• Women's Health Nursing
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• v.1 no.2
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• pp.200-221
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• 1995

The confusion of the sense of value on sex is increasing because of the rapid change in social-cultural environment. Also due to a rise in the standard of living, the age of adolescence is getting lower, and so the second sexual marks appear to primary schoolers. At this time in the aspect of the education for the whole man, it's very important for primary schoolers to acquire right knowledge and desirable attitude on sex so that can overcome psychological instability caused by physical growth, be responsible for their behaviors and lead happy lives. This study was made to find out the effects of sex education for the primary schoolers' knowledge and attitude about sex. The study was designed as simulated control group pretest-posttest design, which only pretest was practiced to control group and after sex education only posttest was practiced to experimental group. The data was collected for 18 days from March 13, 1995 to March 31, 1995. The subjects of this study were 130 six-graders in a private primary school in seoul. The control group and experimental group were composed of 65 pupils, each. Sex education consisted of lecture and discussion and the materials were this researcher's own made, 'How do I grow? and related OHP film and video. This education was practiced 40 minutes at a time, at intervals of 2-4 days' six times during 3weeks. For sex knowledge tools, 20 item questionaries on the base of related reference books and contents of this study were used. For sex attitude tools, this researcher's own made 13 item questionaries were used which were revised and complemented and laying stress on the reference books. The data was analyzed through pc-SAS program. The homogeneity test in terms of the general characteristics of experimental and control group was analyzed through $x^2$-test and t-test. And the difference in the primary schoolers' score on knowledge and attitude about sex before and after the sex education was analyzed through t-test and ANCOVA. The results of this study are as follows : 1. The result of the homogeneity test in terms of the general characteristics of the experimental and control group showed that there were significant differences in economic standard($x^2$=2.92, P=0.052) and brotherly ties($x^2$=3.78, P=0.052). 2. Hypothesis 'After sex education, the score of primary schoolers' sex knowledge will be higher than before. 'showed statistically significant difference.(t=11.99, P=.0001) Sex education was practiced under control over subjective view of economic standard and brotherly ties which showed significant difference at the homogeneity test in terms of the general characteristics between the two groups. After this education, the results of comparing the score of primary schoolers' sex knowledge also showed significant difference between the two groups. So hypothesis I was supported since primary schoolers to have education showed noticeable results in the sex knowledge score. (F=16.52, P=.0001) 3. Hypothesis 'After sex education, primary schooler's sex attitude score will be higher than before' showed statistically significant(t=5.08, P=.0001) Sex education was practiced, too, under control over subjective view of economic standard and brotherly ties which showed significant difference at the homogeneity test in terms of the general characteristics between the two groups. Bat this time the results of comparing the primary schoolers' sex attitude showed no significant difference between the two groups. So hypothesis II was rejected since for primary schoolers to have sex education showed no noticeable results in sex attitude score. (F=3.52, P=.0628) These results of the study show that sex education gives affirmative change to the primary schooler's sex knowledge, bat short periods' sex education doesn't give any change to the sex attitude. For the establishment of the pupils' desirable sex attitude, systematic and concrete sex education fit for the pupils' developing stage should be practiced over a long period of time.

• Cartoon and Animation Studies
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• s.32
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• pp.63-90
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• 2013

The purpose of this study is to improve the standards for the animation education in '2011 Arts and Culture Education Standards: Cartoon and Animation'. Animation Education Standards has been developed by discussion about Arts and Culture Education, and by study of documents about animation, and by investigation about experimental recognition. And the study of domestic and foreign art education standards are reflected in these standards. These standards consist of seven categories reflecting various aspects of animation and each category is classified into five stages by age. This standard has two axes: seven categories by various aspects of animation and five stages by age, and it represents achievement requirement in animation learning. This study suggests that 'Animation Education Standards' has five features as below. First, it reflects the character of Animation as an independent subject. Second, it is studied on the basis of the framework of arts and culture education. Third, it provides basic achievement requirement, and it has no limitation in learning activities. Fourth, the achievement requirements of two or more categories can be applied simultaneously in real classroom; each category is set by themes of animation education. This study presents five methods to improve existing standard. First, independent standard for animation education must be developed. Second, categories must be established distinctly. Third, each categories and achievement requirement must reflect unique characteristic of animation. Fourth, the description of achievement requires must be systemized. Fifth, to help to adapt education standard, explanation about practical teaching and learning activities must be added. '2011 Art and Culture Education Standards: Cartoon and Animation' is important in that it is the first study that systemized animation education and presented pedagogical achievement requirements by suggesting achievement requirements for animation education by two axes -ages and categories. It will be very helpful in studying the animation education as a subject, and developing education programs, and teaching and learning in an actual class.

• Journal of Society of Preventive Korean Medicine
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• v.23 no.3
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• pp.41-57
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• 2019

Objective : The purpose of our study is to compare and analyze the standards for the 2nd cycle of Evaluation and Accreditation system on institute of Korean Medicine Education & Evaluation (2nd IKMEE standards) and WHO guidelines for quality assurance of Traditional Medicine Education in the Western Pacific Region (WHO/WPRO guidelines) around the global standards of World Federation for Medical Education for basic medical education (WFME standard) to identify the shortcomings and improvements of 2nd IKMEE standards. Method : Each article of 2015 revised WFME standard was translated and summarized with focus on its core content. The next step was to review and analyze the corresponding contents of 2nd IKMEE standards in 2016 and the WHO/WPRO guidelines in 2005 for each item, focusing on the WFME standards. Results : All items in the fields of 3. assessment of students and 7. program evaluation in the WFME domain were absent from the 2nd IKMEE standards, and almost none of the WHO/WPRO guidelines. Most items in 1. the mission and outcomes domain, except for some items in the 1.1 mission field, the items of 2.6~2.8 fields in 2. education program domain, the items of 4. student domain except for the items of 4.3 student counseling and support field, and almost all items about quality development in WFME standards did not have a corresponding item in both the 2nd IKMEE standards and the WHO/WPRO standards. Conclusion : 1. The WFME standards are applicable to the criteria development of IKMEE standards. Several items of the WFME standards may need to be modified to apply the educational characteristics of Korean medicine, but consensus or further study is required. 2. Both the 2nd IKMEE standards and the WHO/WPRO standards are very insufficient to meet the WFME standards. In particular, 3. assessment of students and 7. program evaluation in the WFME domain were not in the 2nd IKMEE standards. This standard needs to be supplemented.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.131-139
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• 2019

From 2019, software education has become a required subject for all elementary school students. However, many teachers are still unfamiliar with how the classes should be instructed. So this paper presented the meaning, detailed competencies and achievement standard in order to help in the collection, analysis and representation of data among the computational thinking that are key to software education. And it also suggested the applicability of the classes. The full course of the paper is summarized as follows. First, existing studies have summarized the meaning, detail and achievement standard of data related competencies. Based on this, a preliminary investigation was instructed. Pilot study carried out both FGI and closed questions at the same time. This was done in response to the survey's questionnaire reflecting the opinions of experts. Second, the results of the questionnaire generated as a result of the above were verified for validity, stability, and reliability among the PhD, PhD courses, software education teachers, and software education workers. Third, I developed and applied the five lessons as a class objective as 'Choosing collection method-Select the collection method according to the problem situation.', 'Searching for meaning of data-Understand what the analyzed data mean..', 'Using various expression methods-Use a variety of expression tools.' using the backward design model to integrate education, class, and assessment. As a result, the detailed competencies of data collection, analysis, and representation and achievement standard were presented. This may help in setting specific and specific criteria for what direction classes are recommended when planning data-related classes in elementary schools.

• Journal of dental hygiene science
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• v.15 no.6
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• pp.815-824
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• 2015

This study aims to figure out the current state of health insurance education provided to dentists and personnel in charge of insurance claim as well as the effects of experiences in education on their knowledge of health insurance standard and actual application. As a result of analysis on 100 data sheets related to dentistry and 100 data sheets related to personnel in charge of insurance claim (a total of 200 data sheets), following results were generated. Insurance claim personnels showed higher score than dentist in knowledge of health insurance standard and it was significant statistically. Knowledge of insurance claim personnel showed significant differences in educational experiences, in health insurance for the latest three years and average hours of education per session whereas that of dentists did not indicate any significant differences. The level of practical application of dentists was significantly different (p<0.05) according to experiences in insurance claim, and that of insurance claim personnel significantly varied (p<0.05) depending on age, experiences of insurance education and average hours of education. The longer average hours of education, the higher level of practical application. Experiences of insurance education turned out to affect on the knowledge of health insurance standard significantly (p<0.05) on the part of dentists and insurance claim personnel, and the level of experiences in insurance claim and knowledge of health insurance standard on the part of dentists and insurance claim personnel turned out to affect on practical application significantly (p<0.001). Judging from the result, continuous education needs to be conducted in order to enable dentists and insurance claim personnel to maintain the level of knowledge about health insurance and practical application.

• 한국지구과학회:학술대회논문집
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• 2003.09a
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• pp.15-17
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• 2003

Global Science Literacy is proposed as an international curriculum standard for science literacy. It is based on the science curriculum construct of Earth Systems Education, which has come out of the earth science education community in the United States. The presentation will briefly describe the nature of ESE, and include, if sufficient time, an audience participation simulation of mass extinction.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.45 no.3
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• pp.7-14
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• 2008

To nurture skilled IT professionals required in the 21st information society, we have been faced to the need of learner-centered open lifelong education through the e-learning system that crosses the boundaries of time, space and geography. The object of this research is primarily as-is analysis of the IT contents in present cyber institutions, then making out the basic research data by to-be analysis and international standardization trend through benchmarking. Eventually this research intends to produce a prototype of the contents especially for the subjects related to the IT which is based on the modeling of e-Learning standard contents development model. It is possible that the final output of this project is used for the contents producing and operating data in cyber universities and institutions. This output also enhances the international competitiveness by the standardization and presents a standardized guideline to the domestic cyber education institutions.

• Journal of Korean society of Dental Hygiene
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• v.15 no.5
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• pp.907-915
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• 2015

Objective: The purpose of the study is to investigate the curriculum development and operation based on national competency standard (NCS). Methods: The duty of the dental hygienist was analyzed based on DACUM by ten experts in January, 2011. The duty model of the dental hygienist was inspected after duty analysis. The subjects of choice were preventive dentistry and practice. The satisfaction with the subjects were carried out from March to June, 2015. Results: The duty analysis of dental hygienist by DACUM produced preventive dental treatment(11 tasks), oral health education(3 tasks), comprehensive dental hygiene treatment(6 tasks) and 12 categories(156 tasks). Preventive dental treatment was divided into preventive dentistry and practice, oral health education was changed into oral health education and practice, and comprehensive dental hygiene treatment was replace by comprehensive dental hygiene and practice. The contents of preventive dentistry and practice included outline, learning objective, related knowledge and self evaluation. Professional evaluation required mutual experience and evaluation of the students. The mutual evaluation of the students was $4.61{\pm}0.506$(dental plaque control) and $1.80{\pm}0.316$(tooth brushing). The professional evaluation was $1.73{\pm}0.274$(dental plaque control) and $1.60{\pm}0.322$(tooth brushing)(p<0.01). The satisfaction with preventive dentistry and practice was $4.61{\pm}0.506$(improvement in practical work ability), $4.58{\pm}0.511$(knowledge improvement) and $4.55{\pm}0.572$(NCS educational environment) in order. Conclusions: The operation of NCS curriculum is considered to improve practical work ability and to solve skill mismatch between dental industries and educational training institutions.

• Health Policy and Management
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• v.5 no.1
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• pp.59-79
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• 1995

This study intended to grasp the results of performance of school health policy and to provide information for the future policy performance in Korea. As the objects of the study we chose the secondary school(142 middle schools, 111 high schools) in Pusan, 1993. The contents of the study were about school health service and school health education. For the study we collected datum and took statistics through the existing theses, books, various statistics, and interviews with the persons concerned. Therefore the method of the study was basically emperical and demonstrative. The results of the study can be presented as follows : 1. the results of performance of health service proved to be 5.40% for vaccination against hepatitis B, 5.26% for typhoid fever, 6.65% for EH fever, and 9.84% for influenza in middle schools, In high schools' 5.76% for vaccination against hepatitis B, 0.03% for typhoid fever, 0.25 for EH fever, and 0.86% for influenza. 2. The results of policy performance of health education were found out 64.08% in middle schools, and 17.12% in high schools. 3. The factors which affected the results of performance of health service turned out 1) the improper standard of policy performace that applicants should pay their own expenses. 2) the lack of performer's will to carry out the policy owing to the improper standard. 3) the shortage of interorganizational enforcement activities and communications which influence the will of performance. 4. The affecting factors to the will of performance of health education proved to be 1) the improper standard that nurse-teachers can teach students in the classroom in case of need. 2) the lack of nurse-teachers due to the above inappropriate standard. 3) the lack of enforcement activities of supervising organs which employ and direct nurse-teachers. 4) the lack of activities of organs which should communicate one another and allot nurse-teachers of public schools without fail.

• Journal of the Korean Society for Library and Information Science
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• v.43 no.4
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• pp.451-468
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• 2009

Since the curriculum of the department of library and information science for nurturing librarians and teacher-librarians is not standardized and the education scope and content of subjects for each exam to recruit librarians and teacher-librarians is also not standardized, the objectivity and credibility required for national exam are not guaranteed. This study is for developing a standard curriculum as one of the solutions regarding the foregoing problem. To achieve the goal of this study, first of all, the requirements for librarians and teacher-librarians and a national exam related to Teacher Certification Examination, regulation, and implementation rules were reviewed. Secondly, the justification of the suggested subjects through analyzing prior studies for developing a curriculum for library and information science was reviewed. Thirdly, the subjects resulted from the two foregoing methods were confirmed as a standard curriculum for library and information science through a focus group discussion among practicing librarians.