• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.345-358
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• 2018

The goal of this study was to analyze the degree of kindergarten teacher's understanding with respect to educational activities of social relationships area & art experience area in the Nuri-curriculum and to provide complementary materials and educational programs for enhancing kindergarten teacher's professional development. The tool for this study was a number of questionnaires on teacher's understanding in two area. The number of survey participants were 650 teachers and 78 preliminary teachers, 728 in total. Statistical analysis to this research responses was done by SPSS 23 at the significance level of .05, .01, .001 each. Research findings reached a conclusion of proposing differentiated complementary materials and educational programs based on the types of kindergarten, qualification of teachers and their demographics. That is, it should be adjusted to the differences in establishment-operation types of kindergarten, location/size/ages of class, careers/ages/license of teachers, and current-preliminary teacher's understanding. The educational activities of social relationships area should be focused on an attitude of valuing oneself and family by browsing and practicing what one can do for oneself and family. The educational activities of art experience area should be focused on integrated experience of artistic expression and appreciation activities by exploring musical, movement and artistic elements.

• Journal of agricultural medicine and community health
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• v.23 no.1
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• pp.3-14
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• 1998

To investigate the actual states of farmers syndrome and their related factors, the author surveyed a total of 534 rural residents, resided in Puyeo kun, Chungnam Province, during August 1996. The data were collected from members of an association and their families of agricultural co-operatives, and analysed. Following are the results summarized therefrom; 1. The prevalence rate of farmers syndrome as a whole was 36.7%, but that of female was higher as 45.0% than male as 27.4%. 2. The prevalence rates of farmers syndrome were higher in the group of higher age, shorter education years, longer farming careers, and longer daily farming hours. 3. The prevalence rates of farmers syndrome did not show statistically significantly different among groups of farming categories such as specialize in farming, such as side line, and not farming. 4. Sex, age, and daily farming hours were proved to be a related factors of farmers syndrome by logistic regression analysis. Odds ratio of female group was 2.06 compared with male group, above 70 years age group was 6.24 compared with below 40 years age group, and group of farming more than 8 hours a day was 2.55 compared with not farming group. 5. The mean scores of self-estimated health states of the group with farmers syndrome was lower than those with negative or suspicious farmers syndrome, but the mean scores of psychological symptoms, other than symptoms of farmers syndrome was statistically significantly higher in farmers syndrome group. Consequently, farmers syndrome seems to be not disease entity but symptom complex which is highly related with age and sex. For that reason, there is a need of study on the differentiate the farmers syndrome and chronic musculoskeletal diseases in the aged.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.373-389
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• 2013

This study investigated secondary beginning science-gifted education teachers' reflection on their science teaching through coteaching with the case study. We selected two beginning teachers whose teaching careers in secondary science-gifted education were less than five years. The teachers planned, performed, and reflected together their science teaching for science-gifted students during nine class hours over three times. We observed their science classes through coteaching, and analyzed the transcripts for reflective discussions between them and their reflective journals in terms of 'productive reflection,' a concept suggested by Davis (2006). The results revealed that the aspects of 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection processes on science teaching, regardless of the type of data and the class time. 'Curriculum for science-gifted education' were also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment' was hardly included. Two to four aspects among five aspects of the science teaching for science-gifted students were variously integrated in their reflection processes. Especially, the integrations between 'instructional strategies and instruction for science-gifted education' or 'sciencegifted students' and the other aspects were most frequent, and this tendency was stronger in more experienced teacher in science-gifted education. The integrations between 'subject matter knowledge' and the other aspects were often included in the more experienced teacher's reflection processes.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1170-1185
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• 2013

In this case study, we investigated the characteristics of secondary beginning science-gifted education teachers' reflection on their science teaching with coteaching through mentoring. We selected two beginning teachers with less than one year teaching careers in secondary science-gifted education. The teachers planned, performed, and reflected together on their science teaching for science-gifted students during twelve class hours over four times. Since the second class, pre-, during-, and post-mentorings were conducted. We observed their science classes with coteaching through mentoring, and analyzed their reflective journals in the views of productive reflection. The analyses of the results revealed that 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection regardless of class time. 'Curriculum for science-gifted education' were also frequently included although fewer than the two aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were hardly included. Two to four aspects of the five were variously integrated in their reflection. The integrations among three to four aspects were especially more frequently included than those between two aspects. The integrations of 'instructional strategies and instruction for science-gifted education' or 'science-gifted students' with the other aspects were also found to be the most frequent. These results suggest that coteaching through mentoring can promote beginning science-gifted education teachers' productive reflection on their science teaching.

• Korean Journal of Social Welfare
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• v.52
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• pp.33-61
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• 2003

This study aims to identify early retirement and the subsequent career ending patterns and explain the phenomena in terms of social security policies and labor market perspectives. Although many older workers retire early, there are very few studies to examine how the retirees end their careers after quitting the long-time jobs. The paper investigates individual work experiences 55 through 61, identifies the career ending patterns, constitutes the micro and macro analytical models to estimate the impacts of labor market and work-related variables. The findings show that many older workers have diverse career ending patterns after long-time career jobs, that is, still working at age-55 job, exiting and reentering, sporadic work, retired permanently from age-55 job, a repeat of labor force entry. Also the estimation results indicate that pension, social security, labor market condition, work structure variables better explain the career ending behaviors than social psychological factors of health, education, attitudes toward retirement and job, ethnicity. Finally, this paper discusses theoretical importances of labor market perspectives and policy implications at the end of thesis.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.111-124
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• 2017

The purpose of this study was to determine the perception and understanding of Free Learning Semester (FLS) in home economics teachers and to provide basic informations for effective implement of FLS in future school curricula. Home economics teachers perceived that the objective of FLS was to help students explore their careers and make preliminary decisions. In addition, teachers thought that FLS should be run by active students' participation to find out their dreams and talents. However, teachers felt difficulties in obtaining information or documents related to implementing FLS. Moreover, there were lack of connected activities with local communities to operate FLS. Teachers recognized that it is necessary to receive FLS-related education. Regarding home economics teachers' role in FLS implement, they should provide career education with a perspective of lifelong career and nurture students' capability to lead their lives by themselves. In that sense, FLS should help students find out their dreams and talents, think about their career, set up lifelong career plan through home economics education, and nurture capability to lead their lives. In addition, home economics teachers should provide continuous career education in home economics education at academic semesters.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.1
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• pp.105-113
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• 2007

Background: Cancer genetics have gained public attention dramatically. Everyday physicians and nurses use the knowledge of cancer genetics in their practices. Despite the importance of the knowledge of the health care providers on cancer genetics, there is a paucity of literature investigating the levels of knowledge about cancer genetics among health care providers. Purpose: This study aimed to describe the Korean physicians' current knowledge level about hereditary breast and ovarian cancer (HBOC). Method: This nation-wide survey used a 15-item questionnaire which is modified from the Breast Cancer Genetic Counseling Knowledge Questionnaire originally developed by Erblich et al.(2005). One hundred and forty-four physicians participated in this survey from October 1, 2006 to March 31, 2007. Result: Physicians' knowledge level about hereditary breast cancer was 11.94 (S.D=2.46). Physicians with short-term careers (less than one year), the position of Intern, or who were involved in breast or ovarian cancer care demonstrated the highest knowledge about HBOC. Conclusion: Genetic courses in medical education seemed to contribute to the high level of physicians' genetic knowledge. Also, nursing discipline needs to incorporate genetics or genetic counseling courses into the formal educational curriculum in order to deliver up to date cancer care services which are sensitive to ever-changing cancer genetic information.

• Korean Journal of Social Welfare
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• v.61 no.1
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• pp.323-357
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• 2009

This study illuminates the mechanism of life course on labor status of old age complementing the limits of labor status hypothesis of old age and model of statues attainment and combining them. The main results from this analysis are summarized in four points. Firstly, older men mostly engaged in agriculture, forestry and fishing industry or low-class occupations. A very small portion held high level or professional occupations. Regular full-time employees or employers were only 4.4% while, about 70% of older employees were temporal employees or self-employed. This shows that the elderly affluence hypothesis which alleges that most older men maintain high level occupations, applies to only a few. The second finding is that wealth differentials are sizable: about 20% of older workers own less than 50 million won, while 9.3% possess more than 600 million won. Therefore, it is not safe to claim that most people have accumulated enough wealth for old age according to the elderly affluence hypothesis. This gap being mainly reflected by education level, suggests that the model of status attainment is appropriate as wealth accumulation hypothesis. Thirdly, educational level determined not only lifetime careers, but also labor status of old age. Fourthly, using path analysis, the last finding is that education had effect on labor status of old age through lifetime career and wealth. That is, old men who have low education level had unstable lifetime career and own less wealth. They work in low income job, low social occupations and unstable occupation type in old age. This shows that life inequality continues until old age. Therefore, the inequality of education opportunity, spread of part-time work and small scale self employees should be discouraged. Furthermore, related policy should be provided in order to prevent being caught in unstable work.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1187-1203
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• 2012

This study investigated the changes in teaching professionalism of beginning science-gifted education teachers through mentoring in the aspects of pedagogical content knowledge. We selected two beginning teachers whose teaching careers in science-gifted education were less than five years. The teachers planed, performed and reflected on science instructions for secondary science-gifted students through mentoring during nine class hours over three times respectively. We observed their instructions and analyzed the taped videos, the materials, the transcripts for in-depth interviews with mentees, and discussions between mentor and mentee, researcher's field notes by using the constant comparative method. This study revealed that the mentoring, although there were many limitations, positively changed the mentees' practical knowledge about the curriculum for science-gifted education, the instructional strategies for science-gifted education, the assessment in science-gifted education, the science-gifted students, and the science content. These results suggest that the mentoring will be useful in improving the teaching professionalism of beginning science-gifted education teachers and provide meaningful implications in finding the ways to use it effectively in science-gifted education.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.42-53
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• 2010

Identifying students' misconceptions by teachers is the primary step in using constructivist teaching strategies. We investigated how secondary science teachers were aware of students' misconceptions about the particulate nature of matter and analyzed the total number of differences of predicted misconceptions by their background variables. We also investigated how they addressed students' misconceptions in their instruction, and how necessary they thought it was to identify students' misconceptions for teaching science concepts. A survey was administered to 87 science teachers at 28 middle schools in Seoul. Teachers' predictions were compared with the misconceptions of 240 seventh-grade students. The teachers, as a group, identified almost all the misconceptions held by the students. However, they were unable to predict which types of misconceptions were more frequent. The total number of misconceptions predicted by the teachers who had careers of less than 10 years, possessed Master's degrees, or majored in chemical education was significantly higher. Although most teachers stated that knowing students' misconceptions was needed for their instruction, they rarely and simply addressed them in their instructions. Many techers faced misconceptions in classroom activities, and only few teachers found them through publications relating to students' misconceptions, teacher preparation courses and/or in-service training programs. Educational implications are discussed.