• Journal of Korean society of Dental Hygiene
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• v.5 no.2
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• pp.297-309
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• 2005

The purpose of this study was to develop a standardized preschool oral health education program as one of educational media and to apply it to preschool education. It's ultimately meant to help improve the oral health education policy of the nation toward young children and to provide multiple information on that. The subjects in this study were 250 young children who were at the age of 7 and attended kindergartens in the city of S. To evaluate an oral health education program prepared in the study, the selected young children were taught by using it, and a survey was conducted twice before offering education and three weeks after it to assess their knowledge. Besides, their patient hygiene performance was tested. For data handling, SPSS program was utilized, and in order to see if there would be any changes in their oral health behaviors, statistical data on percentage were obtained and crosstab was employed. To track any possible additional changes in their relevant knowledge and Simplified Oral Hygiene Index, t-test was implemented. The findings of the study were as follows: 1. As for changes in oral health behaviors, there were significant differences in tooth brushing time(p<0.05), tooth brushing method(p<0.01) and toothbrush keeping method(p<0.001) between before and after the education. 2. Regarding changes in oral health knowledge, there was a significant gap between before and after the education(p<0.001). In detail, their knowledge about the cause of dental caries(p<0.05), the right choice of toothbrush(p<0.001) and toothbrushing after meals(p<0.01) became significantly different. 3. There was no gap in patient hygiene performance index between before and after the education. 4. To boost the effect of oral health education on kindergarteners, it seems necessary to give a lecture on oral health, to demonstrate tooth brushing by using dntiform, and to offer instruction by utilizing disclosing solution. 5. Repeated education should be provided on a regular basis by preparing standardized teaching plans tailored to the characteristics of kindergarteners, and a wide variety of teaching materials that could be easy to understand, authentic and provide motivation to them should be developed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.106-114
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• 2017

This study was a one-group pre-post test design experimental investigation conducted to evaluate the effects of problem-based learning by type of learning in nursing students. The subjects of the study were 125 senior students in the Department of Nursing Science at a single university located in A. City, and the study was conducted for eight weeks from April 18 through June 10, 2016. Data analysis consisted of descriptive statistics, ANOVA, ${\chi}^2$-tests and t-tests. Most nursing students underwent converger type of learning, and after problem-based learning, their learning flow, problem-solving ability and critical thinking disposition increased significantly. In problem-based learning by type of learning, the problem-solving ability was significantly higher in the converger type than in the accommodator type, and there were no significant differences in learning flow and critical thinking disposition; however,in all types of learning, learning flow and critical thinking disposition increased. Since these results suggest that teaching and learning strategies should be set up for each type of learning, it is necessary to seek plans for teaching and learning strategies to make up for the weak points and strengthen the strong points by each type of learning when applying the problem-based learning method.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.31-47
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• 2008

In this study the interpretive perspective means a point of view on educational curriculum in which in order to reach the understanding of the meaning of the behaviors and beliefs of human beings, and the historical and cultural products, the process of discussing on the basis of historical and cultural knowledge is very important. The developed curriculum means the one that consists of the goal of the curriculum, the contents of the curriculum, lesson plans, and the instruction-learning materials. This study has been carried out in four steps: conceptualization, development, application and evaluation. This study has tried to propose some changes in the contents of clothing life education on the basis of the interpretive perspective by firstly, assuming some core concepts that were related to clothing life education in Home Economics and secondly, organizing the contents of the clothing life culture area based upon historical and cultural materials. The results of the application of the developed curriculum came out positive. The strong points of the developed curriculum showed that for the students the curriculum was helpful in seeking answers to such questions as 'who I am' and 'what kind of being I am' through the perception of traditional culture and clothing life. In addition, the developed learning contents were recognized as new knowledge. It also showed that teaching contents with a focus on the interpretive perspective could play a role as reflection for the practice and for the arrival at the final perception. A weak point of the developed curriculum is that the Home Economics teachers themselves might find difficulty preparation for teaching this material because of their limited understanding and knowledge of the historical and cultural materials about clothing life.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.594-602
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• 2021

This study aims to identify the learning behavior patterns recognized by students to find effective tutoring operational methods, and further analyze the impact of learning behavior patterns on academic performance and learning satisfaction. To this end, 105 participants in the tutoring program at D University based in Busan Metropolitan City collected data and conducted descriptive statistics, correlation analysis and regression analysis according to research problems. First, the study found that students who participated in tutoring had the most environment-dependent and self-taught learning behavioral styles and environment-independent and self-taught learning behavioral style. Second, the correlation between learning behavioral styles and academic achievement and learning satisfaction shows that there is a high correlation between positive and cooperative learning behavioral styles and environment-independent and self-taught learning behavioral styles. Third, regression analysis on academic achievement and learning satisfaction showed that positive and cooperative learning behavioral styles significantly affects learning satisfaction, but environment-independent and self-taught learning behavioral style, environment-dependent and self-taught learning behavioral style, and passive learning behavioral style were not significant. These results suggest that from the school perspective, learning behavior can be recognized as an important factor in students' academic success and failure, so instructors need to check learners' learning behavior patterns and provide appropriate tutoring teaching and learning design plans.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.183-192
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• 2021

As part of the second-year monitoring study on the implementation of the 2015 revised science curriculum, this study investigated high school science teachers' perception and realization of instruction and assessment of elective courses to derive measures to settle and improve the science curriculum. A total of 244 high school science teachers responded to the survey questionnaire, and 9 teachers participated in interviews. In survey results, science teachers are contemplating ways to increase students' science competencies and their participation in classes, but still, lecture-oriented classes are most often used in their teaching. Regarding assessment, teachers responded that there were positive changes in all of the questions related to process-based assessment (PBA). Regarding the difficulty of managing science elective courses, teachers most often selected increased numbers of subjects being covered, overload of work, and the burden of restructuring classes considering various ways of teaching and assessment. Through in-depth interviews, teachers argued the difficulty for Science I courses to emphasize student participatory classes compared to integrated science, and the difficulty to implement student participatory classes for Science II courses, which are mainly placed in the third grade. Teachers also argue that it is necessary to secure time to implement PBA in science elective courses, and that there is no need to implement PBA for the science experiment since there are no tests on the SAT. Based on the results of the study, discussed in the conclusion are support plans for the settlement of PBA in elective courses, and the need for in-depth analysis of the direction and cause of student participatory classes and PBA at the school.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.67-83
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• 2022

This study was designed to develop a sustainable clothing life education program for middle school students and to analyze the effects of the developed program on the "Change-maker" characteristics of adolescents. This study proceeded following the ADDIE teaching design model. The learning activities in the middle school Technology and Home Economics textbooks were analyzed according to the steps of the Change-maker education program. Based on the analyzed results, the sustainable clothing life education program entitled 'Clothes for us, actions for the earth' which includes ten teaching and learning process plans, 17 individual learning activity sheets, and seven group learning activity sheets was developed. The developed program was implemented on 285 first-year students in K middle School in Ulsan. After the class, the level of Change-maker characteristics of the students increased from 3.87(SD=.54) to 4.59(SD=.64). From the interviews of the students, it was also found that the developed program influenced the values and behaviors of the students. Therefore it was confirmed that the Education for Sustainable Development(ESD) program on clothing life in middle school Home Economics developed based on the Change-maker education program stage was effective in cultivating the Change-maker characteristics of adolescents.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.3
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• pp.879-888
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• 2017

The purpose of this study is to explore the competence needed to be possessed by multicultural mentors, and offer an education program for the competence development of mentors. From June to September of the year 2016 in-depth interviews were conducted with 10 mentors who have participated in multicultural mentoring for over a year concentrating on the result of their participation in the mentoring. The interview contents were transcribed, then analyzed into learning competence, psychological competence, social competence as well as cultural competence. The result of the analysis is as follows. First, the learning competence needed for mentors are intellectual capability and teaching skills needed when teaching mentors. Second, the psychological competence consists of the attitude of attentively listening to mentees and advising them. Third, the social competence is conversation skills, communication techniques and leadership. Fourth, the cultural competence consists of recognizing diversity and the ability to manage the mentee's situation. Based on the analysis of this result, educational plans for enhancing mentor's capacity are as follows: First, education for mentors is necessary before they will begin mentoring. Second, it is necessary to provide a place for mentors' self-reflection. Third, it is for mentors to receive regular counseling. This study will become a basic research to reinforce the effectiveness of mentoring and reconsider the importance of mentor's capacity.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.557-570
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• 2023

The purpose of this study is to develop a digital-based non-face-to-face instructional design model for national public servants. For this purpose, we reviewed the direction of non-face-to-face instructional design based on previous research, and interviewed a total of 10 instructors and learners with experience in non-face-to-face education to identify the success factors of non-face-to-face instructional design for government employees. In addition, to ensure the validity of the instructional design model, a Delphi survey was conducted with experts in instructional design and educational management. As a result, the digital-based instructional design model for national public servants reflects the importance of learning objectives and content design to enhance learning motivation and improve educational effectiveness, and includes detailed implementation plans to support specific and clear performance activities for instructors in non-face-to-face education situations. The instructional design model developed through this study can be expanded as a standard for improving the quality of education in public human resource development, and can be used as a teaching and learning guide according to learner types and characteristics.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.564-579
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• 2009

The purpose of this study was to examine the change in the classes of the beginning science teachers through a cooperative mentoring program that induces the practice of reflective thinking. Participants in this study included three mentor-teachers, two teachers in doctorate or masters courses, one university professor, and three mentee-teachers who had less than four years of teaching experience. We collected data such as video recordings of mentee-teachers' classes and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor's and mentee's journals, and RTOP class observation reports. RTOP was used for the class analysis, and the cognition and changes in mentee-teachers' classes were determined from their journal entries and one-on-one mentoring interview materials. According to mentee-teachers' recognition of changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching styles, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classes through their reflective practice and improvement. Based on the result of this study, however, the teachers' reflection was not all accompanied with reflective practice even if the beginner science teachers made some partial changes in reflective practice by reflection. This means that it is hard to instill a reflective practice in mentee-teachers through mentoring in a short period. Therefore, we consider that more systematic and long-term mentoring is necessary for beginner science teachers.