• Journal of dental hygiene science
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• v.17 no.3
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• pp.242-249
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• 2017

The purpose of this study was to investigate the level of cultural competence and its influencing factors among 530 dental hygiene students. The analysis was performed using PASW Statistics ver. 18.0, and the following conclusions were drawn. Cultural knowledge levels showed a significant difference according to general characteristics in four components of cultural competence levels. Cultural competence and its four components were higher in subjects who have a religion (p<0.05). The differences in cultural competence levels according to culture-related characteristics are as follows. In individuals with experience of taking foreign culture-related classes, intention to work overseas, or fluency in a foreign language, cultural competence levels and its four components such as cultural comfort, knowledge, awareness, and behavior intent were higher (p<0.05). Intention of overseas employment was the factor most strongly influencing the level of cultural competence of the subjects. The more intention the subjects have to work overseas, the more they have experienced foreign culture-related lessons, the more fluently they speak a foreign language, and the higher level of cultural competency they reached (p<0.05). As the research results show, it is necessary to establish a continuing plan to understand and communicate with individuals of other cultures through foreign language and foreign culture classes in schools in order to improve the level of cultural competence. This education would reduce the fear and stress that subjects might make a mistake in meeting with people from other cultures, and it could be a preparatory process to actively carry out dental hygiene practice with foreigners.

• Journal of Gifted/Talented Education
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• v.11 no.2
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• pp.1-21
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• 2001

The purpose of this study was to investigate the effects of project activities on the development of problem solving skills and creativity of elementary school children. To achieve this purpose, 83 second grade children were sampled in Seoul-City, and they were assigned to experimental group and control group. Two project activities of social studies subject were treated to the experimental group for 4 weeks. And, the ‘Problem Solving Skills Test’ and ‘Creativity Test’were administered to both group children for the pretest and posttest. The collected data were analyzed by t-test to test the research hypothesis. The major findings of this study were as follows: Firstly, there were statistically significant differences between experimental group and control group on the posttest scores of problem solving skills. It showed that the posttest scores of comprehension skills[t(81)＝3.09, p＜.01], practical skills[t(81)＝2.40, p＜.05], and the total score of problem solving skills[t(81)＝4.24, p＜.01] were significantly higher than that of control group. Secondly, there were statistically significant differences between experimental group and control group on the posttest scores of creativity. It showed that the posttest scores of fluency[t(81)＝4.33, p＜.01], originality[t(81)＝2.85, p＜.01], and the total score of creativity[t(81)＝6.43, p＜.01] were significantly higher than that of control group.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.165-198
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• 2002

The purpose of this research is to improve the writing ability of students by an ideal test model of English writing based on strategies of procedural learning stages enhancing the level of students' writing ability. Assessment of writing in the field of English education has been limited so far to very restricted areas with no appropriate scientific scrutiny. Assessment is really meaningful only when it exactly estimates the ability of students. Since English writing competence has become indispensable in this era of global village, writing instruction should be most emphasized. The most forceful method of busting writing instruction is to utilize the so-called washback effect of testing. So, to develop a good test model of writing, the first thing that is required is to inspect writing strategy in steps and, then, testing itself. First of all, analyzed with a special reference to the 6th high school English curriculum were the goals and contents of the syllabus reflected in one kind of junior high textbook and eight different kinds of senior high textbooks. Then questionnaires on the whole area of writing and tendencies of English writing classes were given to 100 English teachers, 300 students. The results of questionnaires were statistically analyzed. Then, some suggestions and opinions about the questioning method were made: the procedural strategy in steps, English writing instruction and test model of assessment were applied to the syllabus referring to teaching plans. On the bases of the results of the questionnaires, three pretests and a final test of English writing were administered to verify the effect of enhanced English writing competence which had been gradually promoted and, through the promotion, produced the test criteria of English writing. In conclusion, guidance and evaluation of English writing through in steps are really indispensable to increase student's practical ability and, accordingly, we are in need of the development of a testing method of useful writing practiced in school class above anything else. So, it is necessary to further the study on methods to assess writing ability on the bases of participation and fluency of students with their keen interest in English. Also, to intensify the effect of the test model, more accommodating reorganization of syllabus is required in our education. For instance, we need a flexible operation in organizing time units from the current 50 minutes to 100-130 minutes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.9 no.6
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• pp.1825-1829
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• 2008

The purpose of this study was to find a desirable time to ask a question to effectively improve creativity as an engineering viewpoint and apply it to daily schedule as a diverse teaching method in daily schedule of young children's curriculum. Forty five young children among three kindergarten of G Metropolitan City, aged 5, were selected as a subject for this study. Type A of Thinking Creatively with pictures, TTCT was used as an instrument, and the resistant score for the lower level of elements: Fluency, Ingenuity, Originality, Abstractness of Titles, hasty conclusion. The total score of creativity was highest in the 1st-time period ($M=95.52{\pm}12.21$). As a result, it was concluded that desirable story-telling time should be after 10 a.m., the 1st-time period, to improve the highest creativity.

• Journal of Agricultural Extension & Community Development
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• v.16 no.4
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• pp.713-742
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• 2009

In the near future, the multicultural families are expected to be the majority of population living in the rural area, which is an aged and small-scaled society. Moreover, they are expected to have an important role in sustaining the culture of agriculture and a rural community. Therefore, it is very important for them to adjust and settle urgently as well as to develop a policy and social services for the adjustment and settlement. The purpose of this study is to identify different aspects of the participation in agricultural, social, and job activities of married immigrant women in a Korean rural area as well as to investigate the change of life satisfaction resulting from the l activities. The following findings were established from this study. First, married immigrant women participate in local social and agricultural activities in a Korean rural area more frequently than in their own country. However, the frequency of their participation in job activity in a Korean rural area is lower than in their own country. Second, the main factor that prevents married immigrant women from participating in agricultural activity in a Korean rural area is to carry out childcare, household chores, and farming at the same time. Their low participation in social activity and job activity mostly results from their lack of fluency in Korean. Third, married immigrant women score higher in the change of life satisfaction after participating in social activity and job activity than in agricultural activity.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.289-307
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• 2013

This study was designed to examine the effects of integrated physical expressive activities on creativity in young children. Subjects of this study were 38 preschoolers at the age of 4 who consisted of both the experimental group of 18 children and the control group of 20 children. To measure the creativity of young children, this study adopted Figural Test A of Torrance Test of Creative Thinking (TTCT) as pre-and post-tests with both experimental and control group. The results showed that effects of integrated physical expressive activities varied by sub-dimensions of creativity; children's participation in integrated physical expressive activities was effective to improve openness, abstractness of titles, and elaboration even if overall creativity and fluency increased after their program participation. Also, originality was the only sub-dimension that was not improved. It implied that integrated physical expressive activities have partial positive effects on some sub-dimensions of creativity.

• Archives of design research
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• v.13 no.3
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• pp.17-28
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• 2000

According to the learning situation, the industrial design request is to diagrammatic creativity. The question of this study is to discover how to develop creative idea. The purpose of this study is to provide standardization-training program that could develop students'creative idea at Design College. For this purpose, we tested college students, who was divided into experimental group applied the training program and control group without it. And standardization creativity paper was used for the result to verify. The model of this study was selected 2 universities and 3 technical colleges with 352 persons in ail. The three hypotheses are made to achieve the direction of this study - training effective and different of an educational system, creativity effect. As the result of this study, the use of a training program has an affirmative in fluency (the creative idea) on the diagrammatic creative, and result of the goodness on the training effect.

• Journal of the Korean earth science society
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• v.25 no.6
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• pp.409-417
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• 2004

This study investigated the effects and development of instruction module using ICT on earth field at elementary school science. The effects by 5th graders appeared as follows; First. ICT-applied teaching method proved to enhance the science teaming achievement regardless of their grades compared to the ordinary one. Second, Instruction module using ICT devoted to improve 'self-directed learning characteristics' at all grades by comparition of the ordinary teaching method. The 5th graders showed the improvements in the fields of' openness', 'self-conception', 'initiative', 'future inclination', 'creativity', 'self-assessment ability' all of which belong to self-directed teaming characteristics. They did not, however, show meaningful effect on improving 'learning eagerness' and 'responsibility' improvement. Thirdly, ICT-applied teaching method proved that it is more effective for developing 'creativity' than the ordinary one at all sample grades. The effectiveness was presented highly at 'fluency', 'originality' all of which belong to creativity. They did not, however, show meaningful effect on improving 'flexibility'.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.71-80
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• 2002

The purpose of this study was to develop children's creativity by applying creative problem solving model to elementary school science. Creative problem solving(CPS), the theoretical frame of model is proposed by Treffinger et al.(1994). CPS model is based on a substantial foundation of theory and research about creativity and problem solving. It is a well organized, deliberate set of methods you can call upon whenever you need new ideas or solutions and a process anyone can use to deal with many of life's everyday problems, opportunities, and challenges. CPS consists of three components. Within these three components, there are six specific stages during which creative and critical thinking abilities are used in harmony. Each stage involves both divergent and convergent thinking. The study was conducted for six week during the 1998 two semester in A elementary school which is located in Incheon. Eighty three 2nd grade students are selected for this study. The students were divided into two groups--experimental group and control group. The experimental group were taught in applying the CPS model, and the control group were taught by the traditional manner. Data for this study were collected by questionnaire which were developed by this researcher, and were analyzed by SPSSWIN 8.0. The results of this study were as follows: There was a significant difference on creativity between the instruction by applying CPS model and the traditional instruction. There was also gender differences on creativity between two groups. On fluency and flexibility as components of creativity, there was a signigicant difference between two groups. In conclusion, the instruction by applying CPS model was more effective in developing children's creativity than the traditional instruction.

• The Journal of the Korea Contents Association
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• v.15 no.9
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• pp.351-363
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• 2015

Discourse analysis is useful for examining discourse characteristics of dementia patients and differentiating them from normal adults. However, inconsistent tasks, transcription methods and measures have been utilized, thus analyses were inevitably unsystematic. The purpose of this study was to investigate tasks, transcription methods and measures of discourse studies in dementia. Studies on dementia discourses written in English were collected via Scopus database containing abstracts and citations from 2005 to 2014, and were analyzed in detail. From the results, the most frequently used task was 'storytelling-topic'. It was observed that use of consistent transcription conventions rendered more reliable transcription data. Measures could be categorized into coherence, cohesion, productivity, propositional syntactic lexical analysis, and fluency, and each category belonged to discourse processing levels (i.e., processing of conceptual networks, propositions, and natural language units). In conclusion, future research warrants not only utilization of discourse tasks depending on dementia types and features, but also application of consistent transcription conventions. Additionally, measures based on the discourse processing theory would enable us to systematically interpret discourse studies.