• Proceedings of the Korea Society for Industrial Systems Conference
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• 2008.10b
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• pp.457-462
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• 2008

User perceptions toward information technology (IT) are crucial to successful implementation. The purpose of our study is to improve the understanding of the impact of social influences on different types of users' perceptions and adoption of IT. To do this our study refines and expands the operationalization of the social influence construct to include four components: "subjective norm", "image","visibility", "voluntariness". We use this to examine influences by type of user (knowledge worker versus university student) and IT (innovative versus mature). The key finding is that when knowledge workers consider adopting innovative IT they are sensitive to general perceptions of its usefulness. Our results have implications for management enquiry and practice.

• Journal of The Korean Society of Integrative Medicine
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• v.11 no.1
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• pp.113-120
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• 2023

Purpose : This study aims to investigate occupational therapy students' perceptions of sensory integration therapy and the effect of an educational program on these perceptions and future preferences. Methods : The participants were 200 occupational therapy students in Busan and Gyeongsangnam-do. A primary survey was first conducted to shed light on students' perceptions of sensory integration therapy, followed by an education program on sensory integration provided through an online video. After this training on sensory integration therapy, an additional survey assessed the their preferred employment routes and intention to take educational courses on clinical sensory integration therapy in the future. A secondary survey was then conducted, using the same form as the primary survey, to identify changes in the students' perceptions of and preferences for sensory integration therapy. A frequency analysis using descriptive statistics was employed to identify the participants' general characteristics, employment-related preferences, and intention to take courses on sensory integration, and a paired samples t-test was used for a comparative analysis of the students' perceptions before and after the education program. Results : In terms of the students' perceptions of sensory integration therapy, the variables of efficiency, facilitation, and expertise showed statistically significant differences before and after the educational program, which resulted in a positive change in their overall perceptions of the therapy after the program. In relation to their preferred employment routes after the program, 100 students (50 %) answered the "field of adults," and 100 (50 %) students answered the "field of children." Conclusion : The findings of this study demonstrated that sensory integration education positively influences occupational therapy students' preferences for and perceptions of sensory integration therapy. Additional research is recommended to organize a more systematic education program and investigate employees in organizations related to children with disabilities.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.498-509
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• 2020

The purpose of this study was to investigate the teachers' and parents' perceptions on the 2015 revised national curriculum, which integrated humanities and sciences. In order to do so, 102 high school teachers and 68 high school parents were surveyed on their understanding of the 2015 revised curriculum including core competence, student-participatory class, and process-oriented assessment. The results are as follows. First, the teachers had a higher understanding of the purpose, contents, and major revisions of the 2015 revised curriculum than the parents. Second, among the core competencies presented in the revised 2015 curriculum, both teachers and parents considered communication, community and self-management competencies important. Third, both groups said that student-participatory classes and process-oriented evaluation has increased since the implementation of the 2015 revised curriculum. Based on these study results, suggestions for successful operation of the 2015 revised curriculum and future research were discussed.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.747-769
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• 2014

The purposes of this study were to investigate pre-service mathematics teachers' perceptions of the role of cooperating teachers and teacher interactions during teaching practicum. Thirty-four pre-service mathematics teachers who finished student teaching participated in the study. The researcher collected data from various sources such as a questionnaire, interviews, and written documents. According to the results of the study, more than 50 percent of the participants showed negative responses to all of the questionnaire items on teaching activities or guidance of cooperating teachers. Cooperating teachers mainly played a role in the stage of reflection of student teacher's teaching practice, and they provided specific feedback and guidance of teaching and learning methods and contents. Cooperating teachers played roles as (mathematics) teacher educators, classroom observers, and co-teachers, but their roles as teacher educators or co-teachers should be more stressed for pre-service mathematics teachers' professional development.

• Journal of Convergence for Information Technology
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• v.10 no.8
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• pp.161-172
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• 2020

The purpose of this study is to compare students' perception shaped by two different university classrooms: Traditional Classroom and ALC(Active learning classroom). We conducted survey of 71 university students who were taught by an identical instructor using same pedagogy. The survey questionnaires asked respondents about their perceptions on teaching and learning and physical environments relations, teaching proficiency, social context, student satisfaction and immersion. The data was analyzed using Student's T-test. The results showed that ALC group, compared to the traditional classroom group, demonstrated statistically higher awareness on teaching and learning and physical environments relations, teaching proficiency, and instructor-student unofficial relations. Based on these findings, implications and limitations of this study were discussed.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.121-131
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• 2009

In this study, we investigated the elementary school students' perceptions toward scientific and/or technological professions in the views of accuracy, complexity, and diversity, and compared them by the students' grades and their science-related career aspiration levels. We also studied the relationships among the students' perceptions toward scientific and/or technological professions and their cognitive (science achievement), affective (enjoyment of science lessons, attitude to scientific inquiry, self-efficacy), and behavioral (participation in science-related activity) characteristics. The subjects were 369 students of 4th and 6th grades at three elementary schools in Seoul. The results revealed that the students were relatively well aware of what works and professions in science and/or technology were, but they did not have good understanding of them in the views of complexity and diversity. The 6th graders had better perceptions toward science and/or technological professions than 4th graders, although they showed the lower scores of attitude to scientific inquiry. Moreover, the higher science-related career aspirations were, the higher scores in all tests of the perceptions and the personal characteristics were. The students' perceptions toward scientific and/or technological professions were found to have relationships with their cognitive, affective, and behavioral characteristics. The multiple regression analysis of the personal characteristics on the perceptions toward scientific and/or technological professions indicated that science-related activity, science achievement, and self-efficacy were significant predictors. Educational implications are discussed.

• Quality Improvement in Health Care
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• v.24 no.1
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• pp.23-29
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• 2018

Background: The purpose of this study was to examine undergraduate medical students' perceptions and intentions regarding patient safety during clinical clerkships. Methods: Cross-sectional and self-administered questionnaire survey was conducted on 34 students from one medical school using a modified version of the Medical Student Safety Attitudes and Professionalism Survey (MSSAPS). We assessed $4^{rd}-year$ medical students' perceptions of the cultures ('safety', 'teamwork', and 'error disclosure'), 'behavioural intentions' concerning patient safety issues and 'overall patient safety'. The overall response rate was 66.4%. Results: Among safety domains, "teamwork culture" was rated highest. "Error disclosure culture" received the lowest ratings. Regarding the error disclosure domain, only 10% of respondents reported that they have received education or training on how to disclose medical error to patients. Independent of survey domains, when students were asked "Overall, do you think your hospital is safe based on your clinical rotation?", 61.8% reported that the hospital was safe. Conclusions: Assessing students' perceptions of safety culture can provide clerkship directors and educators with information that enhances the educational environment and promotes patient safety. Discussions of medical errors, patient safety, and how best to incorporate an analysis of these issues into the existing curriculum are needed.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.307-317
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• 2008

In this study, we investigated the elementary school students' perceptions of the scientific and technological professions by using the 'drawing scientific and technological workplaces'. The subjects were 401 students of 4th and 6th grades at three elementary schools in Seoul. The results revealed that many students drew the interiors of laboratories or factories as scientific and technological workplaces, and explained the nature of the work- place, but students' images were superficial and general. Most students' drawings also exhibited the stereotypical images of science and technology as androcentric and negative perceptions. Students were mainly inclined to perceive that the works relevant to science were experiments, and the works relevant to technology were productions and repairs. Most students answered more than two examples of scientific and technological professions, but their responses were not various and were biased toward basic scientists, blue-collar workers, and repairers. Educational implications of these findings were discussed.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.365-387
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• 2016

This study examined the effects of students'perceptions of classroom on self-regulatory strategy use, persistent intention, and achievement in an online Science gifted program. The sample included 434 middle and high school students who participated in the 3-months online gifted program. Participants volunteerly surveyed on their perceptions of classroom (appeal, challenge, choice, meaningfulness, academic self-efficacy), self-regulatory strategy use, and persistent intention. Student achievement data was collected from online learning system. Multiple Regression was conducted to analyze the effect of students'perceptions of classroom on various dependent variables. The results of this study showed that (1) students use of rehearsal strategy was positively related to academic self-efficacy among the sub-variables of students'perceptions of classroom and the use of rehearsal strategy was negatively related to challenge; (2) the use of elaboration strategy was positively related to challenge and meaningfulness; (3) the use of time management strategy was positively related to academic self-efficacy and the use of resource management strategy was positively related to challenge; and (4) students' persistent intention was related to appeal, challenge and meaningfulness, achievement was related to challenge.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.673-696
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• 2015

Students' perception of science-related career strongly influences the formation of career motivation in science. Especially, the high level of science gifted students' positive perceptions plays an important role in allowing them to continue to study science. This study compared perceptions of science-related career between general and gifted middle school students using semantic network analysis. To ensure this end, we first structuralize semantic networks of science-related careers that students perceived. Then, we identified the characters of networks that two different student groups showed based on the structure matrix indices of semantic network analysis. The findings illustrated that the number of science-related careers shown in science gifted students' answer is more than in general students' answer. In addition, the science gifted students perceived more diverse science-related careers than general students. Second, scientific career such as natural scientists and professors were shown in the core of science gifted students' perception network whereas non-research oriented careers such as science teachers and doctors were shown in the core of general students' perception network. In this study, we identified the science gifted students' perceptions of science-related career was significantly different from the general students'. The findings of current study can be used for the science teachers to advise science gifted students on science-related careers.