• Journal of Korean Library and Information Science Society
• /
• v.54 no.2
• /
• pp.131-154
• /
• 2023

This study analyzed the effectiveness of visiting reading programs for vulnerable children, focusing on the case of libraries in A-si, Gyeonggi-do. Library A utilized a visiting teacher to deliver books that matched the children's levels and interests through non-face-to-face interactions, or to engage in face-to-face reading sessions and deliver books together. In 2022, a total of 158 individuals from 103 families participated in the program, with 103 individuals from 67 families delivering books and 55 individuals from 36 families engaging in book reading activities. Pre- and post-project surveys were conducted to assess the reading effects, and interviews were conducted with the visiting teachers. The analysis revealed that the level and interest of the children during book delivery and reading sessions were identified, and the effects of reading books with high levels of interaction were significant. Infants who were able to easily acquire reading experiences according to their age exhibited better reading effects compared to elementary school students. The program aimed at the new participant group showed slightly greater effectiveness than the group of continuing participants. Furthermore, following the implementation of the program, improvements were observed in reading interest, reading attitude, reading environment, reading interaction, self-esteem, social skills, language ability, reading proficiency, self-directed learning ability, and library utilization rate.

• 대한공업교육학회지
• /
• v.36 no.2
• /
• pp.1-23
• /
• 2011

The purpose of the study was to investigate the generality and applicability of Team-Based Learning model in a technical high school, based on the interviews with students and a teacher. Team-Based Learning model seems to be an effective way in improving the performance of groups as well as the individualized learning and team interaction. We applied a formative research method and identified the strengths of the model including learners' motivation and interests, learner-centered learning, self-efficacy through learning in advance, and concept acquisition from the repetitive learning process. However, we also found the weakness of the model including impracticality of instructional design, a lack of field-oriented problem banks, and needs for identifying learner characteristics and role in instruction. Finally, we analyzed the implications for the Team-Based Learning in the technical high schools in light of team formation, discussion types, active participation, and learners' prior knowledge and attitude, and pre-determined instructional design.

• Journal of the korean academy of Pediatric Dentistry
• /
• v.47 no.3
• /
• pp.303-311
• /
• 2020

The aim of this study was to assess the awareness of caregivers, emergency medical technicians, and emergency medical doctors by investigating the storage media for avulsed teeth at the trauma site. This study was performed by reviewing medical records of 183 patients with the age under 17 years old, who visited Ajou University Hospital for dental trauma. Based on their medical records, storage media for avulsed permanent teeth were investigated by classifying them as dry, milk, saline, saliva and tap water. The storage media chosen by caregivers at the trauma site were classified as cases by parents and school nurse teachers. Storage media chosen by emergency medical technicians and emergency medical doctors were also investigated using the same classification criteria. The results show that both parents and school nurse teachers used milk the most as a storage medium for avulsed teeth. Dry storage was the second most chosen medium by parents, and saline by nurse teacher. As a storage media emergency medical technicians used saline the most, while emergency medical doctors used only saline when they failed to replant avulsed teeth. There is a need to improve the knowledge of caregivers, emergency medical technicians, and emergency medical doctors regarding the storage media for avulsed teeth.

• Journal of Korean Elementary Science Education
• /
• v.41 no.4
• /
• pp.725-739
• /
• 2022

This study aims to analyze what elementary school pre-service teachers focused on and what challenges they faced in designing and producing a guided science inquiry program based on augmented reality (AR) and to provide some implications for teachers' professionalism and teacher education. To this end, focusing on the cases of pre-service teachers who designed and created AR-based guided inquiry programs, the researchers extracted and categorized the pre-service teachers' focus and challenges from the program design and production stages. As a result, in the program design stage, the pre-service teachers tried to construct scenarios that could promote students' active inquiry process. At the same time, drawing on the unique affordances of AR, the pre-service teachers focused on creating vivid visual data in a 3D environment and making meaningful connections between virtual and real-world activities. The pre-service teachers faced challenges in making use of the advantages of AR technology and designing an inquiry program due to a lack of background knowledge about CoSpaces, a content creation program. In the program production stage, the pre-service teachers tried to make their program easy to handle to improve students' concentration on inquiry activities. In addition, challenges of programming using CoSpaces were reported. Based on these results, educational implications were discussed in terms of the pedagogical uses of AR and teachers' professionalism in adopting AR in science inquiry.

• Journal of the Korea Society of Computer and Information
• /
• v.17 no.11
• /
• pp.207-214
• /
• 2012

This study tried to propose an optimal instruction-learning model for the cyber home learning system2.0 through grounded theory. In-depth interviews were conducted to investigate causes of underachievement and the causes were categorized according to common concepts. A total of 25 causes of underachievement could be grouped into four categories and eight sub-categories, as a result. Underachievers, then, participated in the lessons utilizing the cyber home learning system2.0 and their cognitive change process about learning was analyzed from reflectional journals and in-depth interviews with a teacher. It was found that underachievers were participated in learning by passing through 5 processes; adaptation to the cyber home learning system2.0, basic knowledge learning, task implementing, rounds of group discussions, feedbacks and evaluation. Based on analysis of these five processes, this study proposed a conditional matrix for the cyber home learning system 2.0 as the most personalized model for underachieving students.

• Journal of The Korean Association For Science Education
• /
• v.36 no.4
• /
• pp.527-538
• /
• 2016

The purpose of this study is to select the factors of 'Group scientific creativity' and to find out how 'Group scientific creativity' turns out in the creative problem-solving process of students. To select the factors that affect 'Group scientific creativity', this research extracted 27 influencing factors on the group creativity from the prior study and organized them according to opinions of education experts. To select factors that affect 'Group scientific creativity' in the creative problem-solving process of students, this research analyzed the group problem-solving process that has been done on 72 gifted students for two days. Main results of the study is as follows: First, nine elements such as scientific thinking, scientific knowledge, scientific information-processing capacity, motivation, challenge, age and gender, existence of diversity, creativity educational experience, and the group cohesiveness were selected as human factors. Four elements such as scientific communication skills, scientific inquiry process, autonomy, and leadership were selected as the combining factors. Also, three elements such as the learning environment, teacher types, and compensation were selected as the Environmental factors. Second, it was possible to find that the group scientific creativity influence factors affecting the creative process by analyzing the gifted students in creative-problem solving process. Based on these results, this study described additional points on the factors improving 'Group scientific-creativity.'

• Journal of The Korean Association For Science Education
• /
• v.33 no.6
• /
• pp.1170-1185
• /
• 2013

In this case study, we investigated the characteristics of secondary beginning science-gifted education teachers' reflection on their science teaching with coteaching through mentoring. We selected two beginning teachers with less than one year teaching careers in secondary science-gifted education. The teachers planned, performed, and reflected together on their science teaching for science-gifted students during twelve class hours over four times. Since the second class, pre-, during-, and post-mentorings were conducted. We observed their science classes with coteaching through mentoring, and analyzed their reflective journals in the views of productive reflection. The analyses of the results revealed that 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection regardless of class time. 'Curriculum for science-gifted education' were also frequently included although fewer than the two aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were hardly included. Two to four aspects of the five were variously integrated in their reflection. The integrations among three to four aspects were especially more frequently included than those between two aspects. The integrations of 'instructional strategies and instruction for science-gifted education' or 'science-gifted students' with the other aspects were also found to be the most frequent. These results suggest that coteaching through mentoring can promote beginning science-gifted education teachers' productive reflection on their science teaching.

• Archives of design research
• /
• v.15 no.2
• /
• pp.253-266
• /
• 2002

Web Based Instruction has its theoretical background in constructivism paradigm of education. According to social changes called information era and thanks to the sophisticated internet mechanism the constructivism in education has been dominant paradigm. In this paradigm information and knowledge are not merely given by a instructor facing the loaners. This system of instruction has n almost every field of discipline introduced. This article aims to examine how far WBI and constructivism are applicable for design education. Richard Branchia predicted that the learner oriented instruction method would become the dominant education system. He stressed an interactivity of the teacher and students. Upon this can the applicability of WBI for design education be affirmed. Furthermore, there is a dozen of successful cases like www.cyberartcenter.com) (www.digitalyeil.co.kr)', http://www.schooleweb.co.kr/, htp://www.startstudy.co.kr/among many others. This article suggests several ways to solve the problems web based design education faces, including the lesson should inevitably combine the outline and of online study.

• Korean Journal of Comparative Education
• /
• v.26 no.4
• /
• pp.31-53
• /
• 2016

This study aims to examine the effects of student's individual background and school factors on global citizenship and to provide some suggestions to improve global citizenship education in Korea. To achieve this purpose, we used International Civic and Citizenship Education Study (ICCS) 2009 data which studied student knowledge and understanding of civics and citizenship as well as student perceptions, and attitudes related to civics and citizenship from 38 countries. The data was analyzed with a 2-level Hierarchical Linear Model. The results of this study can be summarized as follows. Girls had more positive attitudes than boys toward gender equality and equal rights for different ethnic groups and immigrants. This study also showed that the level of student's global citizenship depended on whether home language was different from test language. Parental educational attainment and parental occupational status generally affected the level of student's global citizenship and students' interest in political and social issues appeared to be strongly affected by their parents. These findings suggest that parents play important role in improving global citizenship. At the school level, teacher-student relationships and the value of student participation had positive effects on global citizenship. Therefore, in order to implement global citizenship education in schools, it is necessary to consider the change of school climate.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.11 no.12
• /
• pp.4896-4906
• /
• 2010

This study was conducted in order to promote students' interest in overseas employment and to present methods of improving education that suits globalization and internalization. From responses to individual written survey questionnaires answered by $3^{rd}$grade 200 students who are studying dental hygiene at colleges in Daegu. They had most interested in Japan (60.3%), and they want to work abroad if they are given the changes (38.1%), which indicate that the dental hygiene majors have much interest and positive attitude in overseas employment. In Japan, there are 158 schools had department of dental hygiene (51 to 2 years, 101 to 3 years, 6 to 4 years). Especially, Kanto area has 25 private schools. When compared Korea and Japan, they similar were curriculum, 39 at 3 years, 44 at 4 years, respectively. The current national board dental hygiene examination system was 200 in total score, and 19 in total subjects. The 9 basic clinical courses including oral anatomy have 100 scores, and the 8 subjects including preclinical course have 50 scores, one dental assistant course have 50 scores. In Japan, 4 years pre-dental hygiene curriculum content provide certificate of dental hygiene after graduation. They provide additionally 'social worker' in Tokyo University, 'teacher in nursing' in Hirosima University. They scheduled the various foundational knowledge and skill such as competencies to communicate effectively, to participate community health program, and to make decisions regarding dental hygiene service.