• Journal of the Korean association of regional geographers
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• v.14 no.2
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• pp.159-172
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• 2008

The purpose of this study is to analyse the content of regional learning in social studies textbooks for the 1st-year and 3rd-year middles school. The content of regional learning in social studies for middle school is described with not layered scale between local and global but segmented scale. So this study selected Andong city as an exemplary case and reconstructed the learning content and class to things necessary in the age of globalization. In the class for designing the local image of Andong, the students were advised to visit the homepage in Andong city. In the course. students showed increasing interest in local festivals, events, locality promotion, etc. executed by Andong. Many of the students were interested in activity designing new local images of Andong. In particular, According to the result of applying localization learning necessary in the age of globalization to 1st-year middle school students, the class was found to be understood adequately. It is needed to develop localization teaching-learning programs fit for the developmental stage of 1st-year middle school students.

• Journal of Korean Academy of Nursing Administration
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• v.20 no.5
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• pp.545-557
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• 2014

Purpose: The purpose of this study was to develop a patient classification system based on nursing care intensity for patients with acute stroke-related symptoms and verify its validity and reliability. Methods: Data were collected between November, 2013 and February, 2014. The verification for content validity of the patient classification system was conducted by a group of seven professionals. Both interrater reliability and concurrent validity were verified at stroke units in tertiary hospitals. Results: The intensive nursing care for acute stroke patients consisted of 14 classified domains and 56 classified contents by adding 'neurological assessment and observation' and 'respiratory care': 'hygiene', 'nutrition', 'elimination', 'mobility and exercise', 'education or counselling', 'emotional support', 'communication', 'treatment and examination', 'medication', 'assessment and observation', 'neurological assessment and observation', 'respiratory care', 'coordination between departments', and 'discharge or transfer care'. Each domain was classified into four levels such as Class I, Class II, Class III, and Class IV. Conclusion: The results show that this patient classification system has satisfactory validity for content and concurrent and verified reliability and can be used to accurately estimate the demand for nursing care for patients in stroke units.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.529-545
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• 2007

Questioning forms an integral part of most strategies for effective teaching when the class consists of difficult content. Science including chemistry is usually content-rich, but difficult to understand without supporting lab experiments, subsidiary visual materials and model kits. Engaging the attention and interest of students in such a subject, therefore, is the key to the success of a daily lesson in the classroom. However, generating meaningful questions requires a certain level of information and metacognitive skills on the part of the teacher. The purpose of this study was to find out the framework of effective teachers' questioning with a large group in chemistry class: how teachers used questioning to engage their students in such a big class, to identify a variety of forms of feedback provided by students and to develop a model of question-inducing strategies. We investigated the teachers' recognition of their questioning and the students' recognition of teachers' questioning by surveying over 82 teachers and 434 students in Korea. The survey findings show that the questionnaire can be categorized into four elements: the theme of the teachers' questions (T), students' inquiries (I), methods of teachers' questioning (M) and encouragement of students (E). These elements can be analyzed and sub-categorized to find out which elements are effective in good questioning, even though the elements are interwoven tetrahedrally.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.91-114
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• 2012

The purpose of this study is to investigate teachers' perspectives on content-based instruction (CBI) in English at a higher education in Korea. Based on the assumption that content-based instruction programs could be successful if teachers were actively involved not only in transmitting the content knowledge but also in students' development in the second or foreign language competence, the study explores teachers' treatments of language in relation to the students' language development in CBI classes. Research questions were related to five areas such as (1) the goals of CBI programs, (2) difficulties in CBI classes, (3) the use of native language, (4) teaching strategies and techniques, and (5) factors that affect the success of the CBI programs. Data gathered from 24 college instructors from a large university located in the metropolitan city of Korea. Results of the study indicated that college instructors of CBI programs had keen interest in developing students' language competence, experienced difficulties in designing course syllabus for mixed leveled group of students, rarely used Korean in class and used successful teaching strategies. Also factors needed to improve the CBI programs were recommended at the end of the study. Results of the study implied that teachers needed to be more aware of the students' learning process of English and to be more communicative with students in English in class. Further studies were needed in relation to the CBI courses for students of different age levels.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.215-241
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• 2017

This study analyzed teachers' Pedagogical Content Knowledge (PCK) regarding the pedagogical aspect of the instruction of ratio and rate in order to look into teachers' problems during the process of teaching ratio and rate. This study aims to clarify problems in teachers' PCK and promote the consideration of the materialization of an effective and practical class in teaching ratio and rate by identifying the improvements based on problems indicated in PCK. We subdivided teachers' PCK into four areas: mathematical content knowledge, teaching method and evaluation knowledge, understanding knowledge about students' learning, and class situation knowledge. The conclusion of this study based on analysis of the results is as follows. First, in the 'mathematical content knowledge' aspect of PCK, teachers need to understand the concept of ratio from the perspective of multiplicative comparison of two quantities, and the concept of rate based on understanding of two quantities that are related proportionally. Also, teachers need to introduce ratio and rate by providing students with real-life context, differentiate ratios from fractions, and teach the usefulness of percentage in real life. Second, in the 'teaching method and evaluation knowledge' aspect of PCK, teachers need to establish teaching goals about the students' comprehension of the concept of ratio and rate and need to operate performance evaluation of the students' understanding of ratio and rate. Also, teachers need to improve their teaching methods such as discovery learning, research study and activity oriented methods. Third, in the 'understanding knowledge about students' learning' aspect of PCK, teachers need to diversify their teaching methods for correcting errors by suggesting activities to explore students' own errors rather than using explanation oriented correction. Also, teachers need to reflect students' affective aspects in mathematics class. Fourth, in the 'class situation knowledge' aspect of PCK, teachers need to supplement textbook activities with independent consciousness and need to diversify the form of class groups according to the character of the activities.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.778-787
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• 2022

This study was performed to obtain basic data in relation to instructional design and teaching strategy according to instructional modes. For the purpose of this study, participants evaluated the qualities of the instructions they attended and the results of the evaluation were compared according to 4 instructional modes(content class, online real-time class, online and face-to-face mixed class, and face-to-face class). As a result of the study, there were differences in the evaluation regarding the appropriateness of the course according to instructional modes. That is, satisfaction with lecture progress was lower in the online real-time classes than in content classes, mixed classes, and face-to-face classes. As a result of the descriptive lecture evaluation analysis, in the content class type, students answered that they were satisfied with the easily understandable and interesting explanations. In the case of the online real-time classes, it was found that they were satisfied with thorough preparation and effective communication. In the mixed class type, they said they were satisfied with the systematic class and passionate lecture, and in the face-to-face classes, the pleasure of interaction and the enthusiasm of the instructor were identified as the main reasons for satisfaction. It was analyzed that the satisfaction characteristic commonly derived from the four class types was the enthusiasm of the instructor. The results of this study are expected to provide implications for instructional design and teaching strategy establishment according to each instructional mode.

• Economic and Environmental Geology
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• v.21 no.4
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• pp.367-380
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• 1988

Most of the gold (-silver) vein deposits at Yeongdong District are mainly distributed in the precambrian metamorphic rocks. Based on the Ag/Au total production and ore grade ratios, the chemical composition of electrum and the associated sulfides, the gold(-silver) deposits at Yeongdong District may be classified into 4 classes: pyrrhotite - type gold deposits( I), pyrite - type gold deposits (IT A; massive vein), pyrite - type gold deposits (II B; nonmassive vein) and argentite - type gold - silver deposits(III). The chemical study on electrum(including native gold) revealed that Au content (2.8 to 92.4 atomic%) of electrums varies very widely for different classes of deposits. The Au content of electrum associated with pyrrhotite (Class I), ranging from 47.1 to 92.4 atomic% Au, is clearly higher than that associated with pyrite (Classes IIA, IIB and III). In contrast, classes I, II, and III deposits do not show clear differences in Au content of electrum. In general, pyrrhotite - type gold deposits(I) are characterized by features such as simply massive vein morphology, low values in the Ag/Au total production and ore grade ratios, the absence or rarity of silver - bearing minerals except electrum, and distinctively simple mineralogy. Although the geological and mineralogical features and vein morphology of pyrite - type gold deposits(IIA)are very similar to those of pyrrhotite - type gold deposits (I), Class II A deposits reveal significant differences in the associated iron sulfide (i. e. pyrite) with electrum and Au content of electrum. The Ag/Au total production and ore grade ratios from Class II A deposits are relatively slightly higher than those from Class I deposits. Pyrite - type gold deposits(II B) and argentite - type gold - silver deposits (III) have many common features; complex vein morphology, medium to high values in the Ag/Au total production and ore grade ratios and the associated iron sulfide (i. e. pyrite). In contrast to Class II B deposits, Class III deposits have significantly high Ag/Au total production and ore grade ratios. It indicates distinct difference in the abundance of silver minerals (i. e. native silver and argentite). The fluid inclusion analyses and mineralogical data of electrum tarnish method indicate that the gold mineralization of Classes I and II A deposits was deposited at temperatures between $230^{\circ}$ and $370^{\circ}C$, whereas the gold (-silver) mineralization of Classes ITB and ill formed from the temperature range of $150^{\circ}-290^{\circ}C$. Therefore, Classes I and IT A deposits have been formed at higher temperature condition and/or deeper positions than Classes IIB and III.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.495-515
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• 2012

This study is to diversely analyze teachers' Pedagogical Content Knowledge (PCK) regarding to the area of plane figures and discuss the consideration for the materialization of the effective class in learning the area of plane figures by identifying the improvements based on problems indicated in PCK. The subjects of inquiry are what the problems with teachers' PCK regarding to the area of plane figures are and how they can be improved. In which is the first domain of PCK, teachers need to fully understand the concept of the area and the properties and classification of the area and length, recognized the sequence structure as a subject of guidance and improve the direction which naturally connects the flow of measurement by using random units in guidance of the area. In which is the second domain of PCK, teachers need to establish understanding of the concept for the area and understanding of a formula as a subject matter object and improve the activity, discovery and research oriented class for students as a guidance method by escaping from teacher oriented expository class and calculation oriented repetitive learning. They also need to avoid the biased evaluation of using a formula and evenly evaluate whether students understand the concept of the area as a performance evaluation method. In which is the third domain of PCK, teachers need to fully understand the concept of the area rather than explanation oriented correction and fundamentally teach students about errors by suggesting the activity to explore the properties of the area and length. They also need to plan a method to reflect student's affective aspects besides a compliment and encouragement and apply this method to the class. In which is the fourth domain of PCK, teachers need to increase the use of random units by having an independent consciousness about textbooks and supplementing the activity of textbooks and restructure textbooks by suggesting problematic situations in a real life and teaching the sequence structure. Also, class groups will need to be divided into an entire group, individual group, partner group and normal group.

• Journal of the Korean Chemical Society
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• v.66 no.3
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• pp.218-227
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• 2022

The purpose of this study is to analyze the opinions of students by using the text mining to the good points and improvements among the descriptive course evaluation written by the students who participated in the university chemistry laboratory class, and to derive the improvement for the class. We analyzed the frequency of occurrence, co-occurrence and network of key words. As a result of the study, in the network of good points in the class, the most frequent mentions were made between class and professor, along with explanation, understanding, student, passion, fun, TA, experiment, help, etc. In the network of improvements in the class, the most frequent mentions were made between class and student, along with professor, content, explanation, exam, wish, experiment, understanding, difficult, thought, problem, etc. In other words, the students suggested the opinion that the contents of the class were well understood and that they felt fun and satisfied with the experimental process due to 'easy and detailed explanation' and 'TA's assistance' as good points of the class. On the other hand, the students suggested the negative opinions that the understanding and concentration in the class was decreased due to 'difficulty of content and exam', 'excessive assignments', and 'class environment' as improvements of the class.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.941-948
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• 2021

This study investigated the differences between active and inactive TV watching groups, in terms of residential characteristics, of class-oriented drama viewing rate. We compared Flow and Social Comparison Theories to explain the relationship between class-oriented contents in the drama and viewing rate. We collected 110,000 TV viewers data of 4 class-oriented and the other 4 dramas, aired between Feb. 2016 and March 2019, through D-Live local cable service provider. Controlling gender ratio and income level which may affect viewing rate, we found that class-oriented content significantly and positively affects viewing rate in active watching group while the same content significantly and negatively affects viewing rate in inactive watching group. These results imply that Flow and Social Comparison Theories may apply in opposite directions in different watching groups.