• Journal of Korean Home Economics Education Association
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• v.2 no.1
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• pp.101-110
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• 1990

The purpose of this study is to survey the learner’s need achievement, interest and practical level of the learning objectives according to the teacher’s teaching method in home economics of middle school(Dietary Life Unit), to examine the differences according to the local situation, and to get some information to improve the teaching method. This study surveyed the eight units of dietary life with 459 students in the rural community (224 students) and Seoul(235 Students). The collected data were analyzed by T-test, F-test. To sum up this study are as follows: 1. When the need, achievement, interest and practical level of unit “food”are compared the students of seoul with those of rural community, the student of Seoul show high in “The use of Processed Foodstuffs” and low in “Cooking the Processed Foodstuffs.”The student of rural community show in “A kind of Cooking Method”and low in “Environment and Food Life”. 2. The need, achievement, interest, practical level of the whole unit in rural community is higher than those is Seoul. 3. According to teaching method, comparison Seoul with rural community is revealed as follows. Seoul region is revealed significance to discovery learning in “Cooking Foodstuffs(The achievement and interest level) and ”Environment and Food Life”(interest level). Rural community is revealed significance to discussion learning in “The constituent and Food Life”(The need level, interest level). Rural community is revealed significance to explanation learning in “Environment and Food Life”(The achievement level).

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.205-230
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• 2014

New teaching and learning theory on various aspects about class is needed to implement education which reflects constructivism, ideally. For an ideal learner-centered mathematics class, tangible and intangible elements related to education(view of knowledge, view of leaner, teacher's role, evaluation, the form of class, learning, teaching material, etc.) should be integrated from a constructive perspective and especially, teaching material has to be premised on that learners have intellectual abilities to construct knowledge themselves, and reflect integrity of knowledge, diversity and others, and contain open attributes. In addition to this, teaching material should have characteristics different from those when objective epistemology applies, so there is a need to analyze whether teaching material has those characteristics. For this, this study compared and analyzed <1. Three-Digit Numbers> which belongs to the domain of numbers and operations out of the units of mathematics(3) textbook of the 2009 revised curriculum for the first and second grade that first introduced story-telling, and <3. Understanding of Place Values> for the second grade of constructive math class used in the U.S.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.623-644
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• 2014

Many researchers have supported in various aspects that elementary students should experience alternative algorithms as well as formal standard one for addition and subtraction. Korean elementary mathematics textbooks have some units for alternative algorithms for addition and subtraction. In special, the change of unit sequence in the second grade revised mathematics textbooks may cause the necessity for discussion about teaching sequence and teaching purpose between alternative algorithms and formal standard one. Therefore, this study aims to consider the purpose of teaching alternative algorithms and to induce implications for their teaching strategies and sequence. To do this, related references, curriculum and textbooks were analyzed. Four lessons were observed and three teachers were interviewed. The main content of this study is the result of analysis on students' activities and teachers'teaching approaches. This study also includes didactical implications based on the result.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.51-77
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• 2023

This study analyzed the respective teaching and learning-related services offered by the Centers for Teaching and Learning and the academic libraries to find the proper roles of libraries regarding this type of service. We interviewed librarians to collect the data. The content analysis of the qualitative interview data enabled us to identify the librarians' perceptions of teaching and learning support, service provision method, strengthening relationships with other academic units, recognition of libraries' roles within the universities, and generating more investment for the libraries. Finally, the analysis led to six suggestions for libraries' teaching and learning support functions, such as advertising the availability of specific academic discipline or unit-oriented library services, strengthening librarian's capabilities as educators, bolstering digital information literacy of the faculty members and students, injecting libraries' views into the development and maintaining fundamental knowledge-related programs, emphasizing the notion of human-centered libraries, and finding new ways to utilize library space.

• Education of Primary School Mathematics
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• v.9 no.2 s.18
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• pp.89-105
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• 2005

The purposes of this study were to develop an effective teaching material for slow learners in mathematics and to investigate its effect. To achieve the first goal, several pre-used teaching material and the 7th national curriculum for elementary school mathematics were analyzed to set up a framework fur developing new teaching material. Using these developed framework and curriculum data, 370 units of lesson were developed from the 3rd grade to the 6th grade. To investigate the effect of the material, 3 slow learners (2 from the 5th and 1 from the 6th grade) were selected through diagnostic tests. Then supplementary lessons were administered after school to relieve their disability accordingly for seven months. During the lessons(lasted about 40 minutes), teacher observed the subjects in detail and .judged the teaming sequence and the learning pace. Through this observation and the test administered after the treatment, several conclusions were drawn as follow: First, the supplementary lessons using the developed teaching material helped slow learners understand mathematics and solve problems. Especially, the test scores gained on formative evaluation became higher. This might be caused by the material that enabled to relieve the disablement and the teaching method that aimed to give a meaningful mathematical experience. Second, the supplementary lessons affected positively to the affective domain of the slow learners. They convinced themselves to their mathematical ability and became active in their mathematics class. This was observed by researcher and the class teacher in their lessons. Positive attitude toward mathematics and their ability is quite important for mathematics learning especially fur slow learners in mathematics.

• Journal of Industrial Convergence
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• v.21 no.1
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• pp.55-65
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• 2023

The purpose of this study is to explore the teaching experience of first-time youth soccer leaders. To this end, four leaders registered in the U-12 team were selected from those with more than 10 years of player experience, less than 5 years of coaching experience, and a level C or higher of the Korea Football Association leader's license. Accordingly, the analysis categories and analysis units were categorized according to the research problem, and data analysis was conducted through an inductive method. As a result of the study, youth soccer leaders were starting their coaching with the mindset of "I shouldn't" and "I can do it" based on their past experiences. They who concerned their uncertainty about the future in the teaching field were struggling with how to communicate with student and were less professional in teaching and learning ability. but they were trying to gain expertise while feeling rewarded in teaching. Accordingly, it was discussed to improve the treatment of youth soccer leaders and improve the program that is the leader training system.

• Journal of Korean Academy of Nursing
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• v.20 no.1
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• pp.16-37
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• 1990

A cost analysis for hospitalized patients was carried out based upon Patient Classification System(PCS) in order to determine an appropriate nursing fee. The data were collected from 21 nursing units of three teaching hospitals from April 1 to June 30, 1989. first, all of the 22,056 inpatients were classified into mildly ill(Class Ⅰ), moderately ill(Class Ⅱ), acutely ill(Class Ⅲ), and critically ill(Class Ⅳ) by the PCS which had been carefully developed to be suitable for the Korean nursing units. Second. PCS cost accounting was applied to the above data. The distribution of inpatients, nursing costs, and nursing productivity were as follows : 1) Patient distribution ranged from 45% to class Ⅰ, 36% to class Ⅱ, 15% to class Ⅲ, and 4% to class Ⅳ, the proportion of class Ⅳ in ‘H’ Hospital was greater than that of the other two hospitals. 2) The proportion of Class Ⅲ and Ⅳ in the medical nursing units was greater than that of surgical nursing units. 3) The number of inpatients was greatest on Tuesdays, and least on Sundays. 4) The average nursing cost per hour was W 3,164 for ‘S’ hospital, W 3,511 for ‘H’ hospital and W 4,824 for ‘K’ hospital. The average nursing cost per patient per day was W 14,126 for ‘S’ Hospital, W 15,842 for ‘H’ hospital and W 21,525 for ‘K’ hospital. 5) The average nursing cost calculated by the PCS was W 13,232 for class Ⅰ, W 18,478 for class Ⅱ, W 23,000 for class Ⅲ, and W 25,469 for class Ⅳ. 6) The average nursing cost for the medical and surgical nursing units was W 13,180 and W 13,303 respetively for class Ⅰ, W 18,248 and W 18,707 for class Ⅱ, W 22,303 and W 23,696 for class Ⅲ, and W 24,331 and W 26,606 for class Ⅳ. 7) The nursing costs were composed of 85% for wages and fringe benefits, 3% for material supplies and 12% for overhead. The proportion of wages and fringe benefits among the three Hospitals ranged from 75%, 92% and 98% for the ‘S’, ‘H’, ‘K’ hospitals respectively These findings explain why the average nursing cost of ‘K’ hospital was higher than the others. 8) According to a multi- regression analysis, wages and fringe benefits, material supplies, and overhead had an equal influence on determining the nursing cost while the nursing hours had less influence. 9) The productivity of the medical nursing units were higher than the surgical nursing units, productivity of the D(TS) - nursing units was the lowest while the K(Med) - nursing unit was the highest in 'S' hospital. In ‘H’ hospital, productivity was related to the number of inpatients rather than to the characteristics of the nursing units. The ‘K’ hospital showed the same trend as ‘S’ hospital, that the productivity of the medical nursing unit was higher than the surgical nursing unit. The productivity of ‘S’ hospital was evaluated the highest followed by ‘H’ hospital and ‘K’ hospital. Future research on nursing costs should be extended to the other special nursing areas such as pediatric and psychiatric nursing units, and to ICU or operating rooms. Further, the PCS tool should be carefully evaluated for its appropriateness to all levels of institutions(primary, secondary, tertiary). This study took account only of the quantity of nursing services when developing the PCS tool for evaluating the productivity of nursing units. Future research should also consider the quality of nursing services including the appropriateness of nursing activities.

• Journal of the Korean Society for Library and Information Science
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• v.29
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• pp.257-279
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• 1995

Cooperative program planning and teaching is a strategy for developing and implementing resource based learning. This approach combines the classroom teacher's subject expertise and knowledge of the students with the teacher­librarian's specialized knowledge of the availability and use of learning materials. And the purpose of cooperative program planning is to develop learning experiences or units of study that effectively integrate the student's resource center activities with other learning experiences. There are also some conditions that are conducive to effective planning sessions. First, the teacher-librarian must be prepared to initiate planning with teachers, rather than waiting for teachers to come to them. Second, the teacher-librarian must be prepared to present suggestions in such a way that the teacher can respond. The purpose of this study is (1) to investigate the planning process of cooperative program planning and teaching in the previous studies and (2) to find general problems when the cooperative program planning and teaching apply in actual situation. For these purposes, I chose a school library and a teacher-librarian in Seoul to observe how this cooperative program planning and teaching carry out in the school library. Main findings are summarized as follows: (1) A teacher who teaches alone for one grade is more proper to carry out the cooperative program planning and teaching. Young teachers are usually more active to change their teaching methods. (2) The cooperative program planning and teaching is a program what needs a lot of materials. When there is no right reference book in a school library, it would be good to access DB through PC telecommunication. It is also possile to contact lirarians who work in large public libraries or university libraries. (3) The cooerative program planning and teaching needs cooperative working between a teacher-librarian and a teacher. Thus a teacher-librarian should be in his school in the day time like the other teachers for the program's planning process. ( 4) There has to be a guide to change into resource based learning in teaching method. Thus the Korean Library Association or Korean Library and Information Science Society should offer a seminar or a workshop about cooperative program planning and teaching for the teacher-librarians. (5) It needs a system that a teacher-librarian can know about student's assignments so that he can prepare reference books for them. (6) The school library can be able to offer excellent service like cooperative program planning and teaching to the teachers and students according to a teacher-librarian's enthusiasm.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.283-300
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• 2000

This paper is intended to suggest how to improve Korean high school students' awareness of the pronunciation in order to foster communicative effectiveness. Initially it is focused on the tasks of listening to the suprasegmental aspects. The strategies used in the listening process are (1)discerning intonation units, (2)recognizing rhythm pattern, and (3)identifying contraction and linking in connected speech. The tasks including in each process are listening discrimination, guided practice activity, and listening and speaking activity. The teacher should avoid methods which yield discouraging outcomes and try to help students enjoy experience of success in doing exercises and activities. So I suggested: students put the slash on the pause perceptible to chunk the stream of speech into the intonation units, and mark the content words to internalize English rhythm. And then I suggested that students listen to pop song English in order to improve the awareness of function words and connected speech in the intonation unit.

• SUVANNABHUMI
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• v.7 no.1
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• pp.89-103
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• 2015

Over the last decade, the field of Southeast Asian Studies has been inundated with issues of its "territory" (or the definition of what comprises Southeast Asia), relevance and future. The methodology of approaching Southeast Asian Studies has also come under constant scrutiny providing much fodder for debate. One significant suggestion was that the field of Southeast Asian Studies should "break out of the comfort zone" (Van Schendel, Bijdragen, 2012:168(4)). This paper will explore some of the ways of approaching Southeast Asian Studies beyond that comfort zone by examining other/alternative units of studying Southeast Asia in place of the traditional (or statist) perspectives that tend to confine the field within the scope of the national/nation-state boundaries. The paper will also provide some personal observations of the author on the current state and limitations to teaching and researching Southeast Asian Studies in the region.