• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.165-173
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• 2014

The purpose of this study is to investigate the stress factors experienced by science teachers and stress related to science teaching. To do these, I have developed the Science Teacher Stress Inventory, which consisted of 50 stress factors with subcategories such as student characteristics, teacher characteristics, school environment, administrative procedures, and conditions of service. 104 science teachers have participated in this questionnaire survey. Additionally, I got 109 stress cases related to science teaching from surveys of 25 science teachers. Results are as follows: first, stress from students characteristic and administrative procedures are perceived as having more stress factors than teacher characteristics, school environment, and conditions of service. Second, stress in affective domains such as students' low motivation in science and insincere class attitude is perceived as having more stress factors than stress in cognitive domain. Third, female science teachers are significantly more stressed than male science teachers. Fourth, students' low motivation and low understanding in science learning are the most stressful factors in stress related to science teaching. Fifth, science teachers feel more stress in evaluation such as experiment test and joint-set exam questions.

• Journal of People, Plants, and Environment
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• v.22 no.1
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• pp.1-14
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• 2019

This study was designed to examine agro-healing services and programs provided and operated by farms in Korea. The results of the analysis of the agro-healing programs and operation of farms were as follows. The purpose of the operation of farms was to raise productivity by managing farms in a cooperative way through agricultural production, education and healing, and to raise income by processing and selling agricultural products. It was difficult to access farms by public transport and thus visitors had to use their own cars. The size of farms varied. The main resources utilized in the surveyed programs were plants, rural environments and landscapes, and agricultural products. The programs were conducted using resources that were commonly found in rural areas. Facilities on each farm were equipped with facilities (indoor and outdoor learning place, gardens, vegetable gardens, orchards, etc.) and convenience facilities (parking lots, drinking fountains, kiosks, etc.) to support program operation. However, facilities for the handicapped and accommodation facilities were insufficient. The programs operated on each farm utilized agricultural resources, farm produce, and rural resources and were classified into activities such as making, feeling, and growing. The average number of people who operated the family-centered program was 2-3, having qualifications such as welfare horticultural therapists, forest interpreters, experience instructors, and social workers. In addition, they had expertise in medicinal food, dietary life, and social welfare, and they also had essential expertise required to operate programs.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1169-1186
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• 2012

The purpose of this study was to investigate the direction of science gifted education based on creativity and character by perception in the gifted education field. Data was collected by in-depth interviews with nine teachers, 10 science gifted students, and their parents, individually or in groups. The results of the study showed that the participants perceived character, creativity, leadership and morality as the important capabilities to have in the future society. Also, they wanted to explore science as much as they wished, form values as a leader, and feel a sense of accomplishment through a collaborative research project. The study suggested that it needed to construct cooperative learning and self-directed scientific investigation for science gifted education based on creativity and character.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.457-470
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• 2016

We investigated the conceptual and methodological characteristics of self-study as an innovational way with reflective research methods and explored the possibility of application of self-study in the field of science education by reviewing previous researches done in foreign countries. The results show that Self-study in education means the study of self, self-practice, self-thought, and so on in the teaching and learning context. It is a kind of new research method to pursue the improvement of teaching and learning practice with integrated perspectives on the context of instruction, identities of members, their beliefs and values, innovation agenda for better education, etc. This can be attained by collective and critical reflection in doing research. Most previous articles on the methodology of self-study suggested that the self-study should be more than just daily journals written only by her/him self. To do self-study in the academic way, they requested interaction with critical and cooperative colleagues, multiple but strict qualitative research methods, and participants' efforts for making better practice in instruction. Similar features to the above are found in the previous 14 self-study papers related to science education done in foreign countries. Based on the results, we concluded that self-study could be applied usefully into the field of science education in Korea. This paper could contribute to stimulation in the innovation of science instruction in a more practical way by increasing the attention to self-study and provoking its practice in Korea.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.5
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• pp.173-185
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• 2016

As a dual-degree program/exchange student program becomes widespread, the faculty and students consisting of a course are being globalized. Recently, there has been an online or blended learning-based course, which is evolved from a conventional offline course. However, the course has no consideration of a dual-degree program or exchange student program because it is limited to a domestic university. To create and manage a global course, there have several of difficulties in the aspects of cost or effectiveness. As a solution to tackle them, it is necessary to do research on providing blended global courses with a fusion approach of online and offline. In this paper, we studied and presented a model of blended global courses. To create and maintain overseas scholar-oriented courses, we devised eight types of blended global courses depedning on their opening time and the cooperative relation between online and offline and made their comparative analysis. The blended global course proposed in this paper can be applied to cultivating global human resources in universities.

• Journal of Korean Academy of Nursing
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• v.31 no.5
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• pp.781-792
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• 2001

Professional nurse Autonomy is an essential attribute of a discipline striving for full professional status. Purpose: This study was to clarify the concept of professional nurse autonomy to provide basic data needed for development of professional autonomy enhancing strategies. Method: This study use the process of Walker & Avante's concept analysis based on Wade's research (1999), and field data of 21 nurses. Results: Professional nurse autonomy is defined as competency and creative performance of the professional nurse in practice, to decide independently or interdependently nursing activities and to be had accountable for results of decisions, that reflect advocacy and caring. It was identified that critical attributes include responsible discretionary decision making, collegial interdependence, initiative, creativity, and caring, advocacy, cooperative relationship with clients, receptive capacity to others, activeness, self confidence, and devotion and responsibility to their profession. Antecedents include personal characteristics, educational background, experience and structural characteristics that enhance professional nurse autonomy. Consequences of professional nurse autonomy are feelings of self-efficacy, empowerment, job satisfaction, reduction of intention to leave their job. Conclusion: According to these results, it is recommended that the curriculum provides an environment for learning professional nurse autonomy, and that is used as basic data to develope strategies to enhance professional autonomy of nurse in practice and it's effects

• Journal of Engineering Education Research
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• v.24 no.3
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• pp.42-49
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• 2021

This paper deals with the development and application of a 3D printing education program implemented to cultivate creative fusion-type talents required by the 4th Industrial Revolution. Specifically, the entire process developed by applying the ADDIE program development model, from 3D modeling to post-processing of printed materials, was performed individually and for each team for about 200 second-year college students for two weeks. Through this program, students develop the basic ability to apply 3D printing to the learning curriculum, the ability to solve problems through cooperative interactions between team members, and convergence thinking ability by collaborating within the team by students from various major fields. They are proved by analyzing an education satisfaction survey conducted after application of the program. In conclusion, the program of this paper presents a methodology for effective 3D printing education in universities.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.210-224
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• 2011

The purpose of this study is to analyze students' recognition of the free inquiry activity and to investigate what effect the free inquiry activity of the 2007 Revised Educational curriculum revision has on the science inquiry ability of middle school students. To conduct the research we worked with 262 female students, 8 classes of first graders in a middle school. Among them, 4 classes were taught in free inquiry activity and the remaining 4 classes were taught in the traditional way. The results of Likert-questionnaire indicate that students were learning about cooperative spirit through group investigation activities and discussions and did not take the free inquiry activity as a hard activity. Also they showed positive reaction agreeing that this activity is both a helpful method in learning science and interesting. However, it seemed that the investigation tends to flow between the leading 1~2 members of the group and showed difficulty in carrying out the investigation as a group after school hours. It showed there are few problems and obstacles in operating the free inquiry activity. The free inquiry activity did not give any meaningful influence on the improvement of science inquiry ability of students. Integrative inquiry process skills did not give a relevant influence, however, it showed a meaningful influence on the improvement of basic inquiry process skills. Especially, among the low-ranking element of basic inquiry process skills, it enhanced the capacity for prediction.

• Journal of Science Education
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• v.44 no.2
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• pp.205-213
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• 2020

The purpose of this study is to investigate the effects of elementary school students' knowledge and information processing competence and collaborative problem-solving ability in scientific inquiry class using data measured with digital inquiry tools. To this end, three classes of 5th grade elementary schools in S-city, Gyeongnam were selected as experimental groups and three classes as control groups. The control group conducted traditional lecture-style classes, and the experimental group conducted scientific inquiry classes using scientific data. The following results were obtained through questionnaires after class. First, science inquiry classes using scientific data helped elementary school students improve their knowledge and information processing competence. Second, scientific inquiry classes using scientific data improved elementary school students' cooperative problem-solving ability. From the above results, it was found that scientific inquiry classes using scientific data are needed to improve the knowledge information processing competence and cooperative problem solving ability of elementary school students. Based on this research, it is necessary to study a specific teaching and learning environment that can activate scientific inquiry class using data measured with digital inquiry tools in the future.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.695-715
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• 2016

This study is on the teaching method for the students who belong to the same school (one, the gifted class, passed gifted education of Science High school ), 1-1, face-to-face learning (two, good students in regular classroom) with a teacher, paired learning teams (4 people, gifted classes), and group lessons (20 people, gifted classes) and using the justification analysis framework tool(PIRSO) of Kim(2010) analyzes the justification element of the students in the group classes regular polygons paper was to explore ways to improve the justification of the folding maps activities. As a result, the width of the largest polygon difficulty level appropriate to the class for gifted elementary school classes but the individual learning style of the 1-1 face-to-face with a teacher or discussion with colleagues and cooperative approach is justified, rather than the material of the study of origami activities it turned out to be more effective in improving the level of justification. Unlike the individual learning activities, the exploration for class is the need to strain in parallel to the student is selected as needed, rather than serial manner was confirmed that it is necessary to clearly present problems even from the beginning. Development of teaching through the implications obtained from this method of reconstruction activities and proposed improvement measures for questioning.