• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.373-390
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• 2022

Science museums are platforms of PUS (public understanding of science). The purpose of this study was to explore the science communicators' competencies critical in interacting with visitors from the comparison of their training and professional development programs nationally and internationally. The managers running science communicators' programs and communicators themselves from six different national science museums and those from five different international ones participated in the structured survey. The data from surveys were compared among respondents to draw common and specific descriptions for communicators' competencies. In addition, the experienced exemplary science communicator, Ms. Park, participated in this study and the data from her observation field notes, her own developed science communicators' manual, and interviews were used to support the result. The contextual model of learning in science museums (Falk, 2006) was used to illustrate science communicators' expertise. National managers and science communicators showed difference in their perception about science communicators' roles, difficulties, and improvement for their competencies. Internationally, the managers and science communicators showed similar perception about communicators' competencies in terms of the contextual model of learning. It is highly suggested that practice-based science communicators' training and professional development programs must be offered on the basis of interaction between experienced and novice communicators as mentors and mentees systems.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.1
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• pp.144-154
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• 2003

Recently, in the academic disciplines critical thinking has been emphasized as the new evolution in education. Problem-based learning is suggested as the evolutionary learning method in developing critical thinking. In the nursing education, PBL is offered as an appropriate teaching method to prepare nurse student for professional. PBL is a student-centered learning strategy aimed at developing critical thinking, motivating self-directed study and attaining autonomy. The purpose of this study was to develop the communication curriculum of nursing education based on PBL and implementing of it. PBL module was developed focused on five communication situations. And learning strategies to facilitate the learning process and the guided questions to stimulate student inquiry were also developed. This PBL education was conducted for six students in the master's course during the 14 weeks from March, 2000 to June, 2000. The outcomes of the PBL education were examined based on the content analysis of the students reflective journal. As a result, it was found that students experienced the effect of it focused on self-oriented, group-oriented, and practice-oriented domain. In the self-oriented domain, the findings indicate that there were 5 kinds of concepts including 'motivation for self-directed study', 'transition toward certainty in knowledge acquisition', 'attempt to apply their prior knowledge into new situation', 'enhancement of self-image in real situation', 'self-growth with self reflection'. In the group-oriented domain, there were 3 kinds of concepts including 'cognitive work in group', 'perception of co-responsibility in attaining learning objectives', 'socialization with group members'. In the practice-oriented domain, there were 3 kinds of concepts including 'linkage theoretical knowledge with real situation', 'attempt to apply in real situation', 'development problem solving skill in real situation'. In conclusion, PBL had a significant effect on self, group, and clinical domain. And assessing PBL outcomes is challenging because standardized instrument do not develop yet. So the findings of this study can suggest the basic data for examining the PBL outcome.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.274-289
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• 2017

The purpose of this study was to examine empirically the influence of self-efficacy on the selection of behavior and sustainability as a variable affecting vocational basic competencies. There is a need to confirm the influence of the mediating effect of nursing professionalism and self-directed learning ability formed through the recognition of nursing professional intuition on the vocational basic competencies. For this purpose, 396 nursing students from three junior colleges in J province were sampled for convenience. All of the latent variables were measured by vocational core competency, self-efficacy, nursing professionalism and self-directed learning ability. The collected data were analyzed using Structural Equation Modeling. The result of this study were as follows: First, the fix indexed of causal model among ocational core competency, self-efficacy, nursing professionalism and self-directed learning ability were identified suitably. Second, self-efficacy had no direct effect on vocational core competency, however, nursing professionalism and self-directed learning ability had moderating effect in the relationship between self-efficacy and vocational core competency. Third, nursing professionalism had direct effect on vocational core competency and also self-directed learning ability had moderating effect in the relationship between nursing professionalism and vocational core competency. Fourth, self-directed learning ability had direct effect on vocational core competency.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.409-434
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• 2013

The mathematical ability is an essential element for achieving professional competencies and for enhancing application ability in a vocational world and exploring its experiences. In this aspect, for vocational high school students, it is an important and urgent issue to develop remedial learning programs for developing mathematical basic and application ability. In particular, the program is developed based on the individual achievement level, focused on a mathematical basic ability to be applied efficiently in a vocational world. Because of this reason, in this study, the program is comprised of two phases; one is diagnosis test and the other is remedial teaching and learning materials. Then, diagnosis test includes three test; I) level testing evaluation for selecting the subject of remedial learning, ii) pre-test for deciding on which area and level of the materials when students begin to study, and iii) post-test for confirming the learning status is satisfied and the possibility of next step(level) or the other area of the materials. To accomplish this, this study tried to devise an efficient remedial learning system. Based on the system, this study developed remedial learning programs on the four areas of number and quantity, change and relation, uncertain thing, and figure and shape in the middle school level. In particular, this program is comprised of two types of knowledge. One is K-knowledge which is an essential knowledge to achieve a basic mathematical ability. The other is C-knowledge which is the advanced knowledge required to apply efficiently in a vocational world. This paper deals with the content mentioned above, but examples of the materials is shown focused on the area of change and relation.

• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.497-510
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• 2013

The researcher's objective is to analyze a case study from the teaching profession course entitled "Instructional Methods and Educational Technology: IMET," in which the instructional method 'Music Technology-Based Learning: MTBL' has been implemented. In addition to the analysis and the completion of the associated 16-week coursework, the researcher conducted an open-ended survey, and conducted and analyzed in-depth interviews, with participants in the case study. Using MTBL in IMET has elicited mostly favorable responses from participants such as "interesting" and "fun." They also mentioned "active learning participation." There were also negative responses to MTBL, citing "the lack of interconnection between MTBL and other teaching profession courses," "the difficulty of hybrid and convergence classes," and "the need for additional time and attention in an individual study." The analysis of this case study indicates that the use of MTBL in teaching profession courses somewhat enhances the understanding of the general concept of integrating technology into education, although some difficulties remain. The analysis of more case studies is required in order to establish more effective training courses, in which learning is not limited to the theoretical aspects of education. Using MTBL as an integrated part of the educational method would help to foster more creative and professional teachers.

• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.912-922
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• 2009

By 'National GIS Plan', various strategies and programs have been carried out for the professional training in the fields of geospatial information. The e-learning can make it possible to develop and manage the adaptable curriculums, to maximize the effect of the practical exercises, and to establish the cooperative systems with the industries. In this study, curriculums of the geospatial fields were developed and suggested for the cyber universities. These curriculums were divided into three stages, fundamentals, applications, and advances, and into three tracks, system development and construction, mapping and geospatial data construction, and practice and application, based on the current demands in geospatial industries. Owing to be the modularized structure, proposed curriculums would be easily adapted and updated to the change of the new demands.

• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.268-283
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• 2020

In this study, we aimed to look at what dilemmas of science teaching elementary school teachers experience and how they cope with their dilemmas in everyday science classes. Three elementary school teachers participated and qualitative data such as class log, class video, and interview materials were analyzed in inductive ways. The main findings are as follows. First, the dilemmas were classified based on the four factors that make up the science class; teacher, student, learning content, environment. However the dilemmas appeared to be not only one factor involved, but the rest of the factors intertwined. Thus, it was interpreted how the main factors causing the dilemmas conflicted with other factors. Second, the types of teachers' coping strategies to the dilemmas could be largely divided into 'give-up', 'stick to' and 'modified'. In some cases, teachers gave up on what they valued and did not take active action ('give-up'), teachers chose what they valued and made decisions to actively realize it ('stick to'), and in others, conflicts were adjusted by introducing new methods or elements to their classes ('modified'). Based on these results, we discussed that the teacher's dilemmas could facilitate the teacher's learning or professional development.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.87-108
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• 2007

Given that various classroom contextual factors influence the nature of writing instructional practices, it would be worthwhile to explore these factors to generate better environment for learning to write. Among many factors, this study examined teachers' beliefs and knowledge, which would operate as a very influential contextual factor in that changes in principles and methods of teaching writing would be the results of their underlying beliefs and knowledge related to teaching writing. Three professional teachers who teach second- and third-grade English language learners (ELLs) were interviewed, and the analysis of teacher interviews was conducted. The research findings indicated that basically all of the teachers perceived the role of writing in second language learning as very important, sharing the belief that the ultimate goal of teaching writing is to have their students gain fluency in writing and that some of instructional methods such as integration of writing and other language aspects, content-based writing, and providing scaffolding are important. In addition, some beliefs that two ESL teachers shared included the importance of ample and continuous opportunities to write, vocabulary knowledge, and explicit instruction about writing. Other beliefs, including the importance of creating a comfortable writing environment and opportunities for writing for varied purposes and genres were represented.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.661-685
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• 2015

This study is to search for a program of professional development of mathematics teachers on the viewpoint of content knowledge of mathematics. To do this, we select algebraic subject as content knowledge for solution of polynomials and develop material for group study based on selected subject. We supply the developed material to teachers and discuss the possibility of application and the acceptability of it. For discussion, we collect data through tests and questionnaire. Through analysing the data, we obtain the positive result.

• Journal of Korean society of Dental Hygiene
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• v.20 no.4
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• pp.409-419
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• 2020

Objectives: This study is intended to provide a basic resource on the role of dental hygienists. It also intends to establish the identity of future dental hygienists by analyzing the clinical roles of currently practicing dental hygienists through the perspectives of dental hygiene students. Methods: The analysis was performed using the phenomenological method, and it involved 11 participants enrolled between November 20, 2019 and January 20, 2020. Methods: The analysis was done in the phenomenological method on total 11 participants from November 20, 2019 to January 20, 2020. Results: They were exposed to various types of learning. They did not have a sense of belonging, and they experienced the burden of self-learning. They experienced work burden beyond the legal work boundary and a lack of infection control by clinical institutions. They were not respected as professional workers, and they had poor working conditions. Their expertise was not recognized. Conclusions: This study will facilitate appropriate awareness and establish the identity of dental hygienists by critically evaluating their challenges and working conditions and presenting alternatives.