• Journal of Korean Academy of Nursing
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• v.30 no.3
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• pp.549-559
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• 2000

The purpose of this study was to investigate the correlation between the knowledge and educational needs related to recurrent in coronary artery bypass graft patients as a basis to provide an individual nursing education for the population. The subjects consisted of 110 patients who had coronary artery bypass graft(CABG) at Asan Medical Center in Seoul and Sechong hospital in Buchon. Data was obtained from a knowledge questionnaire and a learning needs questionnaire between November 1998 and February 1999. Data were analyzed using SAS program for Wilcoxon rank sum test and Spearman correlation coefficient. The results were as follows : 1. With regard to the 18 items to measure knowledge, the mean (median) of items 'don't know' was 4.9(4) items. The mean (median) of items answered wrong was 3.2(3) items. The number of items answered 'don't know' tend to show higher in those who had less education, blue color jobs and myocardiac infarction history than in their counter parts. There were higher frequency of items answered 'don't know' in those who had no hypertension 2. With regard to the level of knowledge by questionnaire about CABG, The most "I dont know" (59.1%) highly response was 'He has to be treated with anticoagulant drug to prevent revasculized vessel from obstructing.' The seond highest response (56.4%) was 'If you were hypotensive, the coronary attack would collapse. 'During the hospitalized day, the patient has complete bedrest.' The highest error probability was cholesterol has not to intake.', 'After surgery, the sexual life is need controlled for 1 year. 3. The mean of educational needs was 3.38. With regard to the level of learning needs by sentence about CABG, 'Food that benefit heart disease', 'Recurrence possibility of heart disease', 'Management method of operation site', 'Risk symptom that visit hospital or report immediately' were higher than other sentenses. With regard to the level of learning needs by factor 'food(5 items)', 'disease(9 items)' and 'exercise(3 items)' showed the highest than other factors. The educational needs by patients characteristics tend to show higher in males, under the age of 49, middle or high school degree, previous experience of admission with coronary artery disease, history of myocardial infarction, expierience of PTCA, history of cerebro-vascular accident, previous expierience of smoking than in their counter parts. 4. The number of items answered 'don't know', wrong and correct weren't correlated with the level educational needs. As the results, the number of items answered 'don't know' tend to show higher in those who had less educated, blue color jobs and myocardiac infarction history than in their counter parts. There were higher frequency of items answered 'don't know' in those who had no hypertension .There were higher frequency of items answered 'don't know' on anti-thrombolitic theraphy, hypotension and pain relief. Also there were higher frequency of items answered wrong on bed rest period, cholesterol intake, and sexual life. Educational needs were higher in young age group, had previous experience of procesure and history of other disease. And when we educate CABG patients, education for diet, recurrence possibility of disease, management methods of operation site and risk symptom should be emphasized.

• Journal of the Ergonomics Society of Korea
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• v.25 no.2
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• pp.125-134
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• 2006

Most users learn new, complex systems through trial-and-error experience rather than referring to the manuals in a cognitive process that is called 'exploratory learning'. While exploring a system, people find prototypical rules for using the system based especially on frequent tasks. The rules are formed from consistent task procedures and well-expected interface elements on the designed system. These rules play the role of the basis of users' knowledge for performing tasks. The decision making to select and apply those rules interacting with an interface can be aided by properly provided hints on the interface. With appropriate hints, users can learn new systems easily and use them with reduced usability problems. This paper first reports an observation of user behavior performing tasks with prototypical interaction rules and finds a sound set of criteria to extract prototypical interaction rules systematically. Two types of hints are defined. Extending hints prompt users to apply prototypical interaction rules beyond well-known tasks. Preventive hints guide users out of possible capture errors by drawing attention to the variation of rules. A systematic and practical method is proposed to identify the opportunities for both types in designing interfaces. It is then verified through a usability test that the proposed method is effective in identifying the locations and types of appropriate hints to reduce or mitigate usability problems.

• Transactions of the KSME C: Technology and Education
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• v.2 no.2
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• pp.125-130
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• 2014

Although the subject of Mechanical Drawing is very important in mechanical engineering education, it is hard to teach the subject effectively, because it needs to carry out lectures and labs in parallel and needs substantially large portion of CAD lab time. In the department of Mechanical Systems and Design Engineering of SNUST, Project Based Learning is adopted to teach the subject of Mechanical Drawing. In this course, students experience to read and to draw drawings through the PBL project after the lectures on mechanical drawings. In this way, they can learn by heart the drawing skills and the operation of CAD software tools. In this paper, various PBL projects and teaching methods carried out in recent years are presented and the effects of the projects are discussed.

• Journal of the Korean Society for Library and Information Science
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• v.26
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• pp.53-74
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• 1994

Creative thinking in education is a common assumption to be accomplish in this information age. Information education can contribute to build the ability to think creatively. The Author explored how information education conduces the creative thinking ability that is necessary to the development of independent and competent study for students themselves. The writer also expressed the integrated education makes students think synthetically and synthetic educational experience derives creative thinking. She based her arguments upon the theory of the psychology of memory and the Piaget's cognitive structure. To increase the effects of information education, it is necessary to integrate the curriculums and learning method of the information education and those of other areas of learning, i,e., languages, literatures, social sciences, sciences, mathematics, etc. Here, author asserted that the teaching of information skill within classroom curriculums for all subject areas can make the integrated effects on various classroom curriculums. On the basis of the findings of this study, the author recommended that every school needs to prepare enough books and other media for the students to drill information skill. Consequently, to build creative thinking ability for He students, librarians, classroom teachers and school principals who have influence on the information education, have to cooperate to initiate integrated information education for the student.

• International Journal of Advanced Culture Technology
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• v.8 no.3
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• pp.186-191
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• 2020

Artificial Intelligence (AI) technology is used in a variety of fields because it can make inferences and plans through learning processes. In the field of coding technologies, AI has been introduced as a tool for personalized and customized education to provide new educational environments. Also, it can be used as a virtual assistant in coding operations for easier and more efficient coding. Currently, as coding education becomes mandatory around the world, students' interest in programming is heightened. The purpose of coding education is to develop the ability to solve problems and fuse different academic fields through computational thinking and creative thinking to cultivate talented persons who can adapt well to the Fourth Industrial Revolution era. However, new non-computer science major students who take software-related subjects as compulsory liberal arts subjects at university came to experience many difficulties in these subjects, which they are experiencing for the first time. AI based coding technologies can be used to solve their difficulties and to increase the learning effect of non-computer majors who come across software for the first time. Therefore, this study examines the current state of AI based coding technologies and suggests the direction of future coding education.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.535-544
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• 2013

The purpose of this study is to analyze the elementary teachers' professional performance about science teaching practice according to their personal variables. For this study, professional performance test was modified based on Woo's 'framework for progression and learning in the professional development of elementary teachers' science teaching practice', which included 6 elements such as 'lesson plans', 'creating the learning environment', 'inquiry', 'conceptual understanding', 'practical application', and 'assessment'. And then it conducted to 79 elementary teachers. The collected data were analyzed by the statistical package SPSS. The results of this study were as follows: There was statistically significant difference in the sub-domains of professional performance according to teachers' career, experience of training program, deciding method of exclusive subject. But there was almost no significant difference in other personal variables, such as gender, major, etc. Findings suggest that there are needs of further study about interaction effects of personal variables affecting teachers' professional performance of science teaching practice in detail.

• Korean Medical Education Review
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• v.16 no.3
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• pp.147-155
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• 2014

Medical ethics has been integrated into the curriculum for medical education in Korea for over 30 years now. There have been many attempts to establish standards for the educational objectives and curriculum, including establishing learning outcomes and publishing medical ethics textbooks in Korean. However, this task is not easy for several reasons: the interdisciplinary nature of the subject, educators' lack of experience, and the lack of a consensus on the criteria that would be effective educational goals. In this article, the author explores (1) the need for reflection on the education itself, (2) two perspectives of medical ethics education, (3) critical perspectives on the effectiveness of the current medical ethics education, and (4) the variety of modalities of medical ethics education. Further, the author proposes a way to teach medical ethics in Korea. The contents and means are closely related to the question of philosophy of medical education: "Should professional ethics education be 'realistic' or 'idealistic'?" Ethics requires educators to be open to new learning experiences and to ethical development. Medical Ethics education should be relevant to everyday clinical experiences and, at the same time provide students and educators to critically review their ethical perspective through reflections.

• Journal of Internet Computing and Services
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• v.22 no.6
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• pp.1-8
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• 2021

With the rapid growth of intelligent devices and communication technologies, 5G network environment has become more heterogeneous and complex in terms of service management and orchestration. 5G architecture requires supportive technologies to handle the existing challenges for improving the Quality of Service (QoS) and the Quality of Experience (QoE) performances. Among many challenges, traffic steering is one of the key elements which requires critically developing an optimal solution for smart guidance, control, and reliable system. Mobile edge computing (MEC), software-defined networking (SDN), network functions virtualization (NFV), and deep learning (DL) play essential roles to complementary develop a flexible computation and extensible flow rules management in this potential aspect. In this proposed system, an accurate flow recommendation, a centralized control, and a reliable distributed connectivity based on the inspection of packet condition are provided. With the system deployment, the packet is classified separately and recommended to request from the optimal destination with matched preferences and conditions. To evaluate the proposed scheme outperformance, a network simulator software was used to conduct and capture the end-to-end QoS performance metrics. SDN flow rules installation was experimented to illustrate the post control function corresponding to DL-based output. The intelligent steering for network communication traffic is cooperatively configured in SDN controller and NFV-orchestrator to lead a variety of beneficial factors for improving massive real-time Internet of Things (IoT) performance.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.3
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• pp.157-172
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• 2023

The recent Fourth Industrial Revolution is accelerating changes due to digital transformation. According to this trend, the existing start-up paradigm is changing, and new business models based on new technologies and creative ideas are emerging. In addition, the diversity of mentoring relationships and environments such as online mentoring, reverse mentoring, group mentoring, and multiple mentoring is also increasing. However, most mentors in their 50s and 60s, who are mainly active in the start-up field, have been able to help mentees a lot based on their own experience and expertise, but they are having difficulty responding to the changing environment due to a lack of understanding and experience of new technologies and environments. To cope with these changes well, mentors must constantly study, acquire and apply the latest technologies to improve their understanding of new technologies and the environment. In addition, it is necessary to have an understanding and respect for the diversity of mentoring relationships and environments, and to maximize the effectiveness of mentoring by actively utilizing them. Therefore, mentors should recognize that they directly affect the growth and development of mentees, constantly acquire new knowledge and skills to maintain and develop expertise, and actively deliver their knowledge and experiences to mentees. Therefore, in this study, was tried to empirically analyze the relationship between mentoring's influence on mentor's job satisfaction through mentor's personal learning and self-efficacy. The results of the empirical analysis were as follows. Among the functions of mentoring, career function and role modeling were found to have a positive effect on both personal learning and self-efficacy, which are parameters, and job satisfaction, which is a dependent variable. On the other hand, psychological and social functions have a positive effect on personal learning, but they do not have an effect on self-efficacy and job satisfaction. In addition, as a result of analyzing the mediating effect, all mediating effects were confirmed for career functions, and only the mediating effect of self-efficacy was confirmed for role modeling. Through this study, mentoring is an important factor in promoting job satisfaction, personal learning and self-efficacy, and this study can be said to be academically and practically meaningful in that it confirmed personal learning and self-efficacy as factors that increase mentor's job satisfaction, and the focus of mentoring research was shifted from mentee to mentor to study the impact of mentoring on mentors.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.340-350
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• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.