• Journal of The Korean Association For Science Education
• /
• v.37 no.4
• /
• pp.651-658
• /
• 2017

The purpose of this study is to analyze the invention-related content of foreign science curricula and investigate the perception of science educators about the degree of relevance between science curriculum and invention. For the analysis of foreign science curricula, we investigated the programs of 10 nations, including the US, Canada, UK, Japan, Australia, Singapore, New Zealand, France, Finland and China. To analyze the relevance between Korean science curriculum and invention, we examined common topics such as science, integrated science, and science inquiry experiment, and investigated that the elements related to invention education were included in each 'achievement standard' and 'teaching and evaluation methods'. Science educators including science teachers were asked to evaluate the degree of relevance of invention education. The results were as follows. First, science curricula in many countries contained invention-related content. Second, science educators recognized that invention education was related to science curriculum, but the systematic connection was insufficient. Third, because it is mainly limited to the results of designing and device design, they recognized that the relevance of invention education, which focuses on various processes such as problem design, inventive techniques and intellectual property, was not revealed. Therefore, it is necessary to be process-oriented when developing invention education teaching-learning methods and related materials in science education for the future.

• Journal of Korean Home Economics Education Association
• /
• v.18 no.2 s.40
• /
• pp.1-13
• /
• 2006

The main purpose of this thesis is to research various theories in Cultural Education. It is to rebuild the value of home economics, and to demonstrate its potential to bring out a true human being. Until now, home economics education had been focused on developing ability to solve problems, only to fail us in training students to have ability to cope with different conditions in daily life by themselves. With the society rapidly changing, such a temporizing education system would lose its value immediately, and the identity of home economics education is at stake today. The present situation is resulted from the failure in approaching the culture education properly. With the fact that the elements of home economics are culture themselves. the failures in organizing and teaching the subject would urge us to rearrange curriculum of home economics. We need to bear in mind that the curriculum of home economics cannot contain every cultural value. A careful consideration is necessary in order to include the essence of the culture at the minimum quantity. Through analyzing different types of theories and methods of education in Cultural Education, this research is aimed at reviewing home economics education with its concept. Further study in the future should be proceeded with more comprehensive researches on instruction and learning methods with Cultural Education perspective, based on the analysis.

• Journal of Science Education
• /
• v.33 no.1
• /
• pp.142-151
• /
• 2009

The purpose of this study is to investigate how much the programs of astronomy museums reflect the contents and objectives of current science curriculums. To attain the aim, comparison and analysis on the museum programs and science curriclum have been made. Five domestic astronomy museums have been selected. The contents and forms of their programs have been studied and appreciated by assessment instruments for astronomy museum programs. The assessment instruments were devised in consideration of both the science curriculums of the Ministry of Education(1997) and the achievement and evaluation criteria of the Korea Institute of Curriculum and Evaluation. The findings of this study are summarized as follows: The astronomy museums reflect most of the learning elements of science curricula concerning astronomy. These results indicate that the astronomy museum as an informal education institute is comparatively well connected to science education. The 5thgrade science curriculum reflected mostly on the museum programs, and too many of the astronomy museum programs were in forms of panel exhibition. Science curricula fared well but they failed to reflect the curricular objectives, which resulted in relatively low assessment scores. It is suggested that the findings of this study can be a foundation and act as guidance for selecting and developing astronomy museum programs which include the contents of the science curriculums more substantially.

• Environmental and Resource Economics Review
• /
• v.27 no.3
• /
• pp.421-461
• /
• 2018

Windpower turbines have positive values for visitors with regard to tourism and learning. On the other hand, it is clear that windpower turbines have negative impact on the landscape, particularly when the level of landscape is high. The impact of windpower turbines on the visitor's value is composed of two elements: the viewingvalue which is independent of the level of landscape and the landscape value which varies with the level of landscape. The net visitor's value of windpower turbines is the sum of these two values with opposite signs. This study used a choice experimentation method to value the impact of windpower turbine construction in the mountainous area in Korea. This study estimated the viewing value, the landscape value and the visit value as the sum of the two values. The estimated results demonstrated a significantly positive viewing value, a significantly negative landscape value, and weakly negative net visit value in average.

• Journal of Elementary Mathematics Education in Korea
• /
• v.7 no.1
• /
• pp.45-64
• /
• 2003

This study analyzes divisor and multiple in elementary school mathematics textbooks published according to the first to the 7th curriculum, in a view point of the didactic transposition theory. In the first and second textbooks, the divisor and the multiple are taught in the chapter whose subject is on the calculations of the fractions. In the third and fourth textbooks, divisor and multiple became an independent chapter but instructed with the concept of set theory. In the fifth, the sixth, and the seventh textbooks, not only divisor multiple was educated as an independent chapter but also began to be instructed without any conjunction with set theory or a fractions. Especially, in the seventh textbook, the understanding through activities of students itself are strongly emphasized. The analysis on the each curriculum periods shows that the divisor and the multiple and the reduction of a fractions to the lowest terms and to a common denominator are treated at the same period. Learning activity elements are increase steadily as the textbooks and the mathematical systems are revised. The following conclusion can be deduced based on the textbook analysis and discussion for each curriculum periods. First, loaming instruction method also developed systematically with time. Second, teaching method of the divisor and multiple has been sophisticated during the 1st to 7th curriculum textbooks. And the variation of the teaching sequences of the divisor and multiple is identified. Third, we must present concrete models in real life and construct textbooks for students to abstract the concepts by themselves. Fourth, it is necessary to develop some didactics for students' contextualization and personalization of the greatest common divisor and least common multiple. Fifth, the 7th curriculum textbooks emphasize inquiries in real life which teaming activities by the student himself or herself.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.1
• /
• pp.243-262
• /
• 2017

This study has its purpose on improving mathematic education by analyzing the effects of the teaching and learning process which adopted 'FOCUS Problem Solving Steps' on student's mathematical problem solving ability and their mathematical attitude. The result is as follows. First, activities through FOCUS Problem Solving Steps showed positive effect on students' problem solving ability. Second, among mathematical attitudes, mathematical curiosity, reflection and value are proved to have statistically meaningful effect and from the result that analyzed changes of subject students, we could suppose that all 6 elements of mathematical attitude had positive effect. Third, by solving questions through FOCUS steps, students felt satisfaction when they success by themselves. If projects which adopted FOCUS Problem Solving Steps take effect continuously by happiness from the process of reviewing and reflecting their own fallacy and solving that, we might expect meaningful effect on students' problem solving ability. Through this study, FOCUS Problem Solving Steps had positive effect not only on students' mathematical problem solving ability but also on formation of mathematical attitude. As a result, it implies that FOCUS Problem Solving Steps need to be applied to other grades and fields and then studied more.

• The Journal of the Korea Contents Association
• /
• v.17 no.9
• /
• pp.235-254
• /
• 2017

The purpose of this study was to develop a nursing management case simulation (NMCS) framework based on the five components of nursing management process and to apply it to clinical nursing practice of nursing college students. The subjects of this study were NMCS reports submitted by the 4th grade 105 nursing students of an university. The research tool is a simulation framework for nursing management practice. It reflects the brainstorming and debriefing process used in the previous simulation exercise based on the five elements of planning, organization, human resource management, directing and control of the nursing management process respectively. As a result of the study, 32 nursing management cases were found to have 79.6% correct rate, 11.6% concept error rate, and 5.6% classification error rate in the first brainstorming and debriefing process for the five components of nursing management process. On the other hand, in the second brainstorming and debriefing process, 94.6% correct rate, 0.0% concept error rate, and 4.4% classification error rate. Based on these results, the NMCS framework developed in this study can be applied to the nursing management theory and practice course of nursing college students as well as simulation based job training and maintenance educations for clinical nurses. Therefore, we propose follow-up studies in various clinical nursing settings and a longitudinal cohort study to investigate the effect of nursing management job skills of nursing college students after graduation.

• Journal of dental hygiene science
• /
• v.16 no.2
• /
• pp.134-141
• /
• 2016

The purpose of this study was to develop a dental communication course in dental hygiene schools that included theory, practice, and skill for effective dental communication. Thirty-six senior dental hygiene students in a dental hygiene school took a dental communication course and responded to a questionnaire. The instrument used in the study was a modified form of Kim's communication skill self-assessment sheet. The self-assessment questionnaire about communication competencies was administered before and after the class, and the difference between scores at each time point was analyzed using the Wilcoxon signed rank sum test. Among seven elements of dental communication competencies, the competency of "information gathering" was significantly improved (p=0.008). Students' scores on perception of the importance (p=0.019) and necessity (0.016) of a communication course significantly increased after the course. Competencies in communication are essential requirement for dental hygienists. This study showed the possibility of communication skill training. An objective evaluation tool regarding students' communication competencies should be developed. Further studies with larger samples size are needed to develop a standardized comprehensive communication course in dental hygiene schools.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.9 no.1
• /
• pp.845-858
• /
• 2019

The most serious problem company facing in today's business environment is the failure of new product development outcomes. Statistically, almost half of the new products released each year failed. Despite the innovative technological advances, consumers' expectation level become much higher and global competition is intensifying. In addition, the new product life cycle is becoming shorter and shorter. It is difficult for a company to survive without developing long-lived products. The most important issue in a company's success and failure is the successful development and introduction of new products. Previous research has presented many determinants to achieve a successful new product development. This study focuses on dynamic competence as an important determinant, and identifies the constituting elements. Enterprises need to acquire, absorb, integrate and reconfigure their resources to survive and develop continuously. It is necessary to hold a dynamic ability switching resource bases in order to adapt to changing environments. The results of this study are as follows: First, the effect of learning, reconfiguration, and alliance capabilities on the new product development of small and medium-sized manufacturing enterprises seems to be positive. Second, the integrative and reconfiguration capabilities positively affect a new product development under high environmental turbulence.

• Journal of The Korean Association For Science Education
• /
• v.39 no.3
• /
• pp.337-348
• /
• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.