• Journal of dental hygiene science
• /
• v.8 no.3
• /
• pp.189-198
• /
• 2008

Objective: The study aimed to provide basic data for enhancing dental hygienists' practice of prevention for infections of dental hygienists by examining what factors there were in their preventing the infections in dental clinics. Method: The subjects of study were 168 dental hygienists who participated in continuing medical education of Incheon & Gyeonggi-do association and Seoul city association in October and November 2005. For the data analysis, an SPSS WIN 13.0 program was used and its significance level was 0.05. In terms of analysis methods, frequency analysis and technical statistics analysis were performed for general characteristics, ANOVA was performed for general traits, practice, medical environments for knowledge and practice analysis, correlation analysis was performed for the relation between knowledge & organization-related factors and practice, Chi-Square Tests were performed for the relation between general traits and educational experiences, T-test was performed for practice and knowledge according to the educational experiences for preventing infections and multiple regression analysis was performed for the factors that affect the practice for preventing infections. Result: knowledge showed statistically significant differences by age (F=4.895, p=0.003) and those with the education experiences in preventing infections had higher scores in practice of prevention for infections than those without them (t=3.315, p=0.001). The correlation between knowledge and practice was significant statistically (p<0.05), the factors related to organization showed significant correlation (p<0.01) and the higher the factors related to organizations, knowledge, education experiences, service career, the higher the practice for prevention of infections was ($R^2=0.32$). Conclusions: In order to enhance the dental hygienists' practice for the prevention of infections, it would be necessary to treat the contents of the infection prevention in educational curriculum at schools and enhance dental hygiene students' knowledge on the prevention of infection and to develop the programs, with which continuous education and PRS could be conducted through in-house education and continuing medical education of the hospital after school graduation and it has been believed that it would be the most important for dental hygienists to make efforts and interest in organizations actively so as to build up safe working environments.

• Journal of Gifted/Talented Education
• /
• v.21 no.4
• /
• pp.993-1009
• /
• 2011

The purpose of this study was to find the effects of RSM-based astronomical observation program about Astronomical Spatial Concept and Self-Directed Learning for the Scientific Gifted Students. For this purpose, this research developed RSM-based astronomical observation program. This program was totally consisted 10 lessen. there was 3 part in this program. It contained Preparation Stage (step 1-2), Observation Stage (step 3-8), Clean up Stage (step 9-10). To find the effects of RSM-based astronomical observation program on Astronomical Spatial Concept and Self-Directed Learning for Scientific Gifted Students. 20 participants was selected. these students were attended at a scientific gifted class(5th grade) of an elementary school located in Ulsan. First, Astronomical Spatial Concept was used to find the effect of the Astronomical Observation program based RSM. And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. First, RSM-based astronomical observation program was a positive effects on Astronomical Spatial Concept of the Scientific Gifted Students (t=3,875, p=.001). Second, RSM-based astronomical observation program was a positive effects on Self-Directed Learning of the Scientific Gifted Students (t=5.783, p=.000). According to this research, RSM-based astronomical observation program was verified to improve Astronomical Spatial Concept and Self-Directed Learning on the Scientific Gifted Students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Journal of The Korean Association For Science Education
• /
• v.39 no.6
• /
• pp.777-790
• /
• 2019

The purpose of this study is to investigate the experience of teachers who apply Smart-technology in elementary school STEAM class and the reasons, difficulties when applying the technology and required support. Semi-structured in-depth interviews were conducted with six elementary school teachers with specialized knowledge in STEAM education who have experienced STEAM lessons several times before. The research findings are as follows: First, research participants utilized a variety of Smart-technology in STEAM class, most of which were experiential or interactive technology. Among the STEAM learning criteria, the Smart-technology in 'Creative Design' course was most often applied. Second, they adopted Smart Technology in STEAM class to encourage students to feel interested, actively participate in the class, enjoy indirect experience, and nurture interest in state-of-the-art technology. They used it to prepare for future societies and organize classes that are suitable for STEAM learning criteria. They also used Smart-technology because it was easy to use. Third, they found it difficult to find, secure, and use suitable Smart-technology when applying Smart-technology in the STEAM class. They also had trouble restructuring the curriculum. In addition, there were difficulties in using Smart-technology in the class such as lack of class hours, increased level of activity, insufficient physical environment and unexpected malfunction of Smart-technology, thus interrupted the class. After the class, it was hard to manage Smart-technology and also, there were difficulties in assessment, record, and negative awareness of surrounding people. Fourth, they mentioned that's suggesting education guidelines, develop, and distribute educational materials are required to enable 'Creative Design,' reduce educational content, provide training, secure Smart-technology equipment and provide Wi-Fi, support teacher's club and communities and create an atmosphere to emotionally support teachers in order to activate using Smart-technology in STEAM class.

• Journal of Science Education
• /
• v.32 no.1
• /
• pp.33-46
• /
• 2008

The purpose of this study was to know whether or not any wrongful description or simple errors were in photosynthesis unit of Biology II textbook under 7th national curriculum and if so, to know whether or not high school teachers recognized and corrected properly the mistakes. The mistakes in photosynthesis unit of text books were determined by the comparison with several reference books and through examination by three plant physiologists in 8 different Biology II textbooks. After the mistakes were analysed, the survey using contents of textbook containing the mistakes was conducted on high school teachers teaching Biology II. As a result, 48 mistakes were determined in 13 subjects. As many as four mistakes were found even in one subject in a certain textbook and a same mistake was found repeatedly in several textbooks. The survey result showed that the teachers who pointed exactly the mistakes out corrected properly, however, the percentage of these ones out of 35 teachers replied to survey was less than 50%. The ratios of correction out of total number of responses were high in question #6 (43%), #4-3 (40%), and #1-2 (32%) which were containing a simple mistake in graph, a wrong word and a wrong picture, respectively. But, no one pointed out and made correction in question #5-1 and #5-2 which were containing Z scheme of light reaction without the legend of vertical axis that should be explained as electron energy or standard reduction potential. The result indicates the possibility that the mistakes in photosynthesis unit of Biology II textbook can be corrected and teached properly by teachers may be low. In order to reduce the possibility that students may have misconceptions about photosynthesis, the list of print's errors should be provided to the teachers and/or the training program and/or workshop for in-service high school biology teachers was recommended.

• Journal of Hospice and Palliative Care
• /
• v.15 no.1
• /
• pp.18-29
• /
• 2012

Purpose: We analyzed how clinical nurses in Korea perceive terminally ill patients' medical decision-making. Methods: The Q-methodology which analyzes the subjectivity of each item was used. We selected 34 Q-statements among those provided by each of 37 subjects and grouped them into a shape of normal distribution using a 9 point scale. The collected data were analyzed using a QUANL PC program. Results: Four types of perception toward medical decision-making were identified. Type I focuses on patient participation, and Type II emphasizes the role of health professionals. Type III is characterized by an open-minded culture toward death, and Type IV values the role of family members. Conclusion: The results of this study indicate the need for development of a multi-disciplinary curriculum medical decision-making and death for medical and nursing students.

• Journal of dental hygiene science
• /
• v.15 no.2
• /
• pp.138-144
• /
• 2015

The purpose of this study was to investigate the differences in health belief related to vaccination among dental hygiene students, identify the factors affecting hepatitis B vaccination, and provide basic data for health education concerning hepatitis B prevention. Hepatitis B vaccination was positively correlated (r=0.179, p=0.003) with seriousness of believing that hepatitis B would affect psychological, physical, and social activities and negative correlation (r=-0.183, p=0.002) was also found between perceived barriers related to hepatitis B. As for the factors affecting hepatitis B vaccination, juniors were 0.39 times (95% confidence interval [CI]=0.21, 0.71) more likely to have it affected than seniors and those who were more serious, and who had greater barriers were more likely to have it affected-1.80 times (95% CI=1.29, 2.52), 0.61 times (95% CI=0.41, 0.90) respectively (p<0.05). It is therefore urgent to develop a program within a curriculum that can begin with freshmen along with specific education with the objective of obliging dental hygiene students to receive hepatitis B vaccination. It is also necessary to provide consecutive sessions of education rather than one-time education and to develop a specific plan for obligatory hepatitis B vaccination through correct and thorough education.

• Journal of The Korean Association For Science Education
• /
• v.36 no.5
• /
• pp.757-768
• /
• 2016

This study developed an SSI (Socio-Scientific Issue) discussion program that applies a creative technique called six thinking hats, and then investigated the differences in argumentation patterns and effects on the decision-making abilities of each character feature of students between SNS debate and existing face to face debate. There were three SSI themes - Designer Babies, embryonic stem cell study, and legitimacy of abortion. Students were divided into two groups, the debate group using SNS and face to face debate group. The character patterns of students were divided to 'extraversion,' 'agreeableness,' and 'conscientiousness' through test sheets for character features for each student. Both groups were educated for creative discussion methods using six thinking hats and then, the class progressed. As a result of analyzing argumentation patterns used in SNS debate and face to face debate, the most used argumentation pattern was the "cause pattern." But comparing to face to face debate, other patterns (mark, inference, authority, motive) were also used in SNS debate. The study analyzed three factors of decision-making ability for each character feature of students such as complexity, perspectives, and inquiry. As a result, for 'complexity' factor, there was a significant difference between SNS debate group and face to face debate group only in the student group of Agreeableness. For 'perspectives' factor, there were significant differences between SNS debate group and face to face debate group in all three characters. Finally, for inquiry, there were no significant differences between SNS debate group and face to face debate group in all three characters. Accordingly it would be necessary to apply SNS debate using the six thinking hats in SSI education to enhance perspectives.

• Journal of dental hygiene science
• /
• v.10 no.4
• /
• pp.287-293
• /
• 2010

The purpose of this study was to examine the professionalism of dental hygiene students as dental hygienists, who received education to become dental hygienists. The findings of the study were as follows: 1. Concerning the relationship of degree programs to the factors of professionalism, there were statistically significant gaps in use of the professional organization as a major reference, beliefs in service to the public and autonomy according to degree programs(p<0.001), and statistically significant gaps were found belief in self-regulation and sense of calling to the field according to degree programs(p>0.05). 2. As for connections between geographic region and the factors of professionalism, there were statistically significant differences in use of the professional organization as a major reference and sense of calling to the field(p<0.001) according to geographic region. Statistically significant gaps were found in beliefs in service to the public and autonomy(p<0.01), and there were statistically significant differences in self-control(p>0.05). 3. Concerning links between the background of the establishment of the educational system and the factors of professionalism, there were statistically significant differences in use of the professional organization as a major reference, beliefs in service to the public, sense of calling to the field and autonomy(p<0.001), and a belief in self-regulation(p<0.05). 4. In regard to the background variables of the students, there were statistically significant differences in their background variables according to bachelor's degree programs(p>0.05), and statistically significant gaps were found according to geographic region and the background of the establishment of the educational system(p<0.001).

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.8 no.3
• /
• pp.85-96
• /
• 2013

Entrepreneurship courses and programs in Korean universities tend to increase steadily but seem to have some limitations. They are usually recognized as another domain of Business Administration. Entrepreneurship program is practical like Business Administration but should be much more interdisciplinary than that. Because Korean Entrepreneurship programs are in the early stage, they must be reinforced with factors such as education culture, faculties, curriculum and relationships with communities. This study aims to get some implications from Entrepreneurship programs have been run by universities in America in order to facilitate Entrepreneurship program in Korean universities. Based on 11 success factors found by our case universities' Entrepreneurship programs and Kauffman Campus, this study has drawn implications of critical success factors of Entrepreneurship programs as follow. First of all, because Entrepreneurship programs should focus on Entrepreneurship mind sets such as innovative idea generation and courage to overcome risk, it is more desirable that Entrepreneurship programs are introduced in all departments of universities such as Arts, Science and Engineering. These programs also need to take interdisciplinary approach and required to be opened from liberal arts course. In order to be sustained during all their academic careers, vision, mission and strategy for Entrepreneurship programs should be based on strong leadership and support of top leaders. Entrepreneurship culture of each university is also one of the most important success factors. Entrepreneurship programs not only as major programs but also as specific Entrepreneurship minors designed for departments such as Arts, Science and Engineering could be considered according to each university's situation. This study also suggest to make a motivation system for Entrepreneurship faculties, Ph d. programs for Entrepreneurship, communication network for Entrepreneurship programs and mentor system in community. To begin Entrepreneurship programs, it also needs to develop good education contents as many as possible. When it concerned with teaching method, project based 4 year program can be suggested to be effective and efficient. To introduce project based program that should be consistent till participants' graduation, university must prepare regulations to support team teaching, mentor and interdisciplinary cooperation. To dissipate the concept that Entrepreneurship is another version of management, this study support the idea that Entrepreneurship programs should be designed and run by independent and central-focused governance system, Entrepreneurship education center.

• Journal of dental hygiene science
• /
• v.14 no.3
• /
• pp.287-294
• /
• 2014

The purpose of this study is to use basic data of dental hygiene curriculum with a new technique called motivational interviewing of communication skill to demonstrate the effectiveness of the method of oral health care. In this study, we performed oral health care program that has been made in dental hygiene department to university students. It was assigned to the control group and 66 and 32 experimental group based on the date of the first visit time. It conducted motivational interviewing of a total of three times in the experimental group. The analytical results of the measurements obtained in the oral examination and questionnaires. The results were as follows: The experimental group measured value was reduced after the intervention compared to before the PSR to evaluate the state of periodontal, gingival index, calculus index, plaque control record (PCR; O'Leary plaque index), simple plaque scor of Quantitative Light Induced Fluorescnece Digital measurement value (p<0.05). Experimental group decreased more and more the result of changes in the reduction of the average of the PCR. But control group was reduced to 3 weeks and increased back to the middle 16 weeks. There was also support interaction between the measurement point and the groups (p<0.05). Re-visit adherence of fit, 12.1% in the control group, the experimental group was 43.7% in the period of participation in the oral health care program. Thus, visit adherence of the experimental group was higher. In this study, a group that has motivational interviewing, It was able to confirm the improvement of oral health state. Discussion of the motivational interviewing can be applied to oral health care program.