• 한국디자인학회:학술대회논문집
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• 한국디자인학회 2005년도 춘계 학술발표대회 논문집
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• pp.218-219
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• 2005

• 교육녹색환경연구
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• 제15권2호
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• pp.1-12
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• 2016

본 연구는 2015년 교육부에서 발표한 "학교 안전교육 7대 표준안"을 기준으로 학생 안전체험교육시설 구축을 위한 체험형 안전교육프로그램 도출을 목적으로 진행되었다. 이를 위해 안전체험교육시설의 개념을 조작적으로 정의하였고, "학교 안전교육 7대 표준안"의 총 758차시에 대한 구성 체계 및 학습내용을 분석하여 7대 안전 분야별 전문가를 대상으로 2차에 걸쳐 전문가조사를 실시하였다. 그 결과, 1차 전문가 조사를 통해서는 총 758차시의 교육내용 중 체험형 안전교육프로그램을 총 150차시로 선정되었고, 선정된 프로그램의 타당성 검증을 위해 2차 전문가 조사를 델파이 기법을 통해 진행한 결과 총 5차시의 프로그램이 삭제되어 최종 145차로 결정되었다. 분야별 구체적인 프로그램 차시는 생활안전 분야 21차시, 교통안전 분야 22차시, 폭력 신변안전 분야 18차시, 약물 사이버중독 분야 5차시, 재난안전 분야 36차시, 직업안전 분야 10차시, 응급처치 분야 33차시로 선정되었다.

• 한국초등과학교육학회지:초등과학교육
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• 제31권2호
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• pp.188-196
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• 2012

Science festivals have occupied a very important axle in informal science education that enables students to experience the amazement of scientific experiments to think over scientific principals beyond the formal education in the classrooms. Among the concerned person, the most benefit-taken group may be the assistant who help the participants experience the activities in the festival. In order to find out the ways to make the student assistant's participation into a meaningful education experience, we analyzed the types of the activities in the science festival as well as the characteristics of the interaction between the student-assistants and the participating students are studied. The research findings are as follows: First, most activities in the science festival had related to the scientific concepts or principals; however, the understanding of the concepts and principals didn't highly affect the procedure of the activities. In many cases the students operated and made results without checking the related concepts or principals. Second, the student-assistants showed the consistency of operation in guiding their activities. They were explaining mainly the process of the experiments without giving a chance to think of related concepts or principles. We suggest that teacher should consider the student-assistants' learning in the festival as well as that of the participants.

• 대한영양사협회학술지
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• 제20권4호
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• pp.296-305
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• 2014

This study evaluated the effects of sanitary education administered to elementary and middle school foodservice employees with work experience. The subjects of this study were 360 school foodservice employees in Gyeonggi-do during August, 2010. Sanitary education and awareness were assessed using three major dimensions: food sanitation (six items), personal hygiene (five items), and environmental sanitation (three items). Each dimension was categorized according to several items in the form of a self-evaluated Likert 5 point scale. The data were analyzed using SPSS WIN Version 12.0 package. The results showed that employees who worked for 5~10 years in the foodservice industry scored better in three dimensions before sanitary education compared to other groups. After sanitary education, all employees scored better in food sanitation than before, and employees who worked less than 5 years scored better at personal hygiene dimension than other groups. For environmental sanitation, employees who worked for 5~10 years scored better than other groups. Employees who worked for more than 10 years scored worse before and after sanitary education but scored highest for sanitary awareness. Employees between the ages of 31 and 40 showed significantly different scores before and after sanitary education.

• 한국보육지원학회지
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• 제16권5호
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• pp.105-126
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• 2020

Objective: This study aimed to reveal pre-service early childhood teachers' perception of children's environmental education using concept mapping and demonstrating its importance. Methods: Based on Kane and Trochim's(2007) procedure, 33 pre-service early childhood teachers conducted brainstorming and statement writing, and then the importance of selected statements were rated by 202 pre-service early childhood teachers. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Pre-service early childhood teachers perceived children's environmental education as concept mapping with 2-dimensions and eight clusters. The following eight clusters were established (1) daily practice through hands on experience, (2) nature environment, (3) recognizing and coping with environmental issues, (4) environmental preservation practices, (5) environmental sensitivity and consideration, (6) purpose of children's environmental education, (7) necessity for children's environmental education (8) Practice through connection with child's home and community. And then among the eight clusters, the most important was recognized as 'daily practice through hands on experience', and among the statements 'young children learn through the method of playing in nature and experience nature' was considered the most important. Conclusion/Implications: Based on these results, we discuss the importance of children's environmental education of pre-service early childhood teachers and how to support to develop teacher's training program.

• 의학교육논단
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• 제11권1호
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• pp.11-20
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• 2009

The purpose of this study was to introduce the concepts of experiential learning and the Kolb's model, and to review some applications of experiential learning theory in graduate medical education. The published literature on GME and education for general practitioners applying the experiential theory and the Kolb's model was reviewed. Experience learning defined the cyclical learning process which emphasizes the learners' reflective thinking of the learners' concrete experiences and their active participation in continuous learning actives. Kolb includes this 'cycle of learning' as a central principle in his experiential learning theory. This is typically expressed as a four-stage cycle of learning. Kolb's cycle moves through concrete experience(CE), reflective observation(RO), abstract conceptualization(AC) and active experimentation(AE). Components of continuing education of the adult learner were based on autonomy, context of learning, and competence and performance as educational objectives. Some strategies for graduate medical education were reflective thinking, self-directed learning, morning reporting and feedback with peer review, etc. Opportunities for learning from experience in practical life can be made to enhance reflective thinking and performance of practitioners. Strategies to develop reflective practice among physicians should be explored by further research.

• Journal of Preventive Medicine and Public Health
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• 제21권2호
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• pp.380-389
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• 1988

This study was conducted in order to find out the attitude of housewives toward the home attendants system, the type of institute managing home attendants, the education for home attendants, the basic requisites for home attendants, and home nursing education, and identify the factors influencing on the housewives's attitude. The data were collected through questionnaires obtained from 401 housewives from March 1 to March 31, 1988. The results summarized were as follows; 1) 90.2 percent of total housewives favored the home attendants system, and housewives who had have their family member with health problem especially showed favorable response. 2) The favored types of institution managing home attendants appeared to be private social work agency(33.0%), half-private and half-public agency(32.2%), government agency(19.9%) and profit agency (2.2%). In particular, housewives who had experienced nursing favored half-private and half-public ageney (37.6%). 3) As the basic requisites for home attendants, housewives wanted service attitude(37.2%), nursing education(34.4%) and nursing experience(28.4%). But, housewives with nursing experience favored nursing education rather than service attitude. 4) 91.1% of total housewives favored the home nursing education. In particular, housewives of high education level and nursing experience showed more favorable response to the home nursing education.

• 의학교육논단
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• 제22권2호
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• pp.77-84
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• 2020

This study introduces cognitive constructivism in reference to its emergence in the development of medical education. The main concepts of cognitive constructivism as they relate to knowledge construction and the learner's process were described, and cognitive constructivism as a learning theory was examined in its capacity to help interpret the phenomenon of medical education. Piaget's theory of cognitive constructivism and Ausubel's meaningful learning theory were applied in an attempt to explore the role of students and educators, curriculum, and teaching and learning in medical education from a cognitive constructivist perspective. When faced with new information, learners compare it with the existing schema to understand, and in order to resolve conflicts caused by inconsistencies in the information, learners incorporate assimilation and accommodation to help maintain equilibration. Therefore, instructors must meaningfully connect new content to the learner's existing schema and make endless efforts to satisfy learners' intellectual curiosity. The basic premises of medical education content is a suitable subject of meaningful learning. A learner who already possesses well-structured knowledge is likely to experience meaningful learning and a richer intellectual experience. Therefore, it is necessary to organize the curriculum strategically and elaborately so that learners can have an improved and effective learning experience.

• 한국치위생학회지
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• 제18권5호
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• pp.729-740
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• 2018

Objectives: The purpose of this study was to investigate the factors affecting robot utilization in the education of pre-dental hygienists. Methods: A self-reported questionnaire was completed by 238 dental hygiene students studying in the Daejeon, Chungcheong, and Jeolla provinces during the period March 1-31, 2017. Results: Future oral health education media had high selection of 'movies,' 'video,' '3D printer,' 'robot,' and 'drone' In general education and oral health education, robots were appropriate as educators, assistant teachers, and media. This group had high levels of interest, experience, attitude, and learning scope of robots. Robot utilization education showed a significant positive correlation with the 'interest,' 'experience,' 'attitude,' and 'learning' subfactors (p<0.01). Factors influencing robot utilization education were the relationships among actual experience of robot, learning of robot production, social influence of robot, emotional exchange with robot, and the predictive power was 25.5% (p<0.05). Conclusions: Oral health education curricula using robots should be developed considering the emotional exchange and social influence between educator and learner.

• 가족자원경영과 정책
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• 제12권3호
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• pp.103-117
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• 2008

This study focuses on time management behavior, which differs in (1) the characteristics of schools and (2) the experience of education about time management. Also, this study examines the effect of time management behavior on life satisfaction of vocational and non-vocational high school students, and also those who attend life-long education schools. The study sample consists of 367 teen-age high school students in Seoul. The result of this study demonstrates that the experience of education about time management has a great effect on time management behavior. Students experiencing education about time management have higher scores in time management behavior than those who lack such experience. It also shows a close relationship between time management behavior and life satisfaction in non-vocational high school students and those attending life-long education schools.