• 한국사회복지학회:학술대회논문집
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• 2004.04a
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• pp.535-559
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• 2004

While the endeavor to introduce the service activity in the college education is enlarged, the object of this study is to introduce the concept of service learning in social work education. The 'content centered service-learning' is focusing on the practical education, the liaison and participation in community and the promotion of civil awareness which are very important in social work education that focuses on the interest and participation in the human and social problem as practical study. This study contemplates the educational effect of the course of social work combined with service learning. This study verifies the self-efficacy, the altruism, the change of social responsibility of students and the effect by carrying out the course of social welfare and service activities side by side. To evaluate the effect of service learning, pre and post test and qualitative analysis in journal of service activity, the discussion during the class and the mid and final term evaluation were done. Through the service learning, students showed the promotion in self-esteem, the altruism, the social responsibility, the self insights as a social worker and were able to have the chance to consider their future job. From the view point of local centers, it was evaluated that the service activity of students was helpful to the institutions and the clients, and that the liaison between the community agency and the college and the experience of integration of service learning and the course of social welfare was helpful too. Based on the above mentioned results, this study provide some recommendations in implementation of service-learning as the teaching methodology of social work.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.736-750
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• 2014

The purposes of this study were to investigate concepts of Korean and American elementary school pre-service teachers on combustion, and to compare the concepts of Korean pre-service teachers with those of American pre-service teachers. For this study, concept test on combustion was administered to 23 Korean and 18 American elementary school pre-service teachers. The test composed of 6 items: 'Definition of combustion', 'The reason why a candle in a glass bottle is blown out when the bottle was closed', 'The change of gases in the bottle when a candle burns in it', 'The combustion products of a candle', 'The combustion products of steel wool', and 'The combustion products of a substance'. The results showed that the rates of elementary school pre-service teachers who had scientific concepts on combustion were very low in both Korean and American pre-service teachers' groups, although they were a little different from items. However the rates of pre-service teachers who had partial concepts and misconceptions on combustion were high in two groups. The levels of Korean elementary school pre-service teachers' concepts were a little higher than those of American elementary school pre-service teachers' concepts. The contents and activities on combustion which are in Korean and American science textbooks seem to affect building up their concepts on combustion.

• Asia Pacific Journal of Corpus Research
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• v.1 no.1
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• pp.61-94
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• 2020

The present study examined vocabulary usage in elementary English classrooms in Japan using elementary school corpus. The authors used three wordlists to benchmark the lexical items for four classes in the corpus: the CEFR-J, the General Service List (GSL), and Academic Word List (AWL). The percentage of vocabulary usage belonging to the Level A1 in the CEFR-J was below 15% (Class A: 12.1%, Class B: 12.6%, Class C: 8.9%, and Class D: 13.6%) with no statistical difference between levels. The mean ratio of Level A2 vocabulary items was below 10%, and all classes showed less than 1% of vocabulary usage for the Levels B1 and B2. Over 70% of all vocabulary items in the corpus belonged to the most frequent 1,000-word band (level 1) of the GSL, while the next most frequent word band (level 2 of the GSL and AWL) accounted for less than 10%. The results suggest that elementary school English teachers should use more vocabulary items in the CEFR-J Level A1. The findings demonstrate that elementary school teachers are less likely to expose their pupils to grammatically well-structured sentences with an abundance of lexical items since the teachers repeatedly use the same lexemes in each class.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.523-536
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• 2015

In this study, we analyzed the co-reflection of pre-service teacher community in three years of post-class discussions (PCD) on the basis of cultural historical activity theory in the case of an biological laboratory class program. We figured out the sociocultural elements of co-reflection of community using activity system suggested by $Engestr{\ddot{o}}m$. We also analyzed the aspect of reflection in terms of both 'the diversity of reflection subjects' and 'the practicality of reflection.' Finally, limitations of co-reflection were sought in a process of continuos circulation of reflection and practice. The results show that the sociocultural factors of 3-year-PCD changed, and in these changes, 'regular PCD,' 'introduction of tools for facilitating reflection,' 'transition of the subject in PCD from researcher to pre-service teachers' are remarkable. And in these process, co-reflection made positive progress since the content of reflection became diverse and practical. However, in some subjects such as 'managing time,' 'participation of students,' 'mentor's role (a kind of teaching manual),' reflective practice have not developed and similar patterns of discussion were repeated. From these results, we suggested ways of facilitating pre-service teacher community's co-reflection from the viewpoint of an activity system.

• Journal of the Korean Society of School Health
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• v.2 no.1
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• pp.91-107
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• 1989

This study was designed to evaluate current level of school health practice in Chonbuk province and to analyze the relationship between school health practice and variables. All the subjects in this study were 140 schools themselves in Chonbuk province. Survey data was collected through the interviewed checklists from the widly accepted school health responsibilities of administration and practice and the direct observation by the interviewer. It was conducted from 1st of Nov. to 17 th of Dec, 1988. The major findings of this study are as follows: A. Level of school health practice was relatively low in score (Mean=64.5). $\cdot$ Healthful School Living -76.14 $\cdot$ School Health Service -71.29 $\cdot$ School Health Instruction -47.98 B. Strengths and Weakness field in School Health Practice. 1. Healthful School Living: Strengths: Waste disposal, Seating, Playground. Weakness: School site, Safety control. 2. School Health Service : Strenths : Health Appraisal, Follow up and Counseling. Weakness: Dental Health, Prevention and Control of Communicable Disease, Facilities and Equipment of Health Clinic. 3. School Health Instruction : Strength : None, Weakness : Program Organization, Curriculum Planning and Evaluation, Curriculum Content, Instructional Aids. C. Significance between degree of School Health Practice and Variables. 1. Healthful School Living : (1) Toilet : Area (p<0.001), No.of Class (p<0.001), School Nurse (p<0.05) (2) Water Supply : School Nurse (p<0.05) (3) Safety Control : School Nurse (p<0.05) 2. School Health Service : (1) Health Appraisal : School Nurse (p<0.05) (2) Follow up and Counseling : School Nurse (p<0.001) (3) Dental Health : Area (p<0.05), Level of School (p<0.05) (4) Prevention and Control of Communicable Disease : Level of School (p<0.001), School Nurse (p<0.05) (5) Emergency Care : Area (p<0.001), No. of Class (p<0.001), School Nurse(p<0.001) (6) Facilities and Equipment of Clinic : Level of School (p<0.001), No.of Class (p<0.001), School Nurse (p<0.001) 3. School Health Instruction: (1) Program Organization : No. of Class (p<0.05), School Nurse (p<0.001) (2) Curriculum Planning land Evaluation : School Nurse (p<0.001) (3) Instructional Aids : Level of School (p<0.001), School Nurse (p<0.05) Recommendation for the Improvement of School Health Practice are as follows : A. There should be further study to strengthen the school health practice, especially in the field of school health instruction. B. It is strictly required to employ and utilize school nurse at each school level not only for the school health service but also for the school health in struction. C. There should be much considerations about adequate size and easily accessible distance in school site.

• Korean Journal of Clinical Pharmacy
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• v.19 no.2
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• pp.167-179
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• 2009

Hypertension is one of the most common chronic diseases and it causes cardiovascular and cerebrovascular disease. While antihypertensive drug use increased, it took 15% of national health insurance drug expenditure. This study aimed to examine the pattern of antihypertensive drug prescription using National Health Insurance claims database and compare it with recommendations of Korea Hypertension Treatment Guidelines. Among the antihypertensive drugs, calcium channel blocker(64.4%) was most commonly prescribed class, and diuretics(44.6%), angiotensin II receptor blocker(33.3%), angiotensin converting enzyme inhibitor(11.7%) was followed. Approximately 81% of antihypertensives prescription were without cardiovascular or cerebrovascular disease, and among the comorbid conditions, diabetes(10.7%) was most common. calcium channel blocker(62.3%) was mostly prescribed class for hypertension with angina pectoris, angiotensin receptor blocker(45.3%) with myocardial infarction, diuretics(70.2%) and calcium channel blocker(49.5%) with congestive heart failure. For Hypertension with cerebrovascular disease, calcium channel blocker(68.0%) and angiotensin receptor blocker(43.3%) were prescribed mainly. When it comes to diabetes, calcium channel blocker(57.2%) was still mostly prescribed and angiotensin receptor blocker(45.9%) followed. But in hospitals and tertiary hospitals, angiotensin receptor blocker(65.7, 66.1%) was mostly prescribed for the patients with diabetes. For Hypertension with chronic renal disease, angiotensin receptor blocker(59.5%), calcium channel blocker(56.5%), diuretics(54.6%) were mainly used. Average number of classes per prescribing was $1.89{\pm}0.89$ class, average days per prescribing was $33{\pm}19$ day. Among the hypertension without comorbidity, 40.5% of prescription was monotherapy and 58.8% of polytherapy included diuretics. Among the outpatient prescriptions, calcium channel blocker was the most commonly used class, and the prescription pattern in clinic did not closely followed recommendations of Hypertension Treatment Guidelines.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.9-22
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• 2022

The purpose of this study was to provide basic data on pre-service teacher's education based on cooperative learning-oriented teaching and learning methods by applying cooperative learning to verify the effectiveness of pre-service early childhood teacher's communication and problem-solving ability. In the first semester of 2021, 4th grade students who took the teaching method by subject class opened by department of early childhood education at C university were taught for 11 weeks from March 1st week to May 2nd week in 2021 for 4 hours a week. The results of this study were as follows: First, the average score of interpretive ability was the highest in the sub-areas of communication ability of pre-service early childhood teachers, followed by message conversion ability, role performance ability, self-presentation ability, and goal setting ability in the cooperative learning-oriented teaching method by subject class. Second, in terms of the overall average score of pre-service teacher's problem-solving ability, the average score of post-test was increased compared to the average score of pre-test. Through the cooperative learning-oriented class experience in the university's early childhood teacher training course, it is possible to cultivate the practical ability that can be used variously for the children such as communication ability and problem-solving ability in the early childhood education field. Therefore, it is necessary to provide opportunities for cooperative learning-oriented teaching methods in the teacher's education curriculum.

• Health Policy and Management
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• v.19 no.2
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• pp.21-35
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• 2009

Limited studies examined Medical Aid recipients' perception for amount of medical use. This study aimed to identify self-perception(optimal, under and overutilization) for amount, and real amount of medical use, and to determine factors associated with the perception. Subjects were 2,489 Medical Aid recipients among top 2% overusers in 2005. 200 case managers(CM) managing them conducted survey. CM interviewed them using 2005 medical claiming data from the Health Insurance Review & Assessment Service and structured questionnaire. Despite of overusers, perception of overutilization was only 26.9% and 23.6% in Class I and Class II, and that of underutilization was 21.4% and 18.7% respectively. In Class I, monthly total outpatient cost per capita of overutilization perception in 2006 was 206 thousand won higher than 150 thousand won of optimal utilization. Amounts of outpatient visit-days and prescribed cases of overutilization perception were higher than those of optimal and underutilization(p <0.0001). In Class II, overutilization perception had more prescribed cases(p 0.004). After adjustment of confounding factors including age and sex, the associated factors(odds ratio) with overutilization perception were hypertension(1.25), arthritis(1.32), depression(1.66), visit of multi medical institutions(3.09), and those of the underutilization were female(1.34), disabled(1.27), no family support(1.49), living in medium and small city(1.48), experience of unabled-visit to medical institution(2.54), frequent visit-recommendation from physician (1.36). In conclusion, education and consult are needed for subjects to improve the reasonable decision of medical use, and the self-care ability to manage diseases and symptoms. We suggest reinforcing the alternative service in community instead of costly medical institution.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.14
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• pp.5607-5609
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• 2014

Introduction: Although continuing education is necessary for practicing nurses, it is very difficult to organize traditional classes because of large numbers of nurses and working shifts. Considering the increasing development of mobile electronic learning, we carried out a study to compare effects of the traditional face to face method with mobile learning delivered as text messages by cell phone. Materials and Methods: Sixty female nurses working in our hospital were randomly divided into class and short message service (SMS) groups. Lessons concerning breast cancer screening were prepared as 54 messages and sent in 17 days for the SMS group, while the class group participated in a class held by a university lecturer of breast and cancer surgery. Pre- and post-tests were undertaken for both groups at the same time; a retention test also was performed one month later. For statistical analysis, the paired T test and the independent sample T test were used with SPSS software version 16; p<0.05 was considered significant. Results: Mean age and mean work experience of participants in class and SMS groups was $35.8{\pm}7.2$, $9.8{\pm}6.7$, $35.4{\pm}7.3$, and $11.5{\pm}8.5$, respectively. There was a significant increase in mean score post-tests (compared with pretests) in both groups (p<0.05). Although a better improvement in scores of retention tests was demonstrated in the SMS group, the mean subtraction value of the post- and pretests as well as retention- and pretests showed no significant difference between the 2 groups (p=0.3 and p =0.2, respectively). Conclusions: Our study shows that teaching via SMS may probably replace traditional face to face teaching for continuing education in working nurses. Larger studies are suggested to confirm this.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.1-17
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• 2019

Objective: The objective of this study was to explore the perception and its improvement of pre-service teachers regarding teaching professionalism. The subjects of this study were 41 university students who experiencing early childhood teaching practice and 41 their cooperating teachers. Methods: In order to examine perception and its improvement on teaching professionalism, teaching professionalism scale for pre-service early childhood teachers (TPSECT) that was 33 items was administrated. Data were analysed paired t-test and contents analysis. Results: First, early childhood teaching practice experience affected positive effects on the four subordinate areas of teaching professionalism: , , , and improved perception of teaching professionalism. Second, student teachers were developing teaching professionalism, in a course of early childhood teaching practice which consisted of performing teaching real children in the field, evaluating and feedback of cooperating teacher, self-reflection and re-instruction. Conclusion/Implications: For improving pre-service teachers' professionalism, except a teaching practice subject, it is necessary to open various subjects that provide practical experiences, such as, teaching real children, observing actual class. This suggests that more experiential and practical in-service education program will be demanded.