• Journal of dental hygiene science
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• v.17 no.4
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• pp.368-374
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• 2017

The purpose of this study was to evaluate community dental hygiene practice education, by verifying its effect after applying project-based learning in improving the practical and social skills of learners. A 15-week project-based community dental hygiene practice course was held for 27 senior students, who took community dental hygiene practice course in the Department of Dental Hygiene, Gangneung-Wonju National University. Twenty-seven students were composed of 4 teams. Each team selected a target group for four workplaces for adult workers to apply the oral health promotion project. The project was then planned and conducted based on a survey on the health problems confronting each group, and an evaluation was carried out after 4 weeks. From the results obtained in comparing confidence in problem solving ability, project value, teamwork competency, and community dental hygienist competence before and after course, the improvement in project value and teamwork competence scores was not statistically significant, but all four areas showed positive results. After analyzing the project actuality, learning outcomes, and project satisfaction after course results, the actuality of the project was 19.30 points, the learning achievement was 45.19 points, and the satisfaction was 19.19 points, demonstrating that the aim of achieving actual performance competence and a learning performance exceeding expectations was accomplished. After conducting an interview survey with 8 students, it was found that they had learned social skills involving problem-solving abilities and confidence, and teamwork competence such as cooperation, role responsibility, creative thinking ability, and communication skills. Community dental hygienists should be able to acquire learner-level practical skills and social skills in the community dental hygiene and practical courses, according to their competencies and job needs. It is necessary to develop a project?based systematic learning module to enable the community dental hygiene practice to operate as a subject closely related to fields in other dental hygiene departments.

• The Mathematical Education
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• v.61 no.2
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• pp.221-237
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• 2022

This study investigated teachers' decision-making and related factors in the elementary textbook adoption process. Our participants include 296 elementary teachers who took part in the mathematics textbook (grades 3 and 4) adoption committees in his/her schools. Our study used the decision-making model of Shavelson and Stern (1981) for analyzing teacher beliefs and attitudes concerning choices and priorities, judgments, evaluation methods, and key factors to reviewing and selecting a mathematics textbook. Our discussion includes teacher beliefs and intentions and the way they come into conflict with determinant factors that influence the decision-making of textbook adoption. Findings also reveal the unique nature of elementary school teaching as generalists in contrast with secondary teachers as specialists, playing a significant role in the adoption process. Lastly, the study discusses the entanglements of textbook reform and explains the discrepancy between textbook authorization/approval policies versus the plight of little change (and innovation) in mathematics textbooks.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.189-199
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• 2011

The purpose of this study is to verify the effects of the advance organizer in programming class on elementary school students' logical thinking ability and self-efficacy. We developed our teaching-learning materials of programming for this purpose, Further, they are applied to the elementary school, and their effects are analyzed. Fourth grade students in elementary school were selected for the experiments of this study, For comparison, they were divided into a control group who taught by a traditional programming teaching method and an experimental group who taught by our advance organizer programming class. As a result, through before-and-after t-verifications performed on the experimental group and the control group respectively, we found statically significant differences between the two groups, and the effectiveness of our new programming teaching method was proved in both learner's self-efficacy and logical thinking ability.

• Journal of Food Hygiene and Safety
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• v.32 no.2
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• pp.101-106
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• 2017

Based on the previous reports that majority of teachers have negative perceptions on food additives, a teacher training program called 'Let's teach food additives correctly' was developed and applied to improve teachers' unbalanced perception on food additives and let them teach students with sound scientific background. The 15-hours training program consisted of understanding of food safety and food additives, education materials on food additives, development of teaching-learning plan, meeting with professionals from Ministry of Food and Drug Safety (MFDS), visiting MFDS labs, application to school class, and evaluation. A total of 63 teachers participated in the training through 2 sessions conducted in August 2016. As a result, teachers showed high satisfaction rates (4.2~4.5 in 5.0-Likert scale) and 91.5% answered the training helpful for the school class. Although their initial intention to participate the training was to know the details of negative intake effects of food additives, their such perception was totally changed in addition, they suggested a continuous training for teachers and immediate correction of incorrect information in school textbooks. Also, post-training education for 1,172 students by these teachers appeared to improve the understanding of and the native perceptions on food additives significantly (p < 0.001). Above results showed that the training program could solve the problem of transmitting unbalanced information on food additives to students by training teachers, and such channel could be used to facilitate food-related risk communication.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.45-56
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• 2014

Recently, the Department of Education has indicated that the biggest problem in elementary school is Attention Deficit/Hyperactivity Disorder(ADHD). This paper studied children who have psychological and emotional disorder in elementary school classes, not special but normal classes. This paper studied for children to overcome their disorder problems applying humanoid robot programs. Attention deficit, impulsive and violative characteristic, deficient attitude disobeying to teacher's instructions and not attending to the classes were decreased. co-activity of children and robot was approved to help children's sociality.

• The Journal of the Korea Contents Association
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• v.17 no.8
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• pp.250-262
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• 2017

The purpose of this study is to explore the ways for effective operation of System of Administrative Executive Staffs(SAES) by analyzing the perception of teachers and Administrative Executive Staffs(AES). To do so, FGI was used on teachers and AES, in Gyeonggi-do. As a result, teachers and AES agreed with SAES' management and positively evaluated SAES' performance in diminishing teachers' administrative duties. AES classified methods of works-division into 'one-way', 'voluntary', 'discussion' and distinguished 'trivial-works' from 'support-teaching works'. SAES's positive outcomes were strengthening teachers' competencies, establishing AES's identity, changing school atmosphere to focused-instruction. But there were also problems as workload sharing's ambiguity, absence of system for workload-share, poor competencies of members, lack of communication among members, etc. Several ways for the successive operation of SAES are as follows; principal's understanding and positive mind on SAES, offering manual of work-division reflecting the school's real condition, teachers' consideration on AES, offering proper training by considering one's ability.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.83-107
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• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.187-210
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• 2017

The animated discussion about mathematical modeling that had studied consistently in Korea since 1990s has flourished, because mathematical modeling was involved in the teaching-learning method to improve problem solving competency on 2015 reformed mathematics curriculum. In an attempt to re-examine the educational value and necessity of application to school education field, this study was to review the literature of mathematical modeling in mathematical competencies perspective. As a result, mathematical modeling could not only be involved the components of problem solving competency, but also support other competencies; reasoning, creativity-amalgamation, data-processing, communication, and attitude -practice. In this regard, This paper suggested the necessity of the discussion about the position of mathematical modeling in mathematical competencies and the active use of mathematical modeling tasks in mathematics textbook or school classes.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.752-769
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• 2021

Although astronomical observation has various educational effects and values, studies conducted in the context of earth science education have been relatively insufficient compared with other fields. In addition, few studies have been conducted on systematic design principles development guiding teachers in the application of practical astronomical observation education. In this study, we attempted to develop design principles for astronomical observation education programs for K-12 students and applied the program to the classes. The initial design principles were derived through literature research and revised through validation processes by eight experts. The final principles were confirmed based on the usability evaluation of two high school teachers, and they included 11 design principles and 27 detailed guidelines. In addition, an astronomical observation education program consisting of eight lessons was designed by applying the final design principle. This program was applied to after-school classes in high school, the responses of participating students were investigated. We anticipate our design principles can be used as a criterion for systematic design of various types of observation activities, including outdoor observations.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.187-207
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• 2018

The purpose of this study was to develop a teaching-learning plan applicable to high school technology·home economics and home science classes in order to prevent adolescents' dating violence which is one of the serious social problems we are facing lately. This research has following three steps: 1. Analyzing contents and selecting content elements, 2. Developing teaching-learning materials, and 3. Performing a pilot test and making corrections. In the first step, this author analyzes how the contents associated with dating violence are presented in the 2015 curriculum of technology·home economics and the textbooks and reviews related literatures to select content elements necessary to prevent dating violence for those going through adolescence. Based on that, in the second step, this researcher develops a teaching-learning plan for six lessons and then makes it verified by two experienced teachers of home economics. In the last step, the teaching-learning plan for six sessions developed is implemented to two high school classes, and then, based on the results of examining the opinions of the teachers implementing the plan and students about the class, this researcher modifies and complements the parts of the plan showing low applicability to the field and develops the final dating violence prevention teaching-learning plan. In order to prevent adolescents' dating violence, it is necessary to create a social environment safe from violence and provide violence prevention education before they begin to have relationship. This researcher expects that this teaching-learning plan is applied in home economics class and it can contribute to enhancing students' sensitivity about violence and improving their competencies to make wise judgments in problematic situations and cope with them properly.