• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.2
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• pp.349-359
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• 2001

The purpose of this study was to find the experiences to be cared of nursing students in the teaching-learning process of nursing education and provided the fundamental data of nursing education. For this study, the analytical theory of Benner's Interpretive Phenomenology was applied and the research question was 'How do the nursing students to be cared in the teaching-learning process of nursing education?' All 64 junior and senior nursing students who volunteered for this study were interviewed. The data was collected by open-ended audiotaped interview or written descriptions of situations they had experienced with a caring faculty member. All the contents of interview were recorded while interviewing with the each participants from the April 1998 to September 2000. The conclusions, obtained from the study on experiences to be cared of nursing students, were as follows ; 1. The nursing students considered the relationship with professor as very important matter. 2. The significant and important themes to nursing student be cared in the teaching-learning process of nursing education were Concern, Support, Information and Acceptance. 3. The result of this study explained the content and stage of nursing education applying 4 themes, therefore its practical use as material of nursing education was considered. Based on this study, the practical use of this results as nursing education data and the experimental study for measuring the effect of caring in the teaching-learning process of nursing education were suggested.

• Science of Emotion and Sensibility
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• v.14 no.2
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• pp.197-206
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• 2011

The purpose of the study was to suggest automatic recognition of the subject's level of arousal into high arousal and low arousal with neural network SOM learning. The automatic recognition in the level of arousal is composed of three stages. First, it is a stage of ECG measurement and analysis. It measures the subject playing a shooting game with ECG and extracts characteristics for SOM learning. Second, it is a stage of SOM learning. It learns input vectors extracting characteristics. Finally, it is a stage of arousal recognition which recognize the subject's level of arousal when new vectors are input after SOM learning is completed. The study expresses recognition results in the level of arousal and the level of arousal in numerical value and graph when SOM learning results in the level of arousal and new vectors are input. Finally, SOM evaluation was analyzed average 86% by comparing emotion evaluation results of the existing research with automatic recognition results of SOM in order. The study could experience automatic recognition with other levels of arousal by each subject with SOM.

• Education of Primary School Mathematics
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• v.26 no.1
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• pp.65-82
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• 2023

The purpose of this study is to examine how pre-service teachers' digital capabilities and content knowledge for teaching pi appear and are strengthened in the process of developing digital-based teaching and learning materials of pi, and to derive implications for pre-service teacher education. To this end, the researchers analyzed the process of two pre-service teachers developing exploratory activity materials for teaching pi using block coding of AlgeoMath program. Through the analysis results, it was confirmed that AlgeoMath' block coding activities provided an experience of expressing and expanding the digital capabilities of pre-service teachers, an opportunity to deepen the content knowledge of pi, and to recognize the problems and limitations of the digital learning environment. It was also suggested that the development of digital materials using block coding needs to be used to strengthen digital capabilities of pre-service teachers, and that the curriculum knowledge needs to be emphasized as knowledge necessary for the development of digital teaching and learning materials in pre-service teacher education.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.173-190
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• 2019

The self-efficacy of pre-service teachers has been reported as a major factor in the instruction of the curriculum. In particular, considering the importance of science learning instruction for underrepresented students from the viewpoint of science education for all, pre-service elementary teachers' self-efficacy about science instruction for underrepresented students will be an important factor of science education for these students. The purpose of this study is to investigate the self-efficacy of pre-service elementary teachers in science instruction for underrepresented students. To this end, the science teaching and learning self-efficacy test tool (Lee & Im, 2010) was revised in accordance with the context of science teaching for underrepresented students into a total of 24 items using 5 Likert scales. Through using the test tool consists of 3 dimensions as Learning Efficacy, Teaching Efficacy and Outcome Expectancy, 81 pre-service elementary teachers were surveyed and the reliability of test tool was verified through factor analysis and assessing construct validity by using the responses. As a result of the analysis, setting 5 as the standard perfect score, the average score of self-efficacy per dimension was shown as 3.29 in Learning Efficacy, 2.89 in Teaching Efficacy, and 3.39 in Outcome Expectancy. We confirmed the tendency and difference of self-efficacy of the research objects according to their background factors in which direct and indirect experience relating to the science education for the underrepresented students. Also, we verified that pre-service elementary teachers' interest in science subject matter, teaching science and their perception of the value of science learning had significant relations with self-efficacy on science teaching for underrepresented students.

• Journal of the Korean Society of School Health
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• v.36 no.3
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• pp.113-125
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• 2023

Purpose: The purpose of this study is to develop a model for predicting mental health risk among adolescents based on health behavior information by employing a hybrid machine learning method. Methods: The study analyzed data of 51,850 domestic middle and high school students from 2022 Youth Health Behavior Survey conducted by the Korea Disease Control and Prevention Agency. Firstly, mental health risk levels (stress perception, suicidal thoughts, suicide attempts, suicide plans, experiences of sadness and despair, loneliness, and generalized anxiety disorder) were classified using the k-mean unsupervised learning technique. Secondly, demographic factors (family economic status, gender, age), academic performance, physical health (body mass index, moderate-intensity exercise, subjective health perception, oral health perception), daily life habits (sleep time, wake-up time, smartphone use time, difficulty recovering from fatigue), eating habits (consumption of high-caffeine drinks, sweet drinks, late-night snacks), violence victimization, and deviance (drinking, smoking experience) data were input to develop a random forest model predicting mental health risk, using logistic and XGBoosting. The model and its prediction performance were compared. Results: First, the subjects were classified into two mental health groups using k-mean unsupervised learning, with the high mental health risk group constituting 26.45% of the total sample (13,712 adolescents). This mental health risk group included most of the adolescents who had made suicide plans (95.1%) or attempted suicide (96.7%). Second, the predictive performance of the random forest model for classifying mental health risk groups significantly outperformed that of the reference model (AUC=.94). Predictors of high importance were 'difficulty recovering from daytime fatigue' and 'subjective health perception'. Conclusion: Based on an understanding of adolescent health behavior information, it is possible to predict the mental health risk levels of adolescents and make interventions in advance.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.13
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• pp.5395-5399
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• 2014

Purpose: This study was designed to evaluate the outcomes of laparoscopic colorectal resection in a period of learning curve completed by surgeons with different experience and aptitudes with a view to making clear whether seniors had a better learning curve compared with juniors. Methods: From May 2010 to August 2012, the first twenty patients underwent laparoscopic colorectal resection completed by each surgeon were selected for analysis retrospectively. A total of 240 patients treated by 5 seniors and 7 juniors were divided into the senior group (n=100) and the junior group (n=140). The short-term outcomes of laparoscopic surgery of the two groups were compared. Results: The mean numbers of lymph nodes harvested were $21.2{\pm}11.0$ in the senior group and $17.3{\pm}11.5$ in the junior group (p=0.010); The mean operative times were $187.9{\pm}60.0min$ as compared to $231.3{\pm}55.7min$ (p=0.006), and blood loss values were $177.0{\pm}100.7ml$ and $234.0{\pm}185ml$, respectively (p=0.001); Conversion rate in the senior group was obviously lower than in the junior group (10.0% vs 20.7%, p=0.027) and the mean time to passing of first flatus were $3.3{\pm}0.9$ and $3.8{\pm}0.9$ days (p=0.001). For low rectal cancer, the sphincter preserving rates were 68.7% and 35.3% (p=0.027). Conclusions: Seniors could perform laparoscopic colorectal resection with relatively better oncological outcomes and quicker recovery, and seniors could master the laparoscopic skill more easily and quickly. Seniors had a better learning curve for laparoscopic colorectal cancer resection compared to juniors.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.630-637
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• 2014

In this study, we investigated the current situation of implementing cooperative learning (CL) in elementary science classes and teachers' perceptions toward CL in science instructions. Participants were 138 elementary school teachers and 96 of them had experiences of implementing CL in their science classes. We developed a questionnaire on the basis of previous studies. The results indicated that many teachers did not seem to comprehend CL and some of them did not seem to distinguish CL from the traditional small group learning. The teachers who had experiences of implementing CL tended to exhibit positive perceptions toward CL than their counterpart in the effects of CL category whereas they did not show any positive evidence in the processes of CL category. The influences of teaching career and the experience of participating inservice training about CL on teachers' perceptions toward CL were not clear. Educational implications are discussed.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.46 no.1
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• pp.23-31
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• 2023

Research and interest in sustainable printing are increasing in the packaging printing industry. Currently, predicting the amount of ink required for each work is based on the experience and intuition of field workers. Suppose the amount of ink produced is more than necessary. In this case, the rest of the ink cannot be reused and is discarded, adversely affecting the company's productivity and environment. Nowadays, machine learning models can be used to figure out this problem. This study compares the ink usage prediction machine learning models. A simple linear regression model, Multiple Regression Analysis, cannot reflect the nonlinear relationship between the variables required for packaging printing, so there is a limit to accurately predicting the amount of ink needed. This study has established various prediction models which are based on CART (Classification and Regression Tree), such as Decision Tree, Random Forest, Gradient Boosting Machine, and XGBoost. The accuracy of the models is determined by the K-fold cross-validation. Error metrics such as root mean squared error, mean absolute error, and R-squared are employed to evaluate estimation models' correctness. Among these models, XGBoost model has the highest prediction accuracy and can reduce 2134 (g) of wasted ink for each work. Thus, this study motivates machine learning's potential to help advance productivity and protect the environment.

• Journal of the Korean earth science society
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• v.38 no.5
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• pp.357-366
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• 2017

Urban planning and engineering undergraduate students need to understand the earth physical systems and that how human beings interact with the earth systems to planning and engineering urban area. The eco-friendly or geo-friendly design and planning of an urban area is a critical issue not only for economic benefits but more importantly for the sustainable future of urban life. However, little study has been done dealing with the urban engineering students' understanding of the earth as a system and what pedagogical approach is appropriate to improve their understanding of the earth as a system. This study is to investigate the impact of a purposely designed ESS course on urban engineering students' understanding of the earth as a system and their perceptions about the instructional approaches of the course on their learning competency. This study utilized a mixed-methodology with three main data sources: concept maps, student's perception survey about their learning competency, and course contents. Both the survey and concept maps were analyzed quantitatively as well as qualitatively. The result of this study showed that the urban engineering students' experience of team-based research about the topic they chose based on their own interest had a positive impact on their understanding of the earth as a system and their learning competency. The results of this study suggest that structuring and presenting the earth system contents in the context of engineering students' understanding and their future career be effective not only for the improvement of students' content knowledge but also for the enhancement of their learning competency such as creativity and problem-solving skills in everyday life situation.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.89-109
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• 2020

This study aims to improve teacher education by analyzing the causes and backgrounds of which pre-service mathematics teachers experience learning difficulties on the topic of discrete mathematics. To this end, we conducted a questionnaire and an evaluation on the topic of discrete mathematics, and the obtained data were analyzed. The results show that (1) pre-service mathematics teachers need to share their perceptions of the need for discrete mathematics education; (2) a review of the adequacy of the discrete mathematical content and its credits are required; (3) the causes of their learning difficulties need to be looked at from a different perspective than the learning factors. And two implications were obtained. First, it is necessary to study the systematicity and sequence of content elements of discrete mathematics in the aspect of its continuity of curriculum of secondary school and university. Second, it is required consideration for adjusting the ratio of discrete mathematics to secondary teachers' employment examination.