• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.418-427
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• 2007

The purpose of this study was to describe the elementary teachers' teaching behavior procedure in verification-type laboratory instructions. In order to do this, we should know first what constituted the teaching behavior elements in the teachers' instructions, before the teaching behavior can be analyzed. Thirty sets of instructions were recorded and their transcripts were used in this study. The results of this study indicated that the number of teaching behaviors numbered twenty four in total, and that the teaching behaviors could be classified into nine categories, and finally the procedure used in verification-type laboratory instructions generally followed seven steps. These steps can be described as follows; reminding subjects of the preliminary learned concept, presenting inquiry type questions or introducing the main concept, explaining the method used or presenting the predictable outcome/matter for verification, performing lab-based activities, presenting the outcomes, applying the main concept, and finally closing the instruction. For the purpose of promoting more authentic scientific inquiries using these types of instructions, the authors's claims were discussed.

• Journal of Digital Convergence
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• v.16 no.8
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• pp.373-380
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• 2018

The purpose of this study was to know the effects of teaching behavior type of expression activity class on flow and competence in elementary school. The subject for this research consisted of elementary students located in Busan were selected as a population. The sampling method was convenience sampling out of non-probability sampling method. A total of 300 questionnaires were distributed and 280 copies were collected back. Out of those returned questionnaires, insincerely replied or double-replied questionnaires were excluded and finally 216 questionnaires were analyzed for this study. Collected data were put to frequency analysis, exploratory factor analysis reliability analysis, correlation analysis, and multiple regression analysis using the SPSS Win Ver. 22.0 program. The results of these analyses are as follows. First, the commanding type, the autocratic type, the democratic type and the reward type which are the subordinate variables of the teaching behavior type, were all found to have significant effects on the flow. Second, the democratic type and the reward type which are the subordinate variables of the teaching behavior type, were found to have significant effects on the competence. But, the commanding type and the autocratic type which are the subordinate variables of the teaching behavior type, were not found to have significant effects on the competence. Third, the flow were found to have significant effects on the competence.

• Journal of vocational education research
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• v.37 no.2
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• pp.129-143
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• 2018

The purpose of this study was to analyze how teaching behavior styles of fisheries & maritime high school teacher on students' satisfaction in major subject classes. A survey was conducted for high school students from fisheries & maritime high school. The results were as followed. First, there is a statistically significant correlation between fisheries & maritime high school teacher's teaching behavior styles and student's classes satisfaction. In other words, teaching behavior styles should be different according to the individual differences of students' learning. Second, fisheries & maritime high school teacher's teaching behavior styles has some significant influence on student's classes satisfaction. Diversity Teaching behaviors had a statistically significant effect on content satisfaction. Interaction teaching behavior, diversity teaching behavior style, and individualized teaching behavior style had a statistically significant effect on method satisfaction. For the evaluation satisfaction, there was a significant statistically significant effect of clarity on teaching behavior styles and diversity teaching behavior type. It is necessary to improve the content satisfaction of the students through the application of the teaching method considering the difference of understanding of the contents of each student.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.145-161
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• 2017

The purpose of this study was to analyze the relationship among NCS basic vocational competencies, Teaching Personality Aptitude and DISC behavior type of pre-preschool teachers. The subjects were 110 pre-preschool teachers attended in D university located in Kyonggido. 'NCS basic vocational competencies scale', 'Teaching Personality and Aptitude scale', and 'DISC behavior type scale' were used in the collection of data. It used Pearson's correlation Analysis to analyze the data. The results of this study are as follows; first, there was positive correlations between dominance trait and mathematical competency. And, there was positive correlations between interaction trait and self-development competency. And there were negative correlations between support traits and NCS basic vocational competencies. Second, it was revealed that positive correlations between almost sub scale's of NCS basic vocational competencies and teacher teaching personality aptitude. Third, there was positive correlations between dominance trait and sub scale of teaching personality aptitude(e.g.: problem solving/ inquiry skills, judgment, creativity/practical ability, leadership, knowledge/information ability, planning ability, sincerity/responsibility). And there were negative correlations between support traits and sub scale of teaching personality aptitude(e.g.: problem solving/ inquiry skills, judgment, creativity/practical ability, leadership, sincerity/responsibility).

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.565-582
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• 2004

The purpose of this study was to explore the elements of teaching behavior and classify instructional types through the teacher's classroom observation in elementary school science classrooms. 18 elementary school teachers were selected at Seoul city and Kyungkido. The topic of lesson was 'How the weight of object is changed according to the shape to sink in the water'. Each class was recorded and analyzed that. The teaching behavior elements were used inductional analysis method. The instruction types were classified into instructional organization, teaching strategies in teaching-learning processes, the level of openness of inquiry at science classroom. The validity and reliability of the data were analyzed by 7 science educators. The results of the analysis of the teachers discourse showed that there are 23 types of teaching behavior elements. Used teaching behavior elements revealed the differences from each teacher. There were 7 types among the 12 types of class and the most common types of instruction were unsystematic, teacher-centered, and guided-inquiry. The result showed that guided inquiry type was found more than open inquiry type and teacher-centered instructional, content-centered instructional, superficial inquiry process showed characteristic.

• Journal of East Asia Management
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• v.4 no.2
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• pp.39-62
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• 2023

Online and offline mixed teaching mode has become an important way to promote the connotative development of higher education. Under the background that offline teaching has become mature, in order to further promote the development of online education, and promote the implementation of the mixed teaching mode, to mix and to provide basis for the construction of the mixed teaching mode, this study takes the online learning effect as the evaluation basis, adopts the online questionnaire survey to conduct statistical analysis of the online learning behavior of 2213 college students, and discusses the differentiation phenomenon of online learning groups from the micro, meso and macro perspectives. It is found that there are significant differences in the online learning effect of college students in terms of the type of learning platform, whether the school implements the online offline mixed teaching mode, education background, grade (bachelor's degree), and region. Colleges and universities should strengthen the promotion of online and offline mixed teaching mode; The online learning platform should improve the platform function and strengthen the functional differentiation design of learning resources for students. Education departments pay attention to the learning effect of online learners in different regions, and bridge the gap in regional education.

• Journal of the Korea Fashion and Costume Design Association
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• v.4 no.3
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• pp.65-73
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• 2002

The purpose of this study was to prepare lesson plans, study aids and multimedia learning materials for the clothing units in TechnologyㆍHome economics of the 7th national curricula. It's also meant to utilize these materials in instruction in order to provide students with more direct and practical learning experience and make them capable of leading a successful life in the 21st century. 1. The teaching plans were mapped out for the clothing units in TechnologyㆍHome economics class for middle school grade 2, which were all covered by eight textbooks: clothing and life(the function of clothes, my attire, wearing a suit, and wearing Korean traditional dress), the preparation of garments(the type of fiber, understanding of stuff, and preparing garments), and cloth care and storage (washing, storage, alteration and recycling). 2. The lesson plans included information on the name of units, period, learning objectives, teaching environment, materials, learning content, introduction, development, remarks, topping off, announcement for next session, and related Web sites. 3. To raise the effect of education, study aids were developed to be appropriate for the units. The lesson plans and study aids for the clothing part of TechnologyㆍHome economics class for middle school grade 2 would serve to help students build the right clothing habits, and are expected to serve as good teaching materials.

• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.7-25
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• 1997

Using the self-evaluation test proposed by D. Girdano, et al., the psycological, and biological causes and personality factors of the stress of the nursing students of K university in local county are measured and analyzed. As fundamental data to overcome these kinds of stress, the overall stress profiles are proposed. The results of this study are ; 1) The freshman group is very susceptible to the stress due to the behavior type and anxiety-reactive personality. 2) The sophomore group is very susceptible to the stress due to frustration, the behavior type and anxiety-reactive personality. 3) Two groups are not susceptible to the stress due to diet and noise. Since the stress is the multi-dimensional phenomena, it is necessary to reduce these stress that the life style of each Individual students be changed and the curriculm and the teaching methodology in nursing school be developed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.342-348
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• 2017

This study examined the difference between parents' and teachers' recognition about problem behaviors of children. The findings showed that there was a distinct difference between parents' and teachers' recognition about all problem behaviors of children. Especially, teachers had more recognition about problem behaviors of children than parents. And the reactive interaction and the actual prevention in educational institutions were preferred in the difference between parents' and teachers' recognition about a teaching strategy for children, such that teachers had significantly higher recognition about a teaching strategy for children than parents did, while there was no significant difference in the strategy for social emotion. This means that teachers should originally control and manage various problem behaviors based on the common teaching strategy, which is socio-emotionally recognized, rather than the biased teaching strategy. But the teaching strategy of reactive interaction is preferred in accordance with the type of problem behaviors between teachers and children and the children who show problem behaviors. Especially, teaching strategies of reactive interaction and actual prevention focused on the inhibition and prevention of children's problem behaviors are preferred in light of children's characteristics of many unexpected problem behaviors.

• Quality Improvement in Health Care
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• v.21 no.1
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• pp.36-49
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• 2015

In Intensive Care Units (ICUs), where severely ill patients are treated, importance of reducing Hospital Acquired Infection (HAI) cannot be overstated. One of the simplest and most effective actions against HAI is proper hand hygiene (HH) behavior of Health Care Workers (HCWs). However, compliance varies across different cultures and different job types of HCWs (physicians, residents and nurses). This study aims to understand determinants of HH behavior by HCWs' job types in Korea. Qualitative analysis was performed based on Reasoned Action Approach style interviews with staff physicians, residents and nurses across 7 teaching hospitals. We found that all HCWs strongly believe HH is important in reducing HAI. There were, however, job type-specific HH behavior modifying factors; staff physicians stated feeling pressure to be HH behavior role model. Residents identified Quality Improvement team that measured compliance as a facilitator; a notable barrier for residents was senior physicians not washing their hands, because they were afraid of appearing impudent to their seniors. Nurses designated their chief nurse as a key referent. All participants mentioned heavy workload and lack of access to alcohol-based sanitizer as situational barriers, and sore and dry hand as deterrents to HH compliance.