• The Korean Journal of Community Living Science
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• v.22 no.4
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• pp.519-533
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• 2011

The objective of this study was to follow up changes in knowledge related to the mathematics education field work of preliminary early childhood teachers. The subjects of this research were 28 students who were taking mathematics education courses in early childhood education departments at various universities. This research ran for 15 weeks and was conducted through field work relating to mathematics education. The study collected data from pre-service teachers' knowledge, the diagram of concept, writing journals, interviews, and materials from the internet. Through this procedure, pre-service teachers' knowledge for mathematics education could later be expanded, ordered, and integrated. In addition, pre-service teachers not only understood the importance of contents and levels of lesson plans, but also learned how to utilize educational media to make effective lessons. Furthermore, pre-service teachers realized that the mathematical concepts of students could be expanded depending on the contents and methods of pre-service teachers' lesson plans and students could then apply these concepts into daily situations.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.1
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• pp.36-46
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• 2020

Purpose: This study was conducted to develop and implement an education program based on the Whole Brain Model for novice nurses, and to evaluate its effects on work performance, interpersonal skills and self-efficacy. Methods: A pretest-posttest quasi-experimental design was used with an experimental group (n=20) and a control group (n=21). The experimental group participated in an education program based on the Whole Brain Model for seven sessions over 4 weeks. An independent t-test, χ²-test, and Mann-Whitney U test were performed to analyze the data. Results: There were statistically significant differences in work performance (p=.015), interpersonal skills (p=.014) and self-efficacy (p=.021) between the experimental and the control group. Conclusion: This program was an effective learning strategy to enhance nursing competence for novice nurses. The novice nurses who participated this program were able to reflect deeply on themselves, improve interpersonal skills, and induce whole-brain integrated thinking in learning how to solve the problems caused by changes in patient conditions that can be experienced in clinical practice. Therefore, this program can be recommended for regular continuing education for novice nurses.

• Journal of Korean Library and Information Science Society
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• v.41 no.4
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• pp.99-126
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• 2010

Using a qualitative multimethod approach, this study was to discover integrated factors to construct a substantive theory about occupational socialization of librarians. Through theoretical sampling, 42 participants were in-deathly interviewed at three studies, i. e phenomenological, ethnographic, and grounded theory approach. These data were analyzed and finally integrated using grounded theory approach. Emerged integrated factors were: Sharing values of the profession in education, Striving to overcome the peripheral perception, Lack of understanding about the profession, Inadequate conditions, Shared work values, Social changes, Perception about users, Organizational culture of library, Human relations in organization, Continuing education and exchange, Seeking the professional, Strategies for work, Strategies for human relations, Strategies for surviving slump and crisis, Strategies for enhancing oneself, Coping strategies for lack of understanding, Self congruence with the profession, Non-self congruence with the profession.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.113-125
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• 2005

Korea, China and Japan show distinct features in their school environmental education, which are derived from their own spreading processes. Japanese school environmental education has developed as a result of assimilating of anti-pollution education and nature education, and has a feature that makes much of nature experiences. The introduction of 'Period for Integrated Study' in 2002 seems to begin activating Japanese school environmental education. Chinese school environmental education started in higher education institutions around the middle of 1970's, and has a feature that makes a point of scientific approach, even in primary education schools. The two government ordinances,'National Action Program for Environmental General Knowledge ($1996{\sim}2010$)' and 'Educational Scheme of Environmental Theme Study for Elementary and Secondary School Students' issued in 2003, gradually promote school environmental education in China. It is remarkable that Science and Technology Centers for Youth and also increasing environmental NPOs often support environmental activities in elementary or secondary schools. The most notable feature of Korean school environmental education is that 'Environment' has already offered as a regular elective subject in junior high school, and official 'Environment' textbook has published since early 1990's. Though, the adoption rate of 'Environment' is not yet so high. Each country's peculiar issues are as follows. Japan: (1) Students often lack basic knowledge about environmental important problems. (2) 'Period for Integrated Study' is now threatened with cutting hours by the idea of increasing periods for basic subjects to keep high achievement. China: (1) There are large regional differences and school distinctions in operation of environmental education. (2) Adult environmental education needs to be expanded, because the most part of Chinese have no experience of school environmental education. Korea: (1) The relationship between the administrative division which plans school environmental education and teachers group is not quite well. The adoption rate of 'Environment' in junior high school needs to be improved. The training of many teachers for environmental education instructors may be the most important and effective cooperative action among Korea, China and Japan, and for that purpose we ought to work on making a better handbook for instructors, at first.

• Journal of Korean Academy of Nursing
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• v.51 no.4
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• pp.454-464
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• 2021

Purpose: This study aimed to identify the level of complete knowledge about hand hygiene indications among nurses working at integrated nursing care service wards. Methods: A total of 127 nurses in eight integrated nursing care service wards completed structured sheets while observing a video based on six scenarios developed by the research team. Complete knowledge level was calculated as the percentage (%) of participants who responded correctly to all questions among participants. Complete knowledge levels according to the scenarios were calculated and compared according to general characteristics using the chi-squared test or Wilcoxon rank-sum test. Results: The complete knowledge level for each scenario ranged from 7.9% (scenario 6) to 42.5% (scenarios 4 and 5), and no one had complete knowledge of all scenarios. Only 3.1% of participants demonstrated complete knowledge in more than four scenarios, and 26.0% had complete knowledge of four or more hand hygiene moments. Complete knowledge level per scenario did not differ depending on work experience at hospitals and study wards, or prior hand hygiene training in the last year. Conclusion: As the complete knowledge level regarding hand hygiene moment is very low, it is suggested that regular hand hygiene training should be provided to nurses using video media that reflect real nursing tasks. Thus, they can acquire complete knowledge of when hand hygiene is needed or not during complex nursing work situations.

• Korean Journal of Clinical Pharmacy
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• v.25 no.3
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• pp.187-199
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• 2015

Background: Singapore has the stable healthcare system with utilizing pharmacist manpower in proper positions by demand of populations' health among Asian countries. Objective: This study aims to systematically review (1) the pharmacists' role and (2) the pharmacy education system of Singapore in comparison with Korea. Method: We searched for information about academic, medical and governmental institutions related to professional pharmacists' practice in Singapore by primarily using database such as DBpia, KISS, Google Scholar and ProQuest and the official website of the Singapore Ministry of Health. We contacted and arranged the visit schedules with National University of Singapore, National Health Group's polyclinics, Agency for Integrated Care, National University Hospital, and community chain pharmacies. During onsite visits, we interviewed pharmacists working in each institution and obtained additional documents and materials relevant to this manuscript work. Results: To become a registered pharmacist in Singapore, the pharmacy curriculum requires four full-time academic years and six additional months allotted for pre-registration training. Pharm.D. course is offered for pharmacy graduate students with additional two full-time years of study. Team teaching and inter professional education program seem the most significant method in pharmacy education. Pharmacists working at hospitals, polyclinics, and community pharmacies in Singapore take broader roles and offer more cognitive services such as smoking cessation program and medication reconciliation. Especially, pharmacists in Agency for Integrated Care fill the role of primary care providers for the continuing care of the community through the governmental support toward the patients-centered integrated care. Conclusion: Singaporean pharmacists take significant and active roles in collaboration with other healthcare providers. Efforts such as interprofessional pharmacy education and governmental endorsement of the systematic and interactive care between pharmacists and other medical providers in Singapore are needed to be urgently applied to Korea healthcare system for the promotion of population health.

• Journal of Korean Society of Rural Planning
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• v.21 no.4
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• pp.167-175
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• 2015

The aim of this study is to establish resident-participative primary design of integrated rural development project with master planner by setting principals of open competition and transparent decision-making about village-to-village or business-to-business unit enterprise in Onui area, Hong-seong Gun. For effective processing, software projects such as residents education and rural landscape planning are simultaneously conducted for enhancing project understanding and comprehensive development plan including related post project. Above all, competition teams for individual project were organized to establish the resident-participative primary design using survey tables of residents demand. In 6 months resident-participative processing of primary design, continuous education and visiting to advanced area are conducted in team unit. Strengthened ability of team unit can be used in management and maintenance after project development. To do this, residents with the same opinions gathered as one competition team and identified business plans such as village asset, business location, size, program, and method for land securing. Favorable decision-making process by residents who are audience in project presentation of competition team has conducted. After selecting competition teams, continuos consulting are operated for establishing operation and management for developed or remodeled facilities through repetitive education and visiting advanced area. In this process, unit project suggested by competition team are completed. Preliminary selection was conducted by experts who were entrusted by residents. After residents agreement of project main stream such as major facilities and location, final detailed cost of projects are work out. Suggested process in this study which choose the final project by residents would improve residents' voluntary participation in integrated rural development project through open competition in establishing primary design.

• International Journal of Computer Science & Network Security
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• v.24 no.2
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• pp.129-135
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• 2024

Studying at a modern university involves using modern methods and the latest advances in science and education, which applies to Ukraine and all higher education institutions in Europe, determining the relevance of the study and its international significance. The study aims to analyze and implement effective and innovative practices that can be used in integrated educational programs, which include interactive work in education at the European level. The use of general scientific approaches, such as theoretical, statistical, and empirical, allows achieving the set goals. The central hypothesis of the research is the presentation of the best pedagogical practices in the educational program, which includes interactive and universal. The results of the study prove the effectiveness of interactive training. Future research is devoted to developing new pedagogical practices and the development of algorithms for their implementation.

• Research in Mathematical Education
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• v.26 no.3
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• pp.127-146
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• 2023

Statistical thinking has a broad definition but focuses on the context of regression modelling in the present study. To foster students' statistical thinking within the context, teaching should no longer be seen as transfer of knowledge from teacher to students but as a process of engaging with learning activities in which they develop ownership of knowledge. This study aims at collaborative learning contexts; students were divided into small groups in order to increase opportunities for peer collaboration. Each group of students was asked to do a regression project after class. Through doing the project, they learnt to organize and connect previously accrued piecemeal statistical knowledge in an integrated manner. They could also clarify misunderstandings and solve problems through verbal exchanges among themselves. They gave a clear and lucid account of the model they had built and showed collaborative interactions when presenting their projects in front of class. A survey was conducted to solicit their feedback on how peer collaboration would facilitate learning of statistics. Almost all students found their interaction with their peers productive; they focused on the development of statistical thinking with concerted effort.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.231-241
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• 2014

This study is subject to compare the STEAM and the STEM education of Korea, the U.K., and the U.S. to find their differences and similarities, as well as the implications in implementing the STEAM education in Korea. In order to accomplish this, the educational objectives, contents and topics, teaching and learning methods, subjects and timing for education, and convergence curriculum were compared; also, after choosing the representative program of each country, a cross-comparative analysis was done for the teaching and learning method distribution ratio, content element distribution ratio, program distribution ratio, STEAM domain ratio, curriculum structure and domain ratio, frequency of inquiry process, basic inquiry, integrated inquiry frequency, hourly basic inquiry, and integrated inquiry process. As a result, it was possible to obtain 77 programs, a total of 656 class hours of Korea, 65 programs and 846 class hours of the U.S., and 75 programs and 774 class hours of the U.K. The results are as follows: Korea's STEAM and the U.K. and the U.S.' STEM all include science, technology, engineering, arts, and mathematics, but in terms of frequency, Korea's STEAM has higher figure in arts. However, the U.K. and the U.S. have higher frequency of debate and discussion, and there were many cases of a student, after receiving feedback from other students, modifying the work.