• Fire Science and Engineering
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• v.30 no.3
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• pp.117-123
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• 2016

To accomplish the purpose, the current study drew factors affecting the transfer of education and training through a review of domestic and overseas literature, and aimed to empirically investigate whether these factors actually affect the transfer of education and training of fire officers. The results showed that significant variables affecting the degree of perception on the transfer of education and training were in the order of work relationship, learning culture, peer support, self-efficacy, learning motivation, learning ability, and teaching method.

• Korean Medical Education Review
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• v.26 no.1
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• pp.55-69
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• 2024

Amid the increasing interest in medical humanities education, this study developed a medical humanities course that utilized design thinking to foster creative thinking, problem-solving, and collaboration skills that pre-medical students should possess. The course's efficacy was assessed by evaluating improvements in core design thinking skills. The present study was conducted among 83 first-year medical students after planning and implementing a design thinking course. The reflection journals written by students along the course of the class were examined using the template analysis technique to evaluate the effectiveness of the class. The study's primary findings showed the successful development of step-by-step medical humanities education content utilizing design thinking and its practical implementation in a class. Moreover, the course improved students' core design thinking skills effectively, and in a balanced way. These results illustrate the effective application of design thinking in medical school through a medical humanities course. These findings indicate that a medical humanities course can help medical students showcase their abilities to collaborate and solve problems in the real world. This paper suggests the need for further research to develop a curriculum that integrates design thinking and investigate the relationship between medical students' core competencies and design thinking-based courses.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.2
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• pp.177-192
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• 2018

The mission of the university is to grow young people who will be responsible for the next generation nation to mature society. In particular, the role of universities in the 4th Industrial Revolution era is to foster creative talents. Therefore, innovative changes are required for existing infusion education and employment-oriented college education contents and teaching methodology. In the high youth unemployment rate, entrepreneurship education is spreading to universities to innovate existing organizations and create new jobs. Until now, however, the effects of university entrepreneurship education have been studied mainly in the field of start-up. Therefore, it is very difficult to study various effects on entrepreneurship education. In this study, empirical analysis of the effect of entrepreneurship training on career preparation behaviors of university students who are about to enter the society is verified. The sample of this study was surveyed from August, 2016, and the questionnaire was applied to 393 university students who selected 5 universities and entrepreneurship education. As a result of the analysis, the ability of communicative communication and creative problem solving cultivated through entrepreneurship education had a positive effect on entrepreneurship and self - efficacy, Entrepreneurship and self - efficacy had a positive (+) positive effect on career preparation behavior. However, cooperative communication ability, creative problem solving ability, and effective work behavior ability by entrepreneurship education were not directly related to career preparation behavior. On the other hand, in verifying the mediating effect of entrepreneurship and self - efficacy, it proved that mediating role of positive communication between collaborative communication ability, creative problem solving ability and career preparation behavior. The implications of this study are as follows This study examines the effects of university entrepreneurship education on career preparedness behaviors.In other words, the university proved the direct effect and the mediating effect that affects positively (+) effect on career preparation behaviors by encouraging entrepreneurship and self - efficacy, rather than quantitative extension based on competency. Also, the implication of the parameters (entrepreneurship, self - efficacy) as a key variable for the effect and performance of career preparation behavior was derived.It also suggests that it is necessary to improve the creativity ability of entrepreneurship education so that it can have a direct and meaningful influence on career preparation behavior. First of all, it is urgent to develop a qualitative evaluation index for entrepreneurship education in order to measure these effects. Therefore, further study is required to verify the various implications for future entrepreneurship education, as well as the implications that entrepreneurship education is indispensable for the preparation of university students' careers.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.235-253
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. Especially, this paper deals with the analysis of the results from in-depth interviews and class observations, so as to identify the current situation and best practice cases of students' affective characteristics education in Korea. The results are classified into a) curriculum, which is in turn divided into national curriculum and reconstruction of curriculum school and classroom; and b) teaching, learning and evaluation, which is in turn divided into learner characteristics, motivation, teaching strategies, class grouping, activities and interaction, question and feedback, evaluation methods, and evaluation tools. Support plans in terms of school and social environments are also suggested based on the results.

• Clinical and Experimental Pediatrics
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• v.51 no.6
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• pp.584-596
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• 2008

Purpose : This study was conducted to investigate treatment compliance and related factors in pediatric patients. Methods : Three hundred and fifty-five patients diagnosed with various acute diseases at a teaching hospital or clinic in October 2003 were enrolled. Data were analyzed using the Health Belief Model, which includes items on self-efficacy and family assistance. Results : The study found that 62.9% of pediatric patients adhered faithfully to agreed-upon hospital revisits, 41.6% complied with dose timings instructions, 65.8% precisely took medication, and 27.2% complied with all of these requirements. According to ${\chi}^2$ test analysis, the factors found to be related to therapeutic compliance (the taking of medicines requested) were; susceptibility, severity, benefit, barriers, mother's self-efficacy, and family assistance (P<.05). Multiple logistic analysis and path analysis showed that susceptibility, severity, barriers, and mother's self-efficacy were related to therapeutic compliance (P<.05). Moreover, mother's self-efficacy was identified as the most important factor. Conclusion : To improve therapeutic compliance among pediatric patients, parental education is necessary, and a health care professional must take a thorough history of how the medication was taken before it is assumed that treatment failure is attributable to the medication prescribed. Furthermore, the type of device recommended for dosing should be determined by clinicians. In addition, it is important that pediatric medications be discussed in relation to their palatability and internal acceptability.

• Journal of the Korean Applied Science and Technology
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• v.40 no.3
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• pp.412-424
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• 2023

The purpose of this study is to analyze how independent variables such as instructors' willingness to innovate, subjective norms, and self-efficacy affect technology acceptance intention through parameters such as ease of use and usefulness, and in what ways, and to suggest ways to revitalize new technology-related education in the beauty field. The results of the analysis of beauty major instructors' intention to adopt digital new technologies showed that innovation intention, subjective norms, and self-efficacy toward new technologies have a defining influence on the parameters of ease and usefulness. These results can be interpreted as a strong recognition of the need to apply new technologies in the beauty field and the need to improve the curriculum for this purpose, but the instructors' own fear of applying new technologies makes it difficult to apply new curriculum in reality. Therefore, the development of teaching materials related to digital technology education that can be easily understood by beauty instructors should be prioritized, and the development and use of related education programs should be expanded. In addition, we are confident that close collaboration with digital new technology and IT-related departments to understand the education of beauty majors and mutual research to develop education programs will help to develop digital new technology education programs tailored to the beauty field.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.205-230
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• 2015

The purpose of this study is, targeting 5th and 6th grades mathematically gifted elementary students, to analyze the effect of independent study project learning on self-directed learning ability and mathematical self-efficacy, and based on the results, examine the implications that independent study project learning has in special education for the gifted. In order to solve the study problems, 5th grade mathematically gifted elementary students(40) and 6th grade mathematically gifted elementary students(39) who had passed the selection criteria of D education institute for the gifted and had been receiving special education for the gifted were selected. The study results are as below. First, although self-directed learning ability had no significant difference at p<0.05, it statistically had some differences in averages between pre-test and post-test results. Second, although mathematical self-efficacy had no significant difference at p<0.05, it statistically had some differences in averages between pre-test and post-test results. Third, in the aspects of self-directed learning ability and mathematical self-efficacy, independent study project learning had a more positive effect on 5th grade mathematically gifted elementary students than 6th grade mathematically gifted elementary students. In addition, it had significant differences in 'the level of mathematical tasks', a sub-level of mathematical self-efficacy, and 'the openness of learning', 'the initiative of learning', and 'a sense of responsibility for learning', sub-levels of self-directed learning ability. These results imply that independent study project learning has a positive effect on self-directed learning ability and mathematical self-efficacy of mathematically gifted elementary students so that it could be meaningfully used as a teaching method for special education for the gifted at educational sites of independent study project learning.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.693-718
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• 2010

This study investigated secondary school science teachers' experiences to explore the influencing factors in science teachers efficiency (STE). The participants, thirty three secondary school science teachers who have more than four years of teaching experience, were interviewed about describing each teacher's experience throughout one's years of teaching. The grounded theory introduced by Strauss and Corbin (1998) was used to analyze the data in this study. The results of paradigm analysis revealed that STE is influenced by 125 concepts, 38 sub-categories, and 16 categories. In a paradigm model, the central phenomenon was 'constructing STE', and the causal condition was 'want to be a teacher' as career choice motivation. The contextual conditions that have an affect on the central phenomenon were 'self awareness of the teacher' and 'social awareness of the teacher.' The mediate conditions, which facilitated or restrained the action/interaction strategies, were 'societal tendency', 'school climate', and 'personal context.' The action/interaction strategies to control the phenomenon were 'following the line,' 'identifying effective teaching strategies,' 'taking teacher education programs,' and 'contributing to school improvement.' The consequences were 'teacher's self awareness', 'challenge,' and 'stagnating in teaching.' The overall conclusion drawn from this research is that, the definition of STE is beliefs in science teachers' capabilities to set up objects in some school teaching context and, organize and execute the course of action required to attain these. Additionally, STE has three dimensions of teacher's behaviors: science instructional efficiency, efficiency in engaging students, and efficiency in managing school conditions. This study offers insight into the nature of STE and theoretical framework. These findings may give science teachers and teacher educators the practical knowledge necessary to build effective training programs and interventions that would help increase STE and facilitate effective teaching.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.357-370
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• 2022

In this paper, we developed an augmented reality learning tool suitable for chemical bond learning and proposed a process-oriented guided inquiry learning using mobile augmented reality (POGIL-MAR) to find out how it affects science achievement, science learning motivation and learning flow. Participants were 139 10^th-grade students from a coeducational high school in Gyeonggi-do, and they were randomly assigned to the control group (TL), the treatment group 1 (POGIL), and the treatment group 2 (POGIL-MAR). They learned the concept of the chemical bond from the Integrated Science subject for four class periods. Results of two-way ANCOVA revealed that the POGIL-MAR group scored significantly higher than the other groups in a science achievement test, science learning motivation test, and learning flow test, regardless of their prior science achievement. In addition, in the case of the low-level group, the POGIL-MAR group showed a statistically significant improvement in achievement compared to the TL and POGIL groups. The MANCOVA analysis for sub-factors of science learning motivation show that the POGIL-MAR group had significantly higher scores in intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. In particular, the interaction effect between the teaching and learning method and the level of prior achievement was significant in the intrinsic motivation. Meanwhile, the MANCOVA analysis for sub-factors of learning flow show that the POGIL-MAR group had significantly higher scores in clear goals, unambiguous feedback, action-awareness merging, sense of control, and autotelic experience. Based on the results, educational implications for effective teaching and learning strategy using mobile augmented reality are discussed.

• The Journal of Korean Association of Computer Education
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• v.23 no.3
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• pp.31-40
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• 2020

In this study, researchers developed the core teacher training program for elementary SW education. In order to develop the training program, the direction of training development was set, and the final version of the training was prepared through the pilot training. The main focus of the training program was to cultivate the teachers' ability to understand and apply SW education based on the national curriculum. After the program development, its effectiveness was analysed by applying it to the actual national training course. This training program was applied to the 2019 winter and summer teacher training courses organized by the Ministry of Education. To analyze the effectiveness of the training program, SW education teaching efficacy and satisfaction were surveyed. The results analysis found out the developed training program has positive effects on trained teachers.