• Journal of Korean Library and Information Science Society
• /
• v.52 no.2
• /
• pp.107-126
• /
• 2021

A status analysis and focus group interviews with librarians, school librarians and experts were conducted to find a new direction for revitalization of 19 public libraries affiliated to the Chungcheongnam-do Office of Education in the context of the advent of a new educational environment following the 4th industrial revolution. Through the research method, the knowledge experience edu library through the library community school was set as the vision of a public library belonging to the Chungnam Office of Education. The direction of public library service as an edu-library was divided into specialization as an educational library, life cycle customized service, knowledge experience-oriented service, and 4th industrial revolution intelligent information society service. Based on the traditional functions of the library, the space that the future public library should have was presented as an experiential learning space. In this study, a specialized direction for strengthening the educational function of libraries belonging to the Chungnam Office of Education was presented, which will contribute to finding ways to cooperate with schools and school libraries, and will provide a basis for preparing directions for libraries belonging to other regional offices of education.

• Journal of Korean Academy of Nursing
• /
• v.51 no.6
• /
• pp.703-719
• /
• 2021

Purpose: We aimed to identify collaborative disaster governance through the demand and supply analysis of resources recognized by nurses during the COVID-19 pandemic. Methods: We used a descriptive study design with an online survey technique for data collection. The survey questions were developed based on focus group interviews with nurses responding to COVID-19 and expert validity testing. A 42-question online survey focusing on disaster governance was sent to nurses working in COVID-19 designated hospitals, public health offices, and schools. A total of 630 nurses participated in the survey. Demand and supply analysis was used to identify the specific components of disaster governance during a pandemic situation and analyze priority areas in disaster governance, as reported by nurses. Results: Demand and supply analysis showed that supplies procurement, cooperation, education, and environment factors clustered in the high demand and supply quadrant while labor condition, advocacy, emotional support, and workload adjustment factors clustered in the high demand but low supply quadrant, indicating a strong need in those areas of disaster governance among nurses. The nurses practicing at the public health offices and schools showed major components of disaster governance plotted in the second quadrant, indicating weak collaborative disaster governance. Conclusion: These findings show that there is an unbalanced distribution among nurses, resulting in major challenges in collaborative disaster governance during COVID-19. In the future and current pandemic, collaborative disaster governance, through improved distribution, will be useful for helping nurses to access more required resources and achieve effective pandemic response.

• Journal of Korean Society of Occupational and Environmental Hygiene
• /
• v.32 no.3
• /
• pp.231-241
• /
• 2022

Objectives: The purpose of this study is to evaluate the input status of exposure-related information in the working environment monitoring database (WEMD) and special health examination database (SHED) for the construction of a national exposure surveillance system. Methods: The industrial and process code input status of WEMD and SHED for 21 carcinogens from 2014 to 2016 was compared. Data from workers who performed both work environment monitoring and special health examinations in 2019 and 2020 were extracted and the actual status of input of industrial and process codes was analyzed. We also investigated the cause of input errors through a focus group interview with 12 data input specialists. Results: As a result of analyzing WMED and SHED for 21 carcinogens, the five-digit industrial code matching rate was low at 53.5% and the process code matching rate was 19% or less. Among the data that simultaneously conducted work environment monitoring and special health examination in 2019 and 2020, the process code matching rate was very low at 18.1% and 5.2%, respectively. The main causes of exposure-related data input errors were the difference between the WEMD and SHED process code input systems from 2020, the number of standard process and job codes being too large, and the inefficiency of the standard code search system. Conclusions: In order to use WEMD and SHED as a national surveillance system, it is necessary to simplify the number of standard code input codes and improve the search system efficiency.

• Journal of Korea Trade
• /
• v.24 no.2
• /
• pp.31-52
• /
• 2020

Purpose - This study mainly investigates two potential legal regimes expected to govern the use of electronic bills of lading: the Rotterdam Rules (2009) and the UNCITRAL Model Law on Electronic Transferable Records (2017). Widespread use of electronic bills of lading has been unsuccessful partly due to the absence of a uniform legal regime and protracted uncertainties. This paper aims to carry out an assessment of the possibilities where either of two potential legal regimes could provide certainty to the effect and validity of the use of electronic bills of lading, and contribute to the facilitation of electronically transferring the rights to goods carried by sea. Design/methodology - This paper first introduces two legal instruments and the relevance to electronic bills of lading. Since neither of these legal instruments has yet entered into force, the following section looks into the ratification or enactment possibilities based on a literature review and track records of the past legal regimes of the same kind. Assessment of the different adoption possibilities further requires comparative work of the two legal instruments, which will be based on an analysis of relevant provisions and a literature review. The literature review on the Rotterdam Rules delves into various studies and data produced since the UNCITRAL's adoption in 2009. The literature review on the UNCITRAL Model Law on Electronic Transferable Records heavily relies on UNCITRAL working group documents from 2011 to 2017 together with the final explanatory note. Findings - The main findings can be summarized as follows. Application of the Rotterdam Rules would negate the role of the UNCITRAL Model Law on Electronic Transferable Records assisting in the implementation of the Rotterdam Rules due to some conflicting issues. Enactment of the UNCITRAL Model Law alone can sufficiently provide a higher level of certainty in the use and effect of electronic bills of lading so long as lawmakers and parties are aware of some issues with the application. What concerns potential users most is the extension of the status quo, where neither of the legal instruments have any effect. It is necessary to take a number of alternatives into consideration, such as promotion of standard clauses and confirmation by a court ruling. Originality/value - Existing studies focus either on the Rotterdam Rules or on the UNCITRAL Model Law, but not both. Not many papers have yet dealt with the Model Law, which was adopted by UNCITRAL only 2 years ago, particularly in the context of a potential legal regime for electronic bills of lading. This paper attempts to introduce the differences between the two legal instruments in regulating the use of electronic bills of lading while providing an assessment of the various possibilities for which parties involved in international trade can be better prepared for the changing legal environment.

• Communications of Mathematical Education
• /
• v.35 no.4
• /
• pp.527-546
• /
• 2021

The purpose of this study is to reveal what mathematics teachers focus on and how they assess students' thinking during lessons enacted. For this purpose, we googled and searched internet sites to collect formative assessment materials for the year 2014 to 2019. The formative assessment tasks data were analyzed according to the levels cognitive demand levels and tasks suggested in textbooks in terms of degrees to which how they are related. The data analysis suggested as follows: a) most of the formative assessment tasks were at the low-level, in particular, PNC level tasks that require applying particular procedures without connections to concepts and meaning underlying the procedures, b) the assessment tasks appeared to be very similar to the tasks suggested in the secondary mathematics textbooks, and c) it seemed that 3 types of formative assessment, observation notes, self-assessment, and peer-assessment were dominantly utilized during mathematics lessons and these different types of formative assessment were employed apparently to find out whether students participated actively in class and in group activity, not how they go through understanding or thinking processes.

• Journal of The Korean Association For Science Education
• /
• v.42 no.1
• /
• pp.111-125
• /
• 2022

This study aims to investigate the effects of the ENACT project on promoting pre-service science teachers (PSTs)' views on the social responsibility of scientists and engineers. The ENACT project was designed to cultivate the social responsibility by integrating the theoretical framework of socioscientific issues (SSIs) education with problem-based inquiry approaches for the resolution of the issues. Thirty-two PSTs voluntarily participated in the project and completed the five stages over three months. Data was collected through a questionnaire to measure PSTs' view of the social responsibility of scientists and engineers (VSRoSE) and focus-group interviews. Results indicate that the PSTs presented statistically significant changes in their views of the social responsibility after the ENACT project. The mean scores of the five sub-dimensions of VSRoSE significantly increased. The interviews also supported that the PSTs had opportunities to seriously consider the social responsibility of scientists and engineers through epistemological exploration of science and technology (Cycle I), and problem-solving and action-taking (Cycle II). In particular, they agreed more on such responsibilities as consideration of societal needs and demands, pursuit of the common good, civic engagement and services using their expertise, communications with the public regarding potential risks, and participation in policy decision-making related to science and technology advances. Educational implications for SSI education and teacher education were suggested.

• Journal of Korea Entertainment Industry Association
• /
• v.15 no.8
• /
• pp.279-290
• /
• 2021

As the university's academic management was not carried out smoothly due to COVID-19, and most of them were conducted as non-face-to-face classes, students' dropout is steadily increasing. In this study focus group interviews were conducted to analyze physics students and professors' recognition of the COVID-19 non-face-to-face class environment. Based on the results, the implications of non-face-to-face classes for physics education were presented. Physics students described their feelings about un-tact teaching as 'the class in which the body is comfortable but the mind is uncomfortable', 'a person who is smarter than me seems to explain a book, reading it' and 'a short clip lecture which may be comfortable but cause losses to me', while the professors also described them as 'a fully transformed class system' and 'a online class putting much burden on me'. Regarding school dropout, students said that the concerns about dropout during non-face-to-face classes were deepened about transfer or transfer. The professors said that the department atmosphere had lost vitality due to the increase in non-face-to-face classes and academic dropouts, and had a lot of worries because of the recruitment rate and external university evaluation. The implications of the COVID-19 non-face-to-face class situation for physics education suggest that it is required to strengthen the interaction between professors and students, finding ways to enhance the sense of reality to supplement laboratory classes and giving opportunities to professors to share their pedagogical contents knowledge in physics.

• Journal of Korean Elementary Science Education
• /
• v.41 no.1
• /
• pp.118-133
• /
• 2022

In this study, we analyze the strengths and limitations of student convergence education and teacher-training programs offered by a science education institute in the capital region and provide suggestions for organizing and running similar programs in other science education institutes and schools. Reviews of relevant literature and interviews with internal and external expert groups were conducted, and an analytic framework was developed. Based on the framework, we collected data using focus group interviews and email communications with experts. The data were analyzed using both qualitative and quantitative methods within two areas, namely, convergence education programs for students and teacher-training programs. The data analysis results revealed the status of student convergence education and teacher-training programs in the institute. Furthermore, we also provided suggestions for improving programs in other informal science education institutes and schools through the interaction between the two areas in the framework and educational and social needs.

• Journal of Korean Elementary Science Education
• /
• v.41 no.2
• /
• pp.338-355
• /
• 2022

This study explored the effects of pre-service elementary teachers' inquiries into science class dilemmas. By closely examining the characteristics of the pre-service teachers' inquiry processes and changes in their educational decisions, the effectiveness of using dilemmas as part of teacher education was determined. Twenty fourth-year university pre-service teachers participated and conducted inquiries into science class dilemmas over seven weeks. Based on pre- and post-questionnaires, KWHL tables, inquiry reports, discussions, and group class presentations, the major factors that influence the pre-service teacher's decision-making changes were extracted. The pre-service teachers found the science inquiry process meaningful when exploring the science topics covered in the dilemmas, and claimed that elementary school students would be able to engage in meaningful science explorations if they learned science through inquiry. Furthermore, the pre-service teachers explored the thinking processes and background knowledge of the students in different ways. Documents such as teacher's guides and the curriculum were examined and the students' thought processes were identified through interviews with the teachers and students, which were found to reflect their educational decision-making. Moreover, it was recognized by the pre-service teachers that depending on the situation, alternative teaching methods were possible. The focus on the unstructured dilemma problems provided the pre-service teachers with problem-solving situations that triggered scientific inquiry and exploration of student thinking and revealed the complexity of science teaching and learning. Based on these results, the teacher education implications for using dilemma cases are discussed.

• The Mathematical Education
• /
• v.61 no.3
• /
• pp.397-417
• /
• 2022

The purpose of this study is to discuss information literacy in mathematics education by comparatively analyzing mathematics education experts' perception of information processing and information literacy in mathematics education. We collected mathematics education experts' opinions using the modified Delphi method and focus group interviews, then analyzed their responses with an analytic framework through a constant comparative method. Even though we used different methods, we could compare their perceptions under the common themes. The findings are in three-folds. First, most experts focused only on the use of technological tools or statistics as a way of developing information literacy. In addition, even though mathematics education experts recognize the need for information literacy in mathematics education, their definition and meaning of information literacy somehow varied. Secondly, teachers as practitioners emphasized social competency which could be developed through information literacy. Thirdly, they asked for concrete and systematic plans for school practice in order to well develop information literacy in schools. Even though there were some differences in their perception of information literacy in mathematics education in terms of their prior experiences and background, it is very meaningful that there were commonalities among their perceptions which would allow us to find the ways of developing information literacy in mathematics education.