• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.131-138
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• 2020

The aim of software education is to increase students' Computational Thinking(CT) skills that they can compose problems and provide solutions which can be carried out effectively by information-processing systems. Furthermore, if problem solving situations can provide students with meaningful problem solving opportunities in authentic social contexts, then software education would be more valuable. This study pursued educational robot-based SW convergence education where 4th grade primary students have access to tangible outputs and can engage in authentic problem solving situations working with peers by using robots and programming. In addition, this study investigated the effectiveness of the classes in terms of computational thinking skills and social capabilities(collaborative skills and communication skills). The current study provides educational robot-based SW convergence education cases of a primary school and discusses the effectiveness of the classes in terms of students' computational thinking skills and social capabilities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.573-583
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• 2017

The purpose of this study is to ascertain the effect of both educational satisfaction and relational support on the self-efficacy of secondary school students and then eventually on their entrepreneurship. Testing self-efficacy as a mediator is another aim of this study. The findings indicated that both educational satisfaction and relational support have positive relationships with the self-efficacy of students. Self-efficacy also had a positive impact on entrepreneurship. The core part of this study focuses on the role of both educational satisfaction and relational support in fostering the self-efficacy and entrepreneurship of secondary school students. These results can serve as practical guidance when making decisions regarding the adequate pedagogy for secondary school students in order to promote entrepreneurship among the adolescents.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.1
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• pp.233-257
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• 2015

The aim of this study is to analyze the impact of step-by-step educational comic book behavior of the elementary school students and their reading levels on their learning competencies. To this end, qualitative research with focus group and deep interviews was conducted with students on different reading levels. During their repetitive reading activities, the students tended to use various educational comics within the same subjects area on their corresponding reading levels. Such behavior led the students to further read other books than comics in the similar subjects areas, and by doing so, the books acted as an important reference to the students' class materials. It was found that the students' such behavior has positive impact on the improvement of their learning competencies. It is hoped that this study will be supportive to develop self-study methods and effective reading guidance plans by improving the usage of educational comics.

• Asian Pacific Journal of Cancer Prevention
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• v.17 no.3
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• pp.1201-1207
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• 2016

Background: Excessive exposure to the sun during childhood is strongly associated with the development of skin cancer in the future. The only way to prevent the development of skin cancer is to protect against ultraviolet radiation, which can be achieved through strategic awareness during childhood and adolescence. Objective. The aim of this work was to evaluate the impact of educational activities for rural and urban students to promote the use of sunscreens and prevent skin cancer. Materials and Methods: This study was carried out with students (9-12 years) of rural (n=70) and urban (n=70) schools in Rio Grande do Sul state, Brazil. The educational interventions were lectures and games. The impact of this strategy was evaluated through the application of a questionnaire before and after the interventions. Results: Before the intervention, it was found around 50% of rural and urban students were not aware of the damage caused by sun exposure, often exposing themselves to UV radiation without use sunscreen ( ~ 25 %) and at the most critical times of the day/year. After the lectures we observed an improvement in the behavior of the students with regard to sun exposure and knowledge about skin cancer. Conclusions: The results of this study emphasize the importance of prevention strategies for skin cancer and promoting the use of sunscreens based educational strategies. The interventions were of great value in relation to disseminating knowledge on the subject.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.1
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• pp.227-232
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• 2015

Background: Breast cancer is the commonest cancer among Sri Lankan females, accounting for 26% of the cancer incidence in women. Early detection of breast cancer is conducted by public health midwives (PHMs) in the Well Woman Clinics. The aim of the present study was to determine the effectiveness of an educational intervention on improving knowledge, attitudes and practices (KAP) on breast cancer screening among PHMs in the district of Gampaha. Materials and Methods: Two Medical Officer of Health (MOH) areas in Gampaha district were selected using random sampling as intervention (IG) and control (CG) groups. All the PHMs in the two MOH areas participated in the study, with totals of 38 in IG and 47 in CG. They were exposed to an educational intervention with the objective of using them to subsequently conduct the same among 35-59 year women in the community. Following the intervention, post-intervention assessments were conducted at one month and six months to assess the effectiveness of the intervention. Results: The overall median scores for KAP among PHMs respectively were as follows. Pre-intervention: IG:58%(IQR: 53-69%), 90%(IQR: 70-100%) and 62%(IQR: 57-70%). CG: 64%(IQR: 56-69%), 90%(IQR: 70-90%) and 62%( IQR: 50-77%). Post-intervention: one month, IG:96%(IQR: 93-96%), 100%(IQR: 100-100%), and 85%(IQR: 81-89%). CG:67%(IQR: 60- 73%), 90%(IQR: 80-100%) and 65%(IQR: 50-73%). Post-intervention: six months, IG: 93% (IQR: 91-93%), 100%(IQR: 90-100%), and 81%(IQR: 77-89%). CG: 67%(IQR: 58- 71%), 90%(IQR: 90-100%), and 62%( IQR: 58-73%). All the above post-intervention scores of PHMs in the IG were significantly higher in comparison to CG (p<0.001). Conclusions: This planned educational intervention had a significant impact on improving KAP of PHMs for early detection of breast cancer in the Gampaha district.

• School Mathematics
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• v.6 no.3
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• pp.301-312
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• 2004

The aim of the National Assessment of Educational Achievement (NAEA) is to produce specific and reliable resources required for the diagnosis and quality control of teaching and learning by measuring the level of students achievement based on the national curriculum. In 2002, we introduced ‘modified Angoff Method’ to obtain more systematic and rational results about the achievement levels. The result indicated the differences of achievement level according to the differences of sexes. Female students achieved higher scores than male students in Grade 6. Male students achieved higher scores than female students in Grade 9 and 10. Furthermore it disclosed a problematic phenomenon that students in small towns and rural areas showed significantly lower scores in all six sub-areas of Mathematics compared with students in metropolitan and cities. The results from the NAEA listed above could be used as the authentic data for improving national curriculum and teaching and learning methods, the establishment of educational policies, and many other areas.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.217-228
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• 1999

The fundamental theorem of calculus is the most 'fundamental' content in teaching calculus. Since the aim of teaching the theorem goes beyond simple application of it, it is difficult to teach it meaningfully. Hence, for the meaningful teaching of the fundamental theorem of calculus, this article seeks to find the educational implication of the fundamental theorem of calculus through reviewing the genetic history of it. A genetic history of the fundamental theorem of calculus can be divided into the following five phases: 1. The deductive discovery of the fundamental theorem of calculus 2. Galileo's Law of falling body and the idea of the fundamental theorem of calculus 3. The discovery of the fundamental theorem of calculus and Barrow's proof 4. Newton's mensuration 5. the development of calculus in 19th century and the fundamental theorem of calculus The developmental phases of the fundamental theorem of calculus discussed above provides the three educational implications. first, we can rediscover this theorem through deductive methods and get the ideas of it in relation to kinetic problems. Second, the developmental phases of the fundamental theorem of calculus shows that the value of this theorem lies in the harmony of its theoretical beauty and practicality. Third, Newton's dynamic image of this theorem can be a typical way of understanding the theorem. We have different aims of teaching the fundamental theorem of calculus, according to which the teaching methods can be adopted. But it is self-evident that the simple application of the theorem is just a part of teaching the fundamental theorem of calculus. Hence we must try to put the educational implications reviewed above into practice.

• Korean Institute of Interior Design Journal
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• no.19
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• pp.83-90
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• 1999

The aim of this study to present useful information on effective space composition by understanding education process of a preschool for children's education and required interior space for this process. The 6th education process of a preschool as the criteria on this study would be classified into 5 spheres as follows : Health life, Social life, Expression life, Language life. survey life. And the required interior space would largely be classified into interesting sphere and home sphere. As a result of analyzing the space composition, we can draw conclusion as follows : First, the interior spaces for properly doing children's education process have close relations. So, each sphere too independent or too unified is not good. That is to say, each sphere has closely organic connection for enhancing efficiency. Secondly, children's service spaces are considered to in children's education process. And the space had better be made for children only considering their physical states. Finally, we have to in advance process. And the space had better be made for children only considering their physical states. Finally, we have to in advance understand educational aim and program because space composition can be changed according to the aim of education process.

• Journal for History of Mathematics
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• v.30 no.6
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• pp.341-351
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• 2017

In the 21st century, the era of artificial intelligence, it is demanded to make a change of the paradigm of education by the recent impact of the 4th industrial revolution. The education up to now has emphasized knowledge, meanwhile the human resources for the future are required to be armed with four C's: critical thinking, creativity, communication and collaboration capability, rather than being equipped with just knowledge. That is because the future society demands such abilities, especially the creativity of each individual. At this point, we are asked to consider the aim of education and teaching methods. In school education, students are to be respected and considered able to develop their potentials by themselves. They shouldn't be estimated by tests in the process of learning as they are now. We reconsider the aim of education here by taking a look at Whitehead's opinions and the present educational situations.

• Journal of the Korean Society of School Health
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• v.14 no.1
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• pp.39-46
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• 2001

The aim of this study is to develop a strategy for building healthy schools. For this, the concept of a healthy school was defined and the need for healthy schools was identified and reviewed. This included comparative studies of foreign countries as well. This study found that the elements of a healthy school were physical, psychological, environmental, nutritional, educational, serviceable, and practical. The strategy of building this model was to connect students and teachers, school and administration, and parents and community within one circle on the basis of these elements.