nursing management was presented by calculating the frequency and percentage, and the educational contents presented in the syllabus were analyzed based on 19 geriatric nursing competencies presented by AACN. 185 institutions (93.43%) operated the geriatric nursing subjects, 98 institutions (49.49%) offered theory subject, and 84 institutions (42.42%) offered both theory and practice. In the case of compulsory majors, 52.92% had the most, 27.84% for the first semester of the 4th year, and 53.54% for 2 credits. As a result of analyzing the lesson plan, communication-related educational competency was included in 40% of cases. As AACN gerontological nursing competency 'effective information provision ability for the elderly', 'ethical and non-coercive decision-making', 'care without restraint', 'safe and effective transition across levels of care' was not included in the education content. In conclusion, gerontological nursing education has been focused on disease, and effective information provision capabilities including communication with the elderly need to be reflected.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.880-889
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• 2008

Research-based professional development is essential for in-service and pre-service science teachers across the nation. The purpose of this study was to examine in-service science teachers' and pre-service teachers' perception of the training program for professional development using advanced science laboratory equipment and experiments. Science teachers (N= 43) in science high schools and pre-service science teachers (N=189) were selected as research subjects. As a result of this study, in-service teachers and pre-service teachers recognized that they lacked understanding and experience in advanced science laboratory equipment, although they perceived the importance of its use. They wanted to attend training programs during vacation if they would have the opportunity. Both groups felt that they needed to improve their ability to operate the advanced science lab equipment, preferring to practice these instruments in the training programs. In-service teachers preferred the development of teaching and learning programs for use of the advanced science laboratory equipment. However, pre-service teachers preferred using the advanced science laboratory equipment. The study gives implications for teachers' professional development.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.5
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• pp.2115-2123
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• 2011

The purpose of this study is to draw a general conclusion through summing up theses on parents' need for their education up to the present. The subjects of this study are 25 masters' degree theses on parents' need for their education in the kindergarten from 2001 to 2010. The results of data on parents' education method and style were conducted by frequency analysis. Also it was surveyed if in how many theses the contents of parents' education were rated over average points by Licker. The results of this study are as follows: First, the parents think that the proper frequency of their education is once or two in a semester and the favorite time is from 10 to 12 o'clock or from 2 p. m. to 4 p.m. They also want to learn on Wednesday, Friday and Saturday. And they want a professional as their lecturer the most and then a homeroom teacher. Secondly, in the survey of their education style they like more lecture or a short course than any other thing, and then they like home messenger, group council and so on. But especially they don't like the style of visiting class, book lending, ceremony/class assistance, practice (workshop), and visiting home. Thirdly, they want to know a general guide in the kindergarten of the contents of their education a lot. And they want to know some of a budget, program, and assessment of a principal and the teachers in the kindergarten. Fourthly, they want to know all parts of the parents' roles related to rearing their children in their own elements of the contents of their education above all. And they also want strongly their free time, hobby, the liberal arts, amusement and recreation. Fifthly, in the view of infant development they want strongly to know how to communicate with their children rightly, and how to adjust their children's activities and how to praise or blame their children. And they also want how to form their children's right habit and to guide their children's right acts in the infant period the most. Lastly, they want to know children's physical development and their cognitive development in the view of infant development the most. And then they want to know the development of sociology, creativity, morality, and emotion in good order.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.35-49
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• 2007

The purpose of this research was to analyze the contents of Housing Studies in Home Economics Education of Secondary School published in master's or doctorial theses and journals since 1985. The 24 research papers were analyzed by the type and time of publication, research subjects, data collecting methods, respondents & sample size, and statistical methods. The data were presented by tables with frequencies. The results showed that the most Housing educational research has been done as a type of theses and the number of published papers on Housing has been increased in somewhat. Over time there were two main theme of Housing educational research: general perception of housing and teaching - learning plans. Research methods, respondents and sample size, and statistical methods were obviously differed by the two research theme of Housing educational studies. This research suggested to broaden the research subjects as well as research methods beside to increase the number of studies on Housing area in Home Economics Education.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.37-56
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• 2007

The purpose of this study is to provide basic resources to the first-grade Home Economics Regular Teacher Qualification Program (FGHERTQP) in order to improve its operation plans. For the study, the three methods were carried out: an analysis on the curricula of FGHERTQP over six years since 2000, a questionnaire asking their satisfaction degrees and needs on the programs which was answered by the home economics teachers who were the participants of FGHERTQP, and several statistical analyses such as a descriptive-test, a $X^2$-test, a t-test, and one way ANOVA by using SPSS Win ver 10.0. The results of the study were as follows; Firstly, FGHERTQP has been operated ten times by five training centers during resent six years. Subject matters ($1{\sim}7$), whole numbers of lectures ($11{\sim}29$), and their allotted working hours ($111{\sim}136$) vary with individual training centers and operation years. Secondly, when using 5 point likert scales, Contents and Methods of evaluation marked 3.08 which were the lowest scores, and Qualification Training in General marked 3.72 which was the highest score among five fields of Qualification Training in General, Contents, Organizations, Methods and Evaluation. The overall scores were low. Thirdly, in needs analysis on offering subject matters, the participants wanted to study the field of home economics education more than that of subject contents. Looking about the highest needs classified by domains, Food Principles & Meal Management showed the highest in Foods. And Consumer Issues in Clothing & Textiles in Textiles, Upcoming Housing Cultures in Housing, Family Relationship in Child Development & Family Relationship, Juveniles and their daily life as a consumer in Family & Consumer Resources Management. Fourthly, training centers' lectures available had a significant influence on the satisfaction degrees according to general characteristic variations of the participants. That is, as a training center offers more lectures in the field of subject education than those of subject contents, the participants showed higher satisfaction degrees (p<.05).

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.73-81
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• 2007

The purpose of this study was to find out chemistry teachers' perceptions on the aims and characteristics of the chemistry I course from the 7th national curriculum by means of investigating how frequently particular learning contents were selected and what the teachers' teaching styles were in order to find out how effectively teachers were working with the 7th national curriculum in teaching. For this study, data was collected by means of questionnaires, which was answered by 44 chemistry teachers in 40 different high schools. Results from this study are as follows: As for the perception on the aim and characteristics of chemistry I course, many chemistry teachers have already perceived that the aim of the course was to promote democratic citizens with the knowledge of chemistry. And the most appropriate way of teaching chemistry I course was inquiry-centered teaching such as experiment-practice and inquiry-discussion. However, these perceptions were not reflected when they actually taught students in the classroom. Instead, most of the class was concepts learning and there were a lot of differences in selecting learning contents among chemistry teachers. Furthermore, although chemistry I course was considered a good subject to make students have interest and curiosity in chemistry, it was not appropriate to make students understand the concepts of chemistry. Therefore, learning contents in chemistry I course need to improve. In conclusion, as the goal of 7th national curriculum of chemistry I course was to emphasize inquiry teaching, inquiry based teaching should be practiced in the class. Moreover, sufficient teacher training should be accompanied and alternative additional teaching contents should be developed. Finally teachers' experiences should be reflected in the national curriculum when it is revised.

• 대한공업교육학회지
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• v.36 no.1
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• pp.75-94
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• 2011

The purpose of this study is to suggest the basic data in order to examine and perform the plan for activating the team teaching between industry-educational adjunct teachers and vocational teachers in technical high school. The research results are as follows. First, It is found that both teacher groups acknowledge the necessity of the team teaching, but vocational teachers are less likely to recognize the necessity than industry-educational adjunct teachers. Second, In the preparation of team teaching, both two groups of the teachers believe that the preliminary interchange and training between them are to be highly supportive for the activities expected to help teachers. Therefore, it is necessary to have opportunity of communication and narrow the difference of opinions between them by promoting the deep interest about applicable field and sharing the mutual idea between the teachers in the preparation of team teaching. Third, And the two groups recognize that the cooperation and joint establishment of design of team teaching and the individual process or joint progress of class activity are desirable for the proper design of team teaching. Therefore, it is necessary to establish the class environment for the interaction between teachers and students through not only the reciprocal activities between teachers but the interest class by systematically preparing the class design and role division clearly. Fourth, In the practice of team teaching, the two groups believe that the teaching activities can be usually divided and progressed, but it is desirable to work together in the related contents. The vocational teachers recognize that it is necessary to actively interact with students by connecting with the case of industry field. On the other side, industry-educational adjunct teachers think that the learning contents should be selected and organized according to the interests of students by associating with the case of industry field. Fifth, And two groups of teachers recognize that it is desirable to evaluate the grade by reflecting on the assessment by vocational teachers(50%), industry-educational adjunct teachers(50%).

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.33-50
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• 2010

This study was conducted as a preparation for the operation of 2007 revised curriculum and an effort towards professional development for Home Economics teachers in clothing life culture area. The aim of this study was to develop an teacher training program based on the clothing life culture in three kingdoms period, apply it to teacher training, and evaluate the program by analyzing the purpose of participation, trainee expectation and gratification, change of recognition level about Han culture, trainee satisfaction, and willingness to apply to teaching and attend further training program. The characteristic of the training program was that it consisted of both highly qualified lectures on professional contents and practices with school classroom level, and it dealt with the ancient korean clothing as its central subject. The purpose of the training program was to elevate the recognition of Han culture and increase the possibility of application in the classroom situation. It showed that the trainees participated with high intrinsic motivations, aiming to improve their professionalism in subject content and expecting various subject content. It also showed that the trainee gratification was very high in professional knowledge of clothing culture area, and the trainees were gratified in most evaluation items. As to the recognition level of korean culture, even before the training program, it was generally higher than average. After the program, it increased meaningfully. Through the training program, the trainees became feel prouder of Han culture and people and themselves as Home economics teachers. The contents of the program were considered very helpful for the improvement of professionalism and the design of instruction and learning activity. It was revealed that Home Economics teachers had very high expectations of the development of instruction-learning models which could enable them to experience new and interesting ideas, help enhance their professionalism, and be applied to their teaching. Therefore, continuous development and operation of the teacher training program relating to the life culture such as clothing, food, and housing life are needed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.1
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• pp.107-124
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• 2023

As getting in 4th Industrial Revolution Times, Continuing Education Enrolled Students(CEES) trying to find loophole for jepordized current life and need job transfer have surged their interest significantly on starting new business to bring up their post career after retirement through self-improvement. Government and university have actively initiated diverse policies of promoting startup for CEES in kicking off entrepreneurship courses and programs. However, relevant main policy, 'The 2nd University Startup Education Five-Year Plan (draft)' have too chiefly focused on theoretical start-up education rather than practical courses, causing the problem of inappropriate support for implementing real startup and business (Ministry of Education, 2018). This study is brought to empirically investigate the effect of self-efficacy as perspective of the impact of entrepreneurship education on entrepreneurial intention and behavior to come up with problem of poor entrepreneurial environment and entrepreneurship education to CEES. As to empirical research, this paper deliver on-line survey to CEES from September to October 2022, collect 207 effective feedbacks, In order to verify the reliability of the scale, the Cronbach's Alpha Coefficient (Cronbach's α) was calculated, analyzed, and measured. For hypothesis test, this paper utilize the multiple regression analysis statistical analysis method and use the SPSS 22.0 statistical processing program. Empirical results show, first, it was found that self-efficacy had a significant effect on start-up education. Second, start-up education had a significant effect on the intention to start a business of adult learners. Third, start-up education had a significant effect on the start-up behavior of adult learners. Fourth, self-efficacy had a significant effect on the intention of adult learners to start a business. Fifth, self-efficacy had a significant effect on the start-up behavior of adult learners. Sixth, self-efficacy had a mediating effect in the relationship between entrepreneurship education and adult learners' intention to start a business. Seventh, self-efficacy had a complete mediating effect in the relationship between start-up education and adult learners' start-up behavior. This paper is brought three significant implications. First, main consideration developing entrepreneurship education tools for CEES need to falls on defining potential needs of CEES as segmenting as to coming up with diversity of CEES's characteristics such as gender, age, experience, education, and occupation. Second, as to design specific entrepreneurship education program, both practical training program of utilizing CEES's career field experience benchmarking best practice startup and venture cases from domestic and global, and professional startup program of CEES initiating directly startup from ideation to develop business plan with pitching and discussing. Third, entrepreneurship education for CEES should be designed to incubate self-efficacy to enhance entrepreneurial intention of implementing entrepreneurial behavior as a real, eventually leading solid support system of self-improvement for CEES' Retirement life planning.

• The Mathematical Education
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• v.63 no.2
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• pp.123-138
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• 2024

This study described the utilization of ChatGPT in teaching and students' learning processes for the course "Introductory Mathematics for Artificial Intelligence (Math4AI)" at 'S' University. We developed a customized ChatGPT and presented a learning model in which students supplement their knowledge of the topic at hand by utilizing this model. More specifically, first, students learn the concepts and questions of the course textbook by themselves. Then, for any question they are unsure of, students may submit any questions (keywords or open problem numbers from the textbook) to our own ChatGPT at https://math4ai.solgitmath.com/ to get help. Notably, we optimized ChatGPT and minimized inaccurate information by fully utilizing various types of data related to the subject, such as textbooks, labs, discussion records, and codes at http://matrix.skku.ac.kr/Math4AI-ChatGPT/. In this model, when students have questions while studying the textbook by themselves, they can ask mathematical concepts, keywords, theorems, examples, and problems in natural language through the ChatGPT interface. Our customized ChatGPT then provides the relevant terms, concepts, and sample answers based on previous students' discussions and/or samples of Python or R code that have been used in the discussion. Furthermore, by providing students with real-time, optimized advice based on their level, we can provide personalized education not only for the Math4AI course, but also for any other courses in college math education. The present study, which incorporates our ChatGPT model into the teaching and learning process in the course, shows promising applicability of AI technology to other college math courses (for instance, calculus, linear algebra, discrete mathematics, engineering mathematics, and basic statistics) and in K-12 math education as well as the Lifespan Learning and Continuing Education.