• Journal of Korean Academy of Rural Health Nursing
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• v.4 no.2
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• pp.103-109
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• 2009

Purpose: This study was conducted to test the effect of a 5 weeks health education program on stroke for rural elderly people. Methods: A total of 55 rural elders in Kok Sung County were participated in the health education on stroke program. Descriptive statistics, and paired t-test were used for statistical analysis with SPSS 12.0. Results: The results are summarized as follows : Mean age was 67.3 years and 88.2% of participants were female. The mean pre-test scores for knowledge of stroke were 0.35 and post-test, 0.85 (p< .001). Percentage of accurate response rates of warning signs of stroke were sudden dizziness pre-test 45.5% post-test 80.0%, sudden trouble speaking or understanding, pre-test 27.3% post-test 41.8%, sudden trouble walking, loss of balance or coordination, pre-test 32.7% post-test 70.9%, sudden numbness or weakness of the arm or leg, especially on one side of the body, pre-test 47.3% post-test 72.7%, sudden confusion, pre-test 27.3% post-test 81.8%, sudden numbness or weakness of the face especially on one side of the body, pre-test 40.0% post-test 76.4%, sudden severe headache with no known cause, pre-test 40.0% post-test 70.9%, Sudden trouble seeing in one or both eyes, pre-test 38.1% post-test 66.0%, nausea or vomiting pre-test 16.4% post-test 43.6%. The increases after the health education on stroke were statistically significant. Conclusions: Health education on stroke for rural elderly people are needed and should focus on community health care programs, especially for those who are older, had a low level of education, and low socio-economical status.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.23-30
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• 2009

In this study, we proposed a pre-service teacher training program that assists efficiently the conceptual comprehension and teaching skill development of computer science education. The program is integrated with Protype Theory and Example Theory based on cognitive psychology. And also the real teaching activities based on Unplugged Learning are provided for conceptual comprehension of computer science education as well as for learning computer science. This program was applied to 31 pre-service teachers for one semester. The results show that this program is very effective for pre-service teacher training of computer science education.

• Journal of Digital Convergence
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• v.14 no.1
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• pp.13-23
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• 2016

The purpose of this study is to examine the perceptions and attitudes of pre-service early childhood education teachers about the introduction and utilization of smart education. We selected 262 pre-service early childhood education teachers. The Focus Group Interview and questionnaire were used to measure the perceptions and attitudes about the introduction and utilization of smart education. As a result, most of pre-service early childhood education teachers use smart phones and they use extra two more hours except phone calls. The most frequent usage is text. It is affected to device utilization experience in class, impact on childhood development. FGI results of pre-service early childhood education teachers for the introduction and utilization of smart education were analyzed by 2 subjects, 4 categories, 18 items.

• Korean Journal of Human Ecology
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• v.19 no.4
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• pp.625-639
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• 2010

This study compared male and female university students' perceptions of parenthood and their need for pre-parental educational program. Responses of 579 university students in 5 universities were collected using a questionnaire developed by the researchers. Data were analyzed using a T-test and Pearson's chi squared test. Results showed that (1) systematic and pre-parental education may increase opportunities for university students to prepare parent and child rearing skills. (2) Any pre-parent educational program developed should cover practical and such as communication skills, child-rearing techniques and ways of disciplining children. In this way an educational program could provide university students suitable guidance and give them a positive and proper attitude toward parenting should they become parents in the future.

• The Mathematical Education
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• v.55 no.2
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• pp.171-192
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• 2016

As teachers' competency is evaluated based on their teaching performance. pre-service teachers need to have an opportunity to reflect on themselves by systematically analyzing and evaluating their own lesson planning and teaching performance through self-assessment. In this study, we aimed to examine what evaluation criteria for lesson planning and teaching performance pre-service mathematics teachers consider in the process of self-assessment. This study used a mixed-methods research design. To draw the self-evaluation criteria for lesson planning and teaching performance, pre-service self-reported assessments were analyzed using qualitative analyses. In addition, descriptive statistics were used to investigate the pre-service teachers' distribution across the criteria and check the ratio of pre-service mathematics teachers for each element. As a result, it was disclosed that pre-service mathematics teachers considered eight elements in self evaluating their own lesson planning and teaching performance. In addition, we found that pre-service mathematics teachers tended to consider Pedagogical Content Knowledge (PCK) more than Subject-Matter Knowledge (SMK). Moreover, the results of this study provide educational implications for the curriculum in the pre-service teacher's education program.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.465-473
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• 2010

The purpose of this study was to explore the impact of scientific inquiry-based peer teaching experience on pre-service elementary teachers' science teaching efficacy, anxiety to science and attitude toward science. The participants of this study included 118 pre-service teachers. The pre-post paired t-test design was implemented to examine the effect of this program. In addition, the semi-structured interviews were carried out for investigating their changes of affective characteristics. The result of this study showed that inquiry-based peer teaching provided pre-service teachers with the opportunities to enhance their science teaching efficacy and attitude toward science and reduce their anxiety to science. The findings imply that it is possible to meaningfully change elementary teachers' affective characteristics when effective strategies are adequately adopted.

• Korean Journal of Human Ecology
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• v.17 no.2
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• pp.181-190
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• 2008

The study aims to find out and examine the variables that make a difference between pre-service teachers' child care efficacy (CCE) and general self-efficacy (GSE). The subjects were 232 pre-service child care teachers going to an educational institution and a college. The results are as follows. First, the variables of "age", "teacher training facilities", "field experience in child care centers", and "experience of child care" and "paraprofessional teachers" are important variables in pre-service teachers' CCE. Second, the variables of "age", "level of education", "teacher training facilities", "field experience in child care center", and "experience of child care or paraprofessional teachers" significantly affect the pre-service teachers' GSE. Third, the "age" variable is essential in explaining pre-service teachers' GSE. The Pre-service teachers' GSE is significantly related to the pre-service teachers' CCE.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.259-266
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• 2017

The goal of this study is to introduce the SW Edu-thon program designed to strengthen pre-service teachers' software teaching competencies and to report its outcomes. In order to achieve the goal, we have conducted a survey for twenty-two teams of two pre-service teachers who have participated in the regional pre-contest and selected for the best lesson plans. The survey consists of several sections including the level of SW competencies, learning motivations, educational outcomes, satisfaction toward the lecturers, mentors, educational programs, and management and operations. In addition, we have analyzed the mentors' progression reports written by the participating in-service teachers who have helped the pre-service teachers to develop and implement their SW lesson plans. The results of this study provide with the outcomes of the program and the future directions for operating the SW Edu-thon program.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.111-118
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• 2008

This study is aimed at analyzing earth conception the nine pre service teachers who are majoring in earth science education and classifying a special feature from the ontological categories. Open ended questionnaires and semi structured interviews which meant to contribute to identifying ontological categories of concepts involving study area were designed. Pre service teachers' ontological category about earth conception most showed to dynamic and proto process. In the results show that many pre service teachers recognize simply the conception to a material, a condition and a conversion of the state changing. Most of the pre service teachers show their intermediate understanding level about the earth inner construction according to the analyzed results of the drawing tasks and interviews. The main alternative conceptions show them through a definition of the plate, a wording definition between lithosphere and asthenosphere, a feature of the plate boundary, a heat convection in the earth inner, the earth inner heat source, the earth inner structure, a physical feature of the mantle.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.144-154
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• 2010

This study was conducted among elementary pre-service teachers who participated in creative story writing exercises related to science. It aimed at analyzing their perceptions, based on their own experiences in the story writing exercises, about story writing as a pedagogic method, to discover the implications on science education. First, creative story writing exercises were carried out over a period of eight weeks by 114 elementary pre-service teachers at a college of education, all of whom were non-science majors taking a course on earth science as a liberal arts elective. Afterward, an open-ended survey was conducted among them to discover their attitudes and opinions, both as students and as teachers-to-be. The majority of the subjects expressed a positive opinion about creative story writing as a pedagogic tool, stating that they would apply it in their future teaching by telling stories they wrote or having students write their own compositions. Pre-service teachers conclude a creative writing improves students' studying, leads interest and motivation. In addition, it linked with daily life and other school subjects. Creative story writing, when used at colleges of education, has didactic value as an empirical exercise for pre-service teachers who are not majoring in science.