• Communications of Mathematical Education
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• v.36 no.3
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• pp.373-395
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• 2022

This study aimed to examine how prospective mathematics teachers (PMTs) perceive collaborative problem-posing (CPP) as a method to cultivate students' creativity and character in mathematics education. This is to propose the introduction of CPP at the stage of preparatory math teacher education as one of the ways to reinforce the creativity and character education capacity of PMT), and to attempt to be an opportunity to actively utilize CPP in math teaching-learning in the school field for the education of students' creativity and character. To achieve this objective, I designed PMTs taking the 'Educational Theories for Teaching Mathematics' course, required in the second year of university, to experience CPP tasks. Data were collected through questionnaires or interviews over three years on how PMTs recognized the CPP tasks as a tool to cultivate students' creativity and character in secondary schools. The results of the study are as follows. First, PMTs recognized regardless of their CPP experience that CPP might have a positive impact on improving students' ability to devise various ideas and that it positively influences students' attitudes toward building interpersonal relationships, including teamwork, respect, and consideration. Second, the experience of PMTs participating in the CPP made them more positively aware that CPP is effective in improving students' ability to elaborate on ideas. Third, the PMTs' experience of participating in CPP led to a more positive perception of the impact of CPP on the students' abilities and attitudes, namely, the students' ability to elaborate on ideas and their inner attitudes toward individuals, including honesty, fairness, and responsibility, and the attitude of students regarding logically presenting their opinions and making rational decisions. Finally, if there are downsides to the offline environment, an online environment may be more beneficial.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.281-296
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• 2015

The ultimate goal of environment education plays an important role in forming knowledge, skill, attitude and a point of value along with sustainable development in the regions. Recently, however, environment education is comparatively despised due to college-entrance-exam-focused education policy. Ironically, environment education is more actively implemented at informal institutes rather than formal ones. Environment education at schools is based on the school curriculum, but at informal educational institutes enjoy much more freedom in choosing learners, places and programs. Among them, the place is one of the most important factors of environment education. Therefore, in order to maximize the goal of environment education in this study, a specified program was developed and applied to a certain place to investigate its features and effects. Also the program was checked if it reflexes the environment education goal by using environment education program analysis frame. The results are as follows; according to the analysis of the program, the program was most effective for the two goals of offering hands-on experience and presenting motivations. The second most effective result of the program lied in the goal of knowledge, functions, value and attitude. And the teachers who used this program concluded that, when the program was applied to unmanned islands, offered stronger motivation due to their natural surroundings. Furthermore, direct experience is recommended because it can give us better conditions to collect data and to enhance interpretation ability.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.83-92
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• 2016

In accordance with the 2015 Revised Practical Curriculum, software education for elementary school students will focus on making software and not using software. Therefore, we must revise the computer education curriculum at national universities of education to include classes on programming. In this study, I surveyed computer education students to learn more about their programming experience as well as their understanding of and necessity for software education. Based on results of the survey, I found that students had a strong understanding of software education and that they recognized its importance; however, students who had not experience related to programming education had a weak the understanding and necessity for software developing education. I suggested that software-related courses should open as a major subjects at the universities.

• The Korean Journal of Community Living Science
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• v.23 no.3
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• pp.347-356
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• 2012

This study was conducted to investigate pregnant women's experience about nutrition education for pregnant women in order to improve nutrition education programs. The questionnaires were distributed to 185 women with children whose age of under 24 months. About 46% of respondents participated in nutrition education for pregnant women. Major reasons for nonparticipation was 'no information(47%)' and 'lack of time(32%)'. About 40% of women attended to education operated by health centers, 34% maternity hospitals, 26% companies of formula or baby supplies. Participation rate in nutrition education showed significant differences(p<0.05) with age and household income. Women in their forties and with monthly income over three million Won showed higher rates than those of women in other groups. The subjects of education were nutrient supplements for pregnant women(21%), pregnancy complications and health(19%), abnormal symptoms of pregnancy and nutrition (18%), weight gain during pregnancy(17%), dietary guideline and directions for pregnancy (15%), relationship between nutrition of pregnant woman and baby's health(10%) in order. Teaching method which was used most frequently was lecture(35%). About 74% of women were not satisfied with the education. Nutrition management for pregnancy was the subject which pregnant women wanted to learn but not been taught enough. About 80% of women wanted more education and preferred personalized education such as personal counselling (30%), home visitation(26%), telephone(16%) and internet(15%) counselling. These results showed nutrition education for pregnant women was unhelpful for practical life. Therefore, nutrition education programs for pregnant women has to reflected pregnant women's individual needs to heighten the effectiveness of nutrition education.

• Journal of Korean society of Dental Hygiene
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• v.19 no.2
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• pp.195-206
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• 2019

Objectives: The purpose of this study was to provide the basic data that can help the development and quality management of effective continuing education programs by analyzing the status and demand of continuing education contents for dental hygienists. Methods: The questionnaire had 30 questions, which included 5 questions on general characteristics, 4 on continuing education status, 3 on online continuing education, and 18 on desired continuing education. The survey was conducted for the members attending continuing education programs in 2018. Results: The mean age of the participants was 30.08 years, with an average career of 8.19 years. The continuing education was highly recognized, through the homepage of the association (52.5%); as speakers for continuing education, dental hygienists in the field of specialization were preferred (45.8%). Additionally, the preferred frequency of programs was twice a year (45.7%). For promoting continuing education, the use of mobile phone letter was preferred (65.8%). Moreover, 92.9% of respondents were aware of online continuing education, 49.9% had experience in online continuing education, and 59.9% said that they will actively use smart devices in the future. The requirement for the contents of continuing education was the highest at 4.34 points for health insurance cost and the lowest at 2.75 points for liberal arts classes. Conclusions: To provide effective continuing education, it is necessary to develop a customized continuing education program considering various variables, such as career, work place, and career break experience, thus reflecting the systematic requirement of surveys according to each characteristic.

• Korean Journal of Adult Nursing
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• v.25 no.5
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• pp.585-595
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• 2013

Purpose: This study aimed to identify if participating in a sexual education program, influences knowledge, and healthcare attitude among attitudes of nurse clinicians in Korea. Methods: A cross-sectional study was conducted with 210 Korean nurse clinicians. Data were collected through self-reported questionnaires from July to August, 2011 from five hospitals in S and I cities. Data were analyzed using t-test, Pearson correlations, and multiple linear regression with SPSS/WIN 21.0. Results: This study reported that the majority of nurse clinicians had attended sexual programs about sexual harassment, reproductive system and function. There were significant correlations between experience of attending sexual education(r=.32, p=.003) and sexual knowledge(r=.14, p=.047) with sexual healthcare attitude. Sexual education on the job(${\beta}=.13$, p=.004), supplementary sexual education(${\beta}=.17$, p=.009), sexual knowledge(${\beta}=.16$, p=.048), and obstetrics and gynecology department carrier(${\beta}=.29$, p<.001) explained 14.0% of sexual healthcare attitude. Conclusion: This study's results demonstrate that advanced and continuous sexual health program is necessary for nurse clinicians. Proper sexual knowledge and positive attitude may promote nursing intervention and counseling concerning patients' sexual problems.

• The Korean Journal of Community Living Science
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• v.24 no.3
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• pp.355-368
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• 2013

This research was performed for examining the differences of experience of sex education and the awareness of sexual abuse according to child's sex and economic background. Also the differences of sex knowledge and sexual consciousness were analyzed according to child's sex, economic background and sex education. Subjects were 425 children from two elementary schools and 10 community child centers in H city, Gyeonggi-do. The results were as follows. First, more girls thought the desirable place for sex education was home and more girls consulted sexual problems with their parents. Children from low economic backgrounds experienced sex education at school and community child centers rather than at home. Second, both boys and girls replied that sexual abuse was due to the attacker's fault but more girls than boys attributed the fault to themselves. Third, girls' sex knowledge grade was higher than boys. Fourth, boys showed a more open attitude toward heterosexual dating, and children with a low economic background showed a higher sex drive. Fifth, a high sex drive was related to low sexual knowledge, openness in dating and high sexual ethics.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.357-365
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• 2013

The purpose of this paper is to implement the educational application related to the Plant's Life Cycle Unit in 4th Grade Science Textbook, based on the National Curriculum. This should lead to teachers incorporating them into classes and for students to get practical help when they are studying about plants. Through this application, teachers will be able to experience the so-called Blended Learning while using both off-line and mobile teaching methods. It will also be possible for students to review what they learn during the classes and do their projects regardless of time and place. This type of learning is expected to motivate learners and enhance the learning experience by stimulating the students' interest.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.341-355
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• 2008

The purpose of this study was to analyze the measuring abilities of elementary school students by using a microgenetic method. The participants were seven elementary students in the fourth grade. To analyze their measuring abilities, students attended three physical quantities measuring tasks such as length, volume, and time task by six times. Results were as follows. First, in the measuring length task, students selected appropriate measuring instruments but they didn't consider measuring amounts. And as their measuring experience increased, they desirably improved management abilities of measuring instruments. In the measuring volume task, they dealed with measuring instruments, but not very well. And these tendency were maintained. In the measuring time task, they were not measure exactly. Second, as their measuring experience increased, their ability to read the scale marks improved. However, they had difficulties in estimating the volume between scale marks. Results indicate that, elementary students need to basic education about measuring instruments, their usage, and scale reading ability for their science experiment courses in schools.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.784-794
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• 2014

In this study, we operated science teacher learning community to enhance professionality of elementary science teachers. 8 participants with various background, which include their science content knowledge, teaching experience and beliefs about teaching, were involved in this study. Bales(1950)'s social interaction process framework was mainly used to understand the members' interaction, focusing particularly on process aspects not on contents aspects. The data analysis shows that the members in the science teacher learning community tried their best to maintain the positive reaction to other members in most occasions in the community meetings. On the other hand, there were also negative reaction process due to their different ideas and views, causing their emotional conflicts in some social relations and dialogical situations. Nevertheless, the results also imply that the dual reaction processes, which are positive and negative processes, are equally important to facilitate science teachers' professional knowledge and experience. The educational meanings are discussed in the aspects of science teacher education.