• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.253-262
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• 2017

This study aims at investigating the perceptions of science teachers about the role of visual representations in the teaching of electromagnetism, and finding out how science teachers use visual representations in their teaching of electromagnetism and the difficulties they experience in dealing with those representations. A total of 121 science teachers responded to the online survey. The results showed that most of the teachers agreed to the significance of using visual representations in the classroom but regarded their role as means of simply delivering science knowledge rather than constructing or generating knowledge. For the three visual representations widely used in teaching of electromagnetism in secondary schools (electrostatic induction on electroscope, magnetic field around current carrying wire, structure and principle of electric motor), the teachers preferred teacher-centered use of visual representations rather than student-centered and teacher's construction of representations were the most frequent among four types of use; interpretation, construction, application, and evaluation. The difficulties of teaching with these three visual representations were categorized into several factors; teachers, students, the characteristics of the representations, and lack of resources and classroom environment. Teachers' limited perceptions about the role of visual representations were associated with the ways of using visual representations in their teaching. Implications for the effective use of visual representations for science learning and teaching were discussed.

• Journal of Gastric Cancer
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• v.5 no.2
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• pp.79-88
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• 2005

Quality assurance may be defined as the complete set of systemic actions that is required to achieve a better treatment result by standardizing treatment and by using various audit programs. In general, application of a quality assurance program in surgery is considered to be more difficult than it is in chemotherapy or radiotherapy. However, recently, the importance of quality assurance in the surgical field has been emphasized in clinical trials comparing different surgical procedures and evaluating the role of postoperative adjuvant therapy. In the case of gastric cancer surgery, excellent quality assurance programs have rarely been applied in most large prospective clinical trials. Although the quality assurance in Dutch trial was conducted very systemically and strictly, the situation is quite different from ours. On the other hand, several quality assurance programs in Japanese trials comparing D2 and D2 plus para-arotic lymph node dissection seem to be applicable to Korean clinical trials. Several factors, including selection of appropriate surgeons based on personal experience and annual number of operations, standardization of surgical procedures by education and consensus, development of a unified database program, application of standardized perioperative management, and standardization of pathologic examination, are required to guarantee a successful multi-institutional prospective clinical trial. In contrast, one needs to realize that protocols that are too strict and sophisticated can make the enrollment of patients and surgeons more difficult and can promote protocol violation during the clinical trials. (J Korean Gastric Cancer Assoc 2005;5:79-88)

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.675-687
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• 2019

As interest in artificial intelligence increases, each university has been establishing a special graduate school with artificial intelligence major, and recently, the Korea government has established various support policies for artificial intelligence education. However, each university has a lot of difficulties because it has little experience in operating graduate education with the latest field of artificial intelligence and it is not easy to find experts. In this study, the response of graduate school students majoring in artificial intelligence was analyzed using IPA technique, and the direction of education of graduate school artificial intelligence major was searched. Among the 40 items surveyed by IPA, 12 items such as systematization of artificial intelligence curriculum, progress of class considering learning level, improvement of academic relations with guidance professors were extracted as items to be improved first. On the other hand, 8 items such as assistant capacity, and relationship with colleagues were overloaded, and twelve items such as instructor's lecture competency, appropriateness of educational contents, learner's artificial intelligence skills and knowledge, and attitude acquisition were to be maintained. In addition, eight items such as convergence education curriculum and diversity of education methods were all low in importance and performance. It is suggested that AI graduate school should be divided into two tracks(technical specialization, convergence expansion) by educational goal, and each track should be conducted by level-specific educational contents and methods suitable for student level. The curriculum should be elaborate and systematic to acquire AI knowledge, skills, and attitudes, and should have an individualized guidance system centered on excellent faculty members.

• Korean Journal of Heritage: History & Science
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• v.47 no.2
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• pp.32-45
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• 2014

The aim of this study is to raise a cognition and necessity of effective geoheritage education for pre-service teachers. We conducted a survey research of 190 elementary and secondary pre-service teachers in Chung-buk province, 2013. The survey showed that pre-service teachers did not recognize and explain geoheritatges well due to lack of education even though they have heard about 'geoheritages' through broadcast media. Although most pre-service teachers were not trained for geoheritage courses, some of them were educated from their elementary and middle school teachers. However, even the trained pre-service teachers have insufficient cognition for geoheritages, either. Some of pre-service teachers recognized the significance of geoheritages and responded to a necessity of geoheritage education. The pre-service teachers recognized that education for geoheritages is not included in present elementary and secondary curriculum, even though education of geoheritages by teachers at school would be the most effective approach. Furthermore, the pre-service teachers answered that elementary school curriculum should raise much curiosity and provide effective learning for geoheritage education even though negative views are present such that students may have to spend considerable time for geoheritage education. Finally, the pre-service teachers expect to experience with field activities for geoheritage education as a present curriculum, and responded that they would prefer video aids for education provided from professional geoheritage organization. As a result of this investigation we provide strategy for introducing to Pre-service teachers about value and preciousness of geoheritage.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.26-37
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• 2021

This study conducted a big data analysis on news to identify the agenda of media literacy, which has been socially discussed, and on which relevant policy directions will be proposed. To this end 1,336 articles from January 1, 2019 to September 30, 2020 were collected and a topic modeling analysis was conducted according to four periods. Five topics for each period were derived through the analysis, and implications based on the results are as follows. First, the government should implement a nation-level systematic approach to media literacy education according to life cycle stages to generate economic and cultural value. Second, local communities and schools should provide systematic support and education guidance activities to ensure a sustainable ecosystem for media literacy and prevent an educational gap and loss in learning. Third, efforts should be made in various aspects to minimize the side effects resulting from constantly providing media literacy education; furthermore a culture of desirable media application should be established. Finally, a research environment for scientific research on media literacy, active exchange of experience and value obtained in the field, and long-term accumulation of research results should be encouraged to develop a robust knowledge exchange culture.

• Journal of Christian Education in Korea
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• v.71
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• pp.155-179
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• 2022

This study aims to apply Hannah Arendt's concept of 'collective responsibility' to the Christian education on environmental issues around the world, focusing on climate change. This study prepares the concept of 'collective responsibility' and the concept of 'collective guilt' and emphasizes the fact that the current climate change problem should be seen as a political task rather than a task of personal ethics. According to Arendt's theory, Christian education activities applying 'collective responsibility' for climate change can become action. This study has four suggestions for Christian learning to understand and recognize climate change. First, presenting and justifying the anxiety and anger toward climate change in the classroom. Second, transcending self-interest (egocentrism) through "Common Sense (enlarged mentality)" in Kantian terms. Third, building education communities through 'citizen participatory education,' running communication, and conversation. Fourth, encouraging experience and practice in every education community with "faith expressing itself through love (Gal 5:6)." Then, to be sure, this refers to not only love of neighbor in Christianity but also political friendship (philia politikē). The academic significance of this study is that it is the first interdisciplinary research paper in Korea which dealt with Arendt's political theory in relation to Christian education. Although it claims to be a theoretical work that applies Arendt's political theory from a systematic theological perspective to Christian education, the author is proud that it is accompanied by practical elements that can be actualized in the education field.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.95-102
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• 2022

The article considers the fundamentalization of education in improving the future specialists professional training with usage of multimedia technologies by various scientists. Various points of view and approaches to defining the concepts of fundamentalization of education and multimedia technologies are identified. The concept of fundamentalization of professional training of a future specialist is based on the goals and functions of fundamentalization and - on the ways and means of achieving it, etc. Most authors agree only in their views that the fundamentalization of education is aimed at improving the quality of education and the education of the individual. Others involve the formation of a culture and worldview, increasing the creative and intellectual potential, forming the professional competence of a specialist and the potential for further education, and so on. The term multimedia refers to interactive systems that provide processing of moving and still video images, animated graphics, high-quality audio and speech. It is found out that professional training of a specialist by means of multimedia technologies includes not only the activities of the teacher and student, which form the learning process, but also the independent activity of the subject, self-development, assimilation of experience by the subject through analysis, comprehension and transformation of the field of activity in which he is included. It is revealed through the implementation of which approaches to the fundamentalization of higher professional education, it becomes possible to fully present theoretical training courses and effectively pass practical training by students, which contributes to improving the quality of training of future specialists in higher education institutions. Theoretical analysis of scientific views indicates a fairly serious attention of scientists to the problem of professional readiness of specialists and the possibility of higher educational institutions in preparing for it. At the same time, professional readiness is considered from different positions: as an active state of a person, which manifests itself in activity; as a result of activity; as goals of activity; as a quality that characterizes the attitude to solving professional problems and social situations; as a prerequisite for purposeful activity; as a form of activity of the subject; as an integral formation of personality; as a component of socio-professional culture; as a complex professionally significant neoplasm of the individual.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.33-39
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• 2022

This study aims to investigate the online class preference depending on students' gender and school level. To achieve this aim, the study conducted a survey on 4,803 elementary, middle, and high school students in 17 regions nationwide. The valid data of 4,524 were then analyzed using the Apriori algorithm to discern the associated patterns of the online class preference corresponding to their gender and school level. As a result, a total of 16 rules, including 7 from elementary school students, 4 from middle school students, and 5 from high school students were derived. To be specific, elementary school male students preferred software-based classes whereas elementary female students preferred maker-based classes. In the case of middle school, both male and female students preferred virtual experience-based classes. On the other hand, high school students had a higher preference for subject-specific lecture-based classes. The study findings can serve as empirical evidence for explaining the needs of online classes perceived by K-12 students. In addition, this study can be used as basic research to present and suggest areas of improvement for diversifying online classes. Future studies can further conduct in-depth analysis on the development of various online class activities and models, the design of online class platforms, and the female students' career motivation in the field of science and technology.

• Journal of Christian Education in Korea
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• v.74
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• pp.273-294
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• 2023

The purpose of this study is to use K-MOOC, which has limitations in utilization because it is centered on theory delivery, to derive tasks to activate the teaching methods of instructors, and to implement the derived tasks using the metaverse platform. to develop a prototype. According to the purpose of the study, the study was conducted as follows. First, from October 4 to November 15, 2022, a Delphi survey was conducted on 21 experts with experience of consulting, research, class development, and operation related to the K-MOOC project. Second, in order to realize the tasks in the teaching method field derived from the Delphi survey, matching with the teaching method class model elements to result of Delphi survey was applied was carried out. Finally, based on the results of expert Delphi and the elements of the class model applicable to the metaverse platform, a teaching method was developed. Through the process of the study, a total of 16 detailed items were derived for the teaching method-related tasks for the activation of K-MOOC: support strategic tasks, teaching method competency, aspect of class design, evaluation and sharing of learning outcomes. By applying the metaverse, the teaching model elements for K-MOOC revitalization were derived from four categories: self-directed repetition, individualized problem solving, practice opportunity expansion, and immediate feedback, and matched with the first 16 detailed items. A four-step teaching model was completed: course attendance (step 1), mission analysis by individual level (step 2), sharing of mission solutions (step 3), and mission evaluation and feedback (step 4). Through the results of this study, the possibility of using the metaverse as a teaching practice platform was confirmed even in terms of the introduction and development of specialized techniques.

• Journal of the Korean Society of Food Culture
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• v.23 no.1
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• pp.130-137
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• 2008

If we may practice the nutrition education planned on the basis which carefully grasped the inappropriate behavioral determinants of middle-school students, it might be an effective method achieving the change in perception and behavior improving the distorted perception about the ideal body shape, so we are to suggest the 8 week program of body shape perception improvement for successful nutrition education as follows. The body shape perception improvement program is a step-by-step group consulting program. At the introduction stage, we let them understand the meaning of true beauty and body change of teenage period and forming of sexual identity. At the stage of perception conversion, we let them have the opportunity to observe the status of body perception of the teenager and self-observation. At the stage of correction, we let them criticize the distorted body image in the society with mass media at the same time with the self-reflection. At the stage of maintenance and evaluation, we suggested the behavior guidance while preparing it. Setting this as the basis, we applied the contents such as the evaluations through cultural sharing events making somethings while directly participating. As the target groups to practice education were middle school students, we considered the learning level and behavioral features of the middle school students, and composed the programs including the methods such as role play, watching real things, media production, discussions and experiences. If the program of body shape perception improvement developed at this study could be utilized at the field of schools, the teenagers can change their ways of thought naturally avoiding the view about unified appearance rightly perceiving negative self-image that the teenagers can have and if the group consulting can be practiced regularly at each school, many students may experience the change in perception, so it might solicit the improvement of health of the families and local societies as well as that of the individual student.