• Asia pacific journal of information systems
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• v.32 no.4
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• pp.803-829
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• 2022

With the advances in technology and the trend towards increased computer-based experiential learning in education settings, business games are being increasingly used by business educators. This article utilizes Toulmin's Sensemaking Framework to investigate the sensemaking process of business professionals to reveal how they consciously reason about the value of business games for learning complex business concepts and principles. Using the analysis of responses from 43 business professionals, our study identifies key areas where business professionals find value in business games and the limitations of using business games. First, business games are found to be an effective tool when teaching practical business skill sets to business professionals. Second, business games enhance the overall learning process in professional business training. Third, despite the advantages, some pitfalls in applying business games to practice are found. We also found sub-themes, claims, and argument patterns of how business professionals evaluate the value of business games through a grounded theory qualitative analysis method. Analysis results show several ground-warrant patterns exist in the arguments on values of business games including general principle - causal reasoning, personal experience - generalization, and personal projection - generalization. With these findings, we believe this paper contributes to the theory and practice of business game design, development, and the game playing and learning process.

• Journal of Science Education
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• v.37 no.3
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• pp.525-537
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• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.

• Journal of Korean Home Economics Education Association
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• v.1 no.1
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• pp.1-17
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• 1989

Present, we cannot expect the maximum studying effect in a home economics and the drill unit of secondary schools because of several problems. Such problems can be enumerated as follows. 1. The explaination of a making process in texts would be difficult for the students who have a poor understanding to grasp. 2. The much effort would be made due to teacher’s repeated exhibition, by which the progress of a text might be unreasonable. 3. The teachers unaccustomed to the drill might treat it carelessly and become to avoid it. 4. The skill to grasp a general work flow might be lack. Baseing on such problems, this researcher did using a medium of Video in teaching method of home economics. For this purpose, the quality of Video Tape would be important. Above all, we made out the script of Video Tape through advices of specialists in Video medium, majors in home economics, and the students teaching of home economics and the concerned persons, by which we recorded a gather skirt, as a finished goods, especially of the characteristics of each kind of a skirt. Next, we recorded and produced the total steps from a preparation of skirt-making to a finishing as using a V.T.R. shot technique. The Video would be screened and the supplemented explaination of a teacher would be added in a step of instruction. In the development of instruction, students would begin the making. The expected effects according to using Video Tape are as follows. 1. The making order of text would be exhibited by a model directly and the explaination of a narrator would be added concurrently, by which students would understand it easily as confirming each step. 2. All students can watch these steps owing to a close up, one of the V.T.R Techniques. Accordingly, the teacher’s efforts would be decreased and the proper progress of a text could be maintained because of no repeated exhibition of a teacher. 3. To the teachers unaccustomed to and interested in a drill, the medium would become a subsidiary means. 4. Study all steps of a making, students would become to understand the general flow of a work. Therefore, it might be possible to generalize another units of a making. However though this study was designed don a basis of such effects, the using effects based on only the existing study results, and was focused on the production of a medium. Because this research would be a teacher and there was noncooperation of secondary schools, it was impossible to experiment in schools, which was the prime limitation of this study. Therefore we should be experiment further for the continuous studying.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.95-120
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• 2011

Modern society is the age of the information. As new information is springing up every day and pace of change becomes faster, the importance of communication skills is growing. The recent mathematics education is recognized as not a fragmentary mathematical knowledge or results of the learning, but a procedure of mathematical thinking, and the effective expression skill of their mathematical ideas and the ability to forward it to others are regarded very serious. As the method of mathematics evaluation, mathematical essay is introduced to replace the existing multiple-choice written test. This method assess the ability which students have, that express the reorganized knowledge and information according to given situation by themselves. Ultimately, it is expected to help that students get the higher order thinking skills such as logical thinking and creativity. However, definition of elementary mathematical essay is unclear, and proper teaching methods is lacking for each stage of elementary school students. Thus, in this paper, I have defined the concept of elementary mathematical essay and made a foundation of elementary mathematical essay research, then researched about the effective utilization of elementary mathematical essay using school education. Also elementary mathematical essay teaching-learning materials is developed and applied to analyzed the students' responses. Using this program, in real elementary school education, the implications has deduced.

• Journal of Korean society of Dental Hygiene
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• v.18 no.4
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• pp.477-488
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• 2018

Objectives: The purpose of this study was to investigate career competency, tasks, and job satisfaction of public servants, public institutions, and researchers. Methods: The survey was conducted about career competency, job satisfaction, and satisfaction on work life. Next, they interviewed on the characteristics of each job by two or three dimensions. The following conclusions were obtained from July to August 2017. Results: Career competencies were GPA with 3.87, 818 points of TOEIC score, and ITQ certification. Public servants required the information on literacy skills for employment and job performance, while civil servants need more than one year of clinical experience in the dental hospital. The non-commissioned officer needed a written test and fitness training. The health insurance review and assessment center required more than one year of experience from general hospital or medical institutions. Researchers required a research career, language skill, and professors required research and teaching experiences with clinical experience more than three years. The main job tasks were as follows; for public servants, they were official document processing and community projects. For the civilian workers and military/noncommissioned officers, they were medical assistant and administrative works. The employees of the health insurance review and assessment service are examining the medical expenses and the medical examination, the researchers are experimenting, researching and writing articles, and the teaching staff are lecturing and conducting individual research. Conclusions: The results of job satisfaction survey showed that occupational satisfaction was the highest in civil servants, researchers, and teaching professions. Job security was the highest in health workers and health inspectors' evaluation centers, and time vacancy was the highest in civilian workers and military/noncommissioned officers. If you want to work in such an institution, you should prepare elements that match your basic literacy and job specific characteristics. And we should try to increase the satisfaction of work even after work.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.825-838
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• 2018

The purpose of this study is to develop a survey tool of scientific character for elementary student which connects science education and character education effectively by figuring out traits of elementary students' character being presented in teaching and learning context of elementary school science. For this, we adapted the theocratical model from the previous research which defined scientific character as the competencies being able to practice in concrete teaching and learning context of science. Based on this model, we developed the survey tool as 'Scientific Character Inventory for Elementary Student' to assess elementary students' scientific character as the competences to practice the virtues being pursued in the context of elementary school science and verified its reliability and validity. As a result of an exploratory and confirmatory factor analysis, we confirmed all the items could be summarized into 28 items and eight constructs such as scientific problem-solving, self-management, self-reflection, communication, interpersonal skill, community participation, global citizenship, and environmental ethics awareness. We found that minimum reliability coefficient of constructs was over than 0.5 and reliability coefficient of the total items was 0.878. And also, there was modest relationship between each construct and the total score of scientific character. These results show that the developed survey tool can be useful in evaluating the effectiveness of science character education. This study is meaningful in that it systematically reveals constructs of scientific character which can be raised in concrete context of science teaching and learning so as to suggest the survey tool to assess this.

• Journal of the Korea Convergence Society
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• v.10 no.9
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• pp.37-45
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• 2019

In recent years, the emergence of virtual reality (VR Virtual Reality) technology has provided a new model of safety education, enabling users to learn and respond to disasters in a virtual safety education environment. However, the related VR products related to domestic and foreign R & D are relatively simple, there is no practical training on specific accident, and it is not practical enough to play a sufficient role in safety education. In this paper, the problems and disadvantages of VR technology applied in the field of automobile safety education as an example of automobile accident among the types of disasters are examined, and a system framework of automotive safety education based on VR technology is proposed. The vehicle safety education system proposed in this paper will help users to improve driving safety consciousness, to acquire safety knowledge in driving, and to acquire driving safety skill which is very important for automobile safety education. In addition, the design and production methods of safety education based on VR technology are considered to have important reference implications for the application of modern teaching and teaching theory by integrating with VR technology and developing related teaching materials products and finally introducing education.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.51-65
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• 2015

The purpose of the study was to describe the operating status of "Logic and Writing in Home Economics Education(HEE)" course and the students' perception about the course. For this study, the syllabuses of "Logic and Writing" course in HE education department were reviewed. The survey method was used in this descriptive study. Respondents in this study were 116 students taking the "Logic and Writing in Home Economics Education" course. Questionnaires from the students were collected through on-line and off-line mail. The results of the study were as the follows: First, goals of the "Logic and Writing in HE Education" course were as the follows in order: to enhance writing skill about various subjects related to Home Economics; to foster HE teachers' professionalism through persuasive power logically; to foster writing skill logically; to prepare HE teacher recruitment exam; and to foster teaching skills to enhance students' writing. The student evaluation methods in the course were mainly attendance, examination, tasks, discussion and presentation, and class participation. Second, degree of satisfaction of students taking the course was higher than average. The student respondents perceived that the course was helpful to improve their logical thinking and critical analytical skill, writing skill related to HE education and education, ability to express one's opinion clearly and exactly, understanding of the fundamental concept of logic and the structure and method of the essay, comprehensive understanding of HE education, and ability to solve the problems specifically. However, they responded that it was difficult to practice writing, to discuss and debate frequently, to follow uncertain assessment criteria, and to present frequently. They wanted the instructor to give the feedback more frequently.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.113-135
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• 2019

The purpose of this study was to analyze the characteristics reflected in the 2015 revised home economics curriculum for the key competencies presented in the OECD education 2030 project. The results indicate that first, in general, about 46.5% of the competencies could be classified into the skill, attitude and value category; 17% into the learning concept framework category; 24.2% into the competency development cycle category; and 12.5% into the complex competency category. Overall, the competencies of the OECD learning framework are found to be reflected primarily in the achievement standards(59%), followed by characteristics(16.1%), teaching-learning and assessments orientation(9.4%), content system(8%), and goals(7.6%). Second, the key competencies were reflected in the middle school curriculum, more often in the descending order of action, problem-solving, communication, respect, creative thinking, conflict resolution, empathy, critical thinking, self-regulation, and student agency. In the high school curriculum, the competencies were reflected more often in the descending order of action, empathy, problem-solving, anticipation, global competence, self-regulation, student agency, literacy for sustainable development, reflection, and critical thinking. Third, the heat map shows that the competencies corresponding to the third and fourth levels are most frequently reflected in the curriculum. Therefore, it is advisable to develop effective plans to execute and support the reflection of key competencies in the curriculum. Through this study, home economics educators are expected to understand the inter-connectivity between the key competencies emphasized by the OECD learning framework and the competencies of home economics as a practical subject, and to scrutinize how to help individual students develop their overall competencies and be prepared for the future.

• Korean Journal of Applied Biomechanics
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• v.19 no.3
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• pp.467-479
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• 2009

The purpose of this study was to present the quantitative data which riders can utilize teaching field by comparison analysis of kinematics according to skill level of rider during 2 strides rising trot with the JeJu's-Horse. Participated subjects was consisted of total 10 riders(unskilled: n=5, skilled: n=5). The method of experiment & analysis was based on 3D cinematography. Variables were consisted of temporal, linear & angular kinematics by each event & phase. The skilled assigned more ratio of elapsed time in air than support phase, had the less range of motion in up-down direction and more consistent velocity in lateral & forward direction and performed periodic up-down movement with alignment in vertical direction according to elapsing of phases. The skilled more flexed at elbow and extended backwardly according to elapsing of phases, while more flexed forwardly at hip & knee and plantarflexion at ankle. The skilled postured backward extension but the unskilled do forward flexion. That is, It was considered that the unskilled continued more unstable posture than the skilled during 2 strides in rising trot.