• The Journal of the Korea Contents Association
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• v.12 no.10
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• pp.227-236
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• 2012

This study aims to examine what influence a career exploration group counselling program has on career decision-making self-efficacy and career maturity of female college students. As a result of the study, it was discovered that the career exploration group counselling program had statistically significant influence on goal choice, job information and future plan which are sub-variables of career decision-making self-efficacy while it had no significant influence on problem solving. Also the program had a statistically significant influence on decision, independency, and involvement which are sub-variables of career maturity while it had no significant influence on compromise. Such results show that the career exploration group counselling program had a significant influence on career decision-making self-efficacy and career maturity of the subjects. Therefore, it is suggested that the career exploration group counselling program should be properly developed and provided so that students can choose career which fit for their aptitude and ability. Further, courses for career exploration group counselling program should be provided at universities to help them with career.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.112-122
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• 2021

The goal of this study is to explore ways to restructure Convergence Elective Courses in science in preparation for the high school credit system, ahead of the 2022 revised science curriculum. This study started from the problem that the 2015 revised science curriculum has not guaranteed science subject choice for students with non-science/engineering career aptitudes. To this end, a survey was conducted by randomly sampling high schools across the country. A total of 1,738 students responded to the questionnaire of 3 science elective courses such as Science History, Life & Science, Convergence Science. In addition, in-depth interviews with 12 science teachers were conducted to examine the field operation of these three courses, which will be classified and revised as Convergence Elective subjects in the 2022 revised curriculum. According to the results of the study, high school students perceive these three courses as science literacy courses, and find these difficult to learn due to lack of personal interest, and difficulties in content itself. The reason students choose these three courses is mainly because they have aptitude for science, or these courses have connection with their desired career path. Teachers explained that students mainly choose Life & Science, and both teachers and students avoid Science History because the course content is difficult. Based on the research results, we suggested ways to restructure Convergence Electives for the 2022 revised curriculum including developing convergence electives composed of interdisciplinary convergence core concepts with high content accessibility, developing convergence electives with core concepts related to AI or advanced science, developing module-based courses, and supporting professional development of teachers who will teach interdisciplinary convergence electives.

• 대한공업교육학회지
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• v.36 no.2
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• pp.131-150
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• 2011

The purpose of this study vocational courses in general high schools in each city in order to operate efficiently. Provinces operating status and the general high school vocational courses through the regular high school vocational courses siltae analysis to identify operational problems, and that is to derive ways to improve. Operating in the desired direction, the typical high school vocational courses ilbango select students that meet the purpose of operating as one that students admit you need the correct promotion and career guidance and vocational courses ilbango teachers of vocational courses is operating correctly recognize the purpose and students with career guidance and vocational courses so that you can operate effectively at: Provincial Office-wide need to conduct a systematic study. Vocational courses also target students ilbango sosokgyo (wonjeokgyo) to be completed in the course stated in the plan for the school and the need to practice, and professional students ilbango by configuring a separate class is most preferable to operate. If the person is prime target, with each region run by creating a class needs to definitely consider. Entrusted to the agency's key performance improvements in order to improve the employment rate in the direction of promotional materials for the students selected to take advantage of college enrollment than the employment data for the students and their parents ilbango vocational courses for the purpose and intent is necessary to provide accurate information In addition, the employment rate is relatively low industrial (information) to install the school department employment, and employment representatives (industry-academia co-coordinator), and by placing career paths and industries to ensure the needs of industry, including working conditions and students who wish adjusting to the role, and industrial college (2 years), industrial (information) through the school's agreement to the aggressive promotional schemes seonchwieop hujinhak. Getting the need to encourage. Vocational courses ilbango in the new and the abolition, rather than the case of some popular course when you are away from work and there, so if the course-changing industry, new or repealed to reflect the demands of social work and careful review of how to connect carefully to decide by. Commissioned a systematic quality management in education, in terms of industry (information) schools and public vocational training institutions or private vocational school is better than school. However, 16 cities across the country. Also only five of the major cities around the school has industry information. Ilbango vocational courses at the expected continued demand. Degrees, the operation in terms of comparative advantage in many ways the school's new industry information is necessary to consider.

• Journal of Korean Biological Nursing Science
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• v.7 no.1
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• pp.69-87
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• 2005

Purpose : The purpose of this study was to identify pediatric nurses's knowledge related to children's pain and pediatric nurses' career including educational experience and to examine whether there is a difference of their knowledge according to their career. Method : Subjects of this study was 115 pediatric nurses of one university hospital who understood purpose of this study and accepted to participate in this study. Subjects responded questionnaire by self report. The data were gathered for 7 days during the period from October 20 to October '2:7, 2003. The pediatric nurses' knowledge and attitude survey regarding pain developed by Manworren(2001) was used to identify the knowledge related to children's pain of pediatric nurses. Nurses' career consisted of level of education, presently working ward, duration of experience at clinic, pediatric clinic and presently working ward and educational experience related to children's pain during undergraduate courses, ward orientation and continuing education. Educational experience regarding children's pain was measured by whether they had education related to children's pain during undergraduate courses, ward orientation and continuing education or not and their perception on the contents of education was measured by 5 point Likert type scale. SPSS Windows was used to analyze the data. Scores of the knowledge regarding children's pain and career including educational experience of pediatric nurses were presented as mean and standard deviation. Mean percentage of correct answers responded by the subjects was presented under the category of introduction, assessment, pharmacological and nonpharmacological intervention for children's pain. The difference of scores of the knowledge regarding children's pain according to nurses' career was analyzed using t-test, ANOVA and Tukey as a post hoc. Statistical significance was accepted at the level of p<.05. Result : Pediatric nurses had deficient knowledge related to children's pain on the whole and did not trust pain complaint and underestimated the pain. They were short of concrete practical knowledge about pain assessment and pharmacological and nonpharmacological intervention for children's pain. They were excessively concerned with side effect and addiction of analgesic drugs and had a negative view point on nonpharmacological pain intervention. About 50% of the subjects received education regarding children's pain while their undergraduate courses. The number of nurses who received education regarding children's pain while their undergraduate courses was found to be greater among the recently graduated nurses. In ward orientation and continuing education, only less than 10% of the nurses received education regarding children's pain. Nurses perceived their experienced educational content deficient; experienced educational content consisted of pain introduction, assessment and pharmacological and nonpharmacological intervention for children's pain while their undergraduate course, ward orientation and continuing education. There were no significant differences of the knowledge regarding children's pain of pediatric nurses according to level of education, duration of experience at clinic, pediatric clinic and presently working ward. Scores of the knowledge regarding children's pain of nurses at neonatal ward were significantly greater than those of nurses at pediatric intensive care unit. Scores of the knowledge regarding children's pain of pediatric nurses who received education during their undergraduate course were significantly greater than those who did not receive it during their undergraduate courses. Also scores of the knowledge regarding children's pain of pediatric nurses who received one kind of educational experience were significantly greater than those who had no educational experience. Conclusion : Pediatric nurses had deficient knowledge of children's pain and underestimated the pain of children. Also they were short of concrete practical knowledge on pain assessment and intervention for children's pain.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.53-65
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• 2020

This study aimed to suggest measures expand career-related elective subjects in the high schools through a case of establishing and utilizing a learning space for hands-on home economics classroom activities. Upon the trend reviews of elective subjects in the high school and literature reviews on the educational outcomes from home economics classrooms, a case of career-related elective subject by establishment of learning space related to home economics was proposed in two high schools in Seoul. The results are as follows: First, the trend in 2020 showed that selecting a home economics course as a career-related subject depends on school situations. The results of the survey at schools show that the utilization rate of hands-on learning space for home economics was high with high preference among students, but schools implicitly guided students to select courses that are related to preparation for university entrance. Second, reductions of class hours and decreased likelihood to offer courses in home economics in general high schools would influence the recruitment of teachers, which may ultimately result in a threat to the subject. However, through career-related activities, students may develop positive perception of the subject of home economics and consequently select the subject. Therefore, it is necessary to open and promote multiple elective courses related to home economics for the survival of subject of home economics.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.276-279
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• 2022

The 4th industrial revolution refers to the transition to a knowledge society in which the production speed of knowledge is fast and the proportion of the knowledge industry is greatly increased. The reorganization of the industrial structure and the change of occupations and jobs due to new technologies are bringing about changes in education, and the development of digital technology has made education that is borderless, individual and dynamic, becoming the new standard of education. With these changes, interest in nano-degrees on new technologies or micro-degrees focused on core courses rather than regular course degrees is increasing. As a representative example, Udacity in the United States has opened and operated online nanodegree courses related to jobs, and collaborates with major companies to develop and educate core training courses necessary for companies, thereby efficiently supporting companies in securing talent. With the revitalization of online vocational and job training, an environment has been prepared in which individuals can set goals for vocational competency development and continue their portfolio-based sustainable learning. However, for effective vocational education, automated and personalized educational content design should be preceded. To this end, in this paper, we propose a personalized career and course map recommendation system in the era of online learning

• Journal of Korean society of Dental Hygiene
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• v.15 no.2
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• pp.279-286
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• 2015

Objectives: The purpose of the study is to investigate the factors influencing on self-esteem, major satisfaction, and career identity. Methods: A self-reported questionnaire was filled out by 389 dental hygiene students in three colleges located in Metropolitan area. The questionnaire consisted of 5 questions of general characteristics, 10 questions of self-efficacy, 18 questions of major satisfaction, and 13 questions of career identity by Likert 5 scale. Cronbach's alpha was 0.92 in self-efficacy, 0.90 in major satisfaction, and 0.88 in career identity in the previous studies. Cronbach's alpha in this study was 0.911 in major satisfaction, 0.840 in self-efficacy, and 0.8090 in career identity. The data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, and stepwise multiple regressions. Results: The score was 3.47 in self-esteem, 3.79 in major satisfaction, and 3.03 in career identity. There were significant differences in self-esteem and major satisfaction based on grade, motivation for entering college, and clinical practice satisfaction. In case of career identity, there were significant differences based on characteristics, motivation for college choice, and clinical practice satisfaction. There was a positive correlation between negative self-esteem, positive self-esteem, general satisfaction, awareness satisfaction, curricula satisfaction, interpersonal relation satisfaction, and career identity. The influencing factors on career identity were aptitude, interest, self-esteem, and major satisfaction in order(p<0.001). Conclusions: The career identity is closely related to self-esteem and major satisfaction. It is desirable to open a variety of education courses and to develop systematic and practical programs to the students in order to improve the career identity.

• Fire Science and Engineering
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• v.25 no.3
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• pp.42-50
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• 2011

To foster fire investigation professionals and expand career opportunities for graduates of fire science majors, it is extremely important to expand and reorganize courses which are related to fire investigation. Only 30 percent of universities have fire investigation related courses, and the courses only offer theoretical materials. As a result, it has a great limitation to teach essential knowledge which is required at a fire scene. This study suggests to classify fire investigation-related-courses in to fire investigation course and fire identification course. In addition, the study proposes ways to standardize curricula which enables students to acquire Certified Fire and Explosion Investigator (CFEI).

• Korean Medical Education Review
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• v.9 no.2
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• pp.29-40
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• 2007

Purpose: This study analysed the intention of medical students career choice, educational programmes, and mentoring and counseling system for career planning at Yonsei medical school in Korea. Methods: The data were collected based on four separate graduation questionnaires at Yonsei medical school in the years of 2005, 2006, 2007, and 2008. The number of the survey was 130 in 2005, 130 in 2006, 153 in 2007, and that of the latest was 120 in 2008. We analysed the career intention on medical specialties and activities, and perceptions of important factors in choosing medical specialty. Results : The results which can be drawn from this study are these: firstly. students had more intention for choosing clinical medicine as university faculty than any other activities. While male students preferred to major in surgery, neurosurgery, orthopedic surgery, urology, otorhinolaryngology, female students in internal medicine, neurology, anesthesiology and pain medicine, diagnostic radiology, laboratory medicine. Secondly, students perceived that the most important factor which can influence on choosing a medical specialty was individual factor such as one's interests and concerns, values, and aptitudes. In stead, they relatively less perceived mentor and role model's effects on choosing a medical specialty compared to those of the United States of America. Third, the career planning at Yonsei medical school was evaluated well, especially educational programmes for career planning such as self assessment programme, elective(specialized) courses, and conversation with a senior programme. Conclusions: Unexpectedly, there are high demands for career planning by medical students. Therefore, we will reorganize systematic devices for career planning such as mentoring and counseling system at medical school.

• Korean Journal of Community Nutrition
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• v.15 no.1
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• pp.137-148
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• 2010

This study was conducted on 175 child-care teachers, who participated in in-service education, to research the methods to improve child-care teacher's nutrition management capability for infants and children. Investigated results of child-care teachers' nutrition knowledge, dietary attitude status, and needs on nutrition education in child-care centers are as follows: The score of child-care teachers' nutrition knowledge was 10.83 points out of 15, which is about 72%. Total score increased as teachers' age but not significantly different from their career duration, since teachers who have a child-care career less than 5 years acquired 10.91 points, which is higher than 10.64 points of teachers having more than 5 years of child-care career. Teachers' average recognition to the nutrition knowledge was 90.6%, increased significantly by the older they are, and decreased according to the accumulation of their career. The average accuracy of the nutrition knowledge was 79.7%, increased in proportion to the teachers' age. The marks of child-care teachers' dietary attitude were 41.3 points (possible score range 5-50) and 83%, older teachers tended to have more desirable dietary attitude. As indicated by the increment of child-care career, the score of emotional attitude tended to be increased but which of cognitive and behavioral attitude showed a declining tendency. Nutrition information which child-care teachers were mainly interested in were correct selection of food (58.1%), obesity and weight management (52.7%), and nutrient content of food (44.9%). Nutrition education contents which child-care teachers needed were 'nutritious food and menu for child' (72.2%), 'health management of child' (69.2%) and meal management of child (40.2%). Nutrition education methods, which child-care teachers considered as of desirable ones, were cooking class of small scale (31.8%), visiting class at child-care center (26.5%). In consequence, the nutrition knowledge and dietary attitude of child-care teachers were not good and showed different issues by age and career duration. Therefore, it is requisite to intensify nutrition management courses in child-care teachers' qualification and in-service education courses which has actual necessity and suitability based on teachers' age, career, and the type of child-care center, and to disseminate these through public health centers and child-care & education information centers to pursue the efficient balance of nutrition education programs.