• Journal of dental hygiene science
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• v.10 no.3
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• pp.191-197
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• 2010

The purpose of this study was to examine the awareness of dental patients using dental institutions about dental hygienists in an effort to help educate dental hygiene students to have the right image of dental hygienists. And it's also meant to provide education for dental hygienists to develop their own capabilities, attitude and values to render quality medical services to patients. The subjects in this study were the patients who visited dental clinics and hospitals to receive treatment. A self- administered survey was conducted from March 5 to April 13, 2010, in consideration of their general characteristics. The answer sheets from 204 respondents were gathered, and 197 answer sheets were analyzed except seven incomplete ones. A factor analysis was carried out to find out their general characteristics, and independent-samples t-test and one-way ANOVA were utilized to get statistical data on mean and standard deviation. A SPSS 12.0 program was employed to analyze all the collected data. And it's found that the largest number of the patients thought that the main duty of dental hygienists was to give treatment to patients, and they took a favorable view of their services. They weren't well aware of the process of nurturing dental hygienists and their curriculum, and they put a relatively strong confidence in their treatment and had relatively favorable experiences with them.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.832-859
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• 2011

The importance of scientific education on accurate oceanic currents and circulation has been increasingly addressed because the currents have played a significant role in climate change and global energy balance. The objectives of this study are to analyze errors of the oceanic current maps in the textbooks, to discuss a variety of error sources, to suggest how to produce a unified oceanic current map of the East Sea for the students. Twenty-seven textbooks based on the 7th National Curriculum were analyzed and quantitatively investigated on the characteristics of the current maps by comparing with both the previous literature and up-to-date scientific knowledge. All the maps in the textbooks with different mappings were converted to digitalized image data with Mercator mapping using geolocation information. Detailed analysis were performed to investigate the patterns of the Tsushima Warm Current (TWC) in the Korea Strait, to examine how closely the nearshore branch of the TWC flows along the Japanese coast, to scrutinize the features of the offshore branch of the TWC south of the subpolar front in the East Sea, to quantitatively investigate the northern range of the northward-propagating East Korea Warm Current and its latitude turning to the east, and lastly to examine the outflow of the TWC near the Tsugaru Strait and the Soya Strait. In addition, the origins, southern limits, and distances from the coast of the Liman Current and the North Korea Cold Current were analyzed. Other erroneous expressions of the currents in the textbooks were presented. These analyses revealed the problems in the present current maps of the textbooks, which might lead the students to misconception. This study also addressed a necessity in a bridge between scientists with up-to-date scientific results and educators who needed educational materials.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.762-774
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• 2007

The purpose of this study was to investigate misconceptions about plate tectonics which spread widely among freshmen at high school with drawing. For this, we chose 6 conceptions about plate tectonics by analysis of 7th curriculum and of 11 kinds of science textbooks. Questionnaire of drawing about plate tectonics were developed depending on them. Data was collected from 134 students who was freshmen at high school in Daegu. The result of this study was as follows. First, In structure of plate, 'upper mantle type' and 'crust type' misconceptions were more than half of the respondents. Second, In distribution of plate, 'cracked earthquake zone type' and 'earthquake frequency type' misconceptions were more than half of the respondents. Third, In formation of ocean ridge at oceanic crust- oceanic crust divergent plate boundary, 'divergence type' and 'collision type' misconceptions were more than half of the respondents. Fourth, In formation of mountain ridge at continental crust- continental crust convergent plate boundary, 'collision type' misconceptions were more than half of the respondents. Fifih, In formation of mountain ridge at oceanic crust- continental crust convergent plate boundary, 'subduction type' and 'fault type' misconceptions were more than half of the respondents. Sixth, In transform-fault at oceanic crust- oceanic crust transform-fault boundary, 'direction type' and 'section type' misconceptions were almost half of the respondents. In this study, students' drawings about plate tectonics showed similar misconceptions. This imply that drawing conceptions can be used by the strong evidence of misconceptions which spread widely among students. Furthermore, this study has a significance that this conclusion is useful to teachers as basic teaching-teaming materials of plate tectonics.

• Journal of Science Education
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• v.38 no.3
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• pp.641-656
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• 2014

This study aimed at analyzing visual materials included in school science textbooks, specifically the textbooks for first semester courses of 3rd to 6th graders. The purpose was to provide directions for future textbooks by understanding the functions of the images in both pedagogical and social perspectives as well. The study was conducted by investigating the types, roles and socio-semiotic features of the images in science textbooks. The results were as follows. Firstly, the most used types of images in 2007 curriculum textbooks were photographs and drawn pictures. Uses of other visual aids than above were extremely rare. It was also found that as the educational level rises, the use of images for decorative functions drastically declined. The majority of the images were used in providing supplementary explanations or examples. This implies that the images effectively play the role of helping science education. In addition, more use of worksheets images was found, indicating that as educational level increases, students participate more actively in research sessions or data analysis. In socio-semiotic perspective, visual images showed high accessibility to students in 'Type of visual image', 'Function of visual image', 'Distance of shot', 'Horizontal angle of shot', 'Color moduation'. It was implied that there will a close correlation between the type, role and the socio-semiotic characteristics of visual images in textbooks. For example, photograph-type visuals were mostly used as supplementary references. And when applying the socio-semiotic analysis to photograph-type visuals, they showed 'real type', 'narrative-metaphor type', and 'shadow effect' among socio-semiotic features. Such correlations implied that knowing the type of the visual image may help determining the role of the image in the textbook to some extent, and also corresponding socio-semiotic characteristics. As a result, it was possible to infer how accessible certain visual images are to students. The above results have implications for the effective use of visual images in future textbooks.

• Journal of Korean society of Dental Hygiene
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• v.11 no.5
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• pp.685-693
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• 2011

Objectives : Five years have passed since the departments of dental hygiene with four-year term released their graduates. It is necessary to investigate concordance between desired career and current job and job satisfaction in dental hygienists according to graduation term. Accordingly, a survey on concordance between desired career and current job and job satisfaction in dental hygienists according to graduation term was conducted to obtain a basis necessary for providing right job consciousness to students of departments of dental hygiene. Methods : Of departments of dental hygiene nationwide, a total of four departments consisting of two departments with 3-year term and two departments with 4-year term were randomly selected. Of 683 graduates for 2006-10 of the selected departments, 163 graduates who agreed to participate in this study through telephone and e-mail were chosen as subjects. The data of 159 graduates were analyzed except for 4 graduates who did not respond to job satisfaction. The questionnaire consisted of a total of 17 questions: 5 general questions such as graduation term, and current job and salary, 2 questions for desired career at the time of entrance and graduation, and 10 questions for the satisfaction of current job and working environments. Concordance between the desired career at the time of entrance and graduation and current job was calculated using Kappa-value. A cross analysis was conducted to investigate job satisfaction according to general features and graduation term. A statistical significance was examined using $X^2$-test (p<0.05). Results : The Kappa-value for concordance between the desired career at the time of graduation and the current job was 0.288, showing slightly low concordance. In particular, the Kappa-value was 0.089 in the graduates of departments of dental hygiene with 3-year term, which showed significantly low concordance. The job satisfaction of the graduates was 49.1%, which was higher in the graduates with 4-year term than in the graduates with 3-year term, but was statistically insignificant (p>0.05). The detailed job satisfaction was all higher in the graduates with 4-year term than in the graduates with 3-year term except for distance to a working place, but a statistical significance was only found in working place recognition and regional status (p<0.05 ). Conclusions : This study showed differences in concordance between desired career and current job and job satisfaction between the graduates of departments of dental hygiene with 3-year term and the graduates of departments of dental hygiene with 4-year term. Therefore, the curriculum of department of dental hygiene is required to be more specifically applied in accordance with graduation term. In addition, a further study is required to develop specialized curriculums in accordance with graduation term.

• Journal of dental hygiene science
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• v.8 no.3
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• pp.189-198
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• 2008

Objective: The study aimed to provide basic data for enhancing dental hygienists' practice of prevention for infections of dental hygienists by examining what factors there were in their preventing the infections in dental clinics. Method: The subjects of study were 168 dental hygienists who participated in continuing medical education of Incheon & Gyeonggi-do association and Seoul city association in October and November 2005. For the data analysis, an SPSS WIN 13.0 program was used and its significance level was 0.05. In terms of analysis methods, frequency analysis and technical statistics analysis were performed for general characteristics, ANOVA was performed for general traits, practice, medical environments for knowledge and practice analysis, correlation analysis was performed for the relation between knowledge & organization-related factors and practice, Chi-Square Tests were performed for the relation between general traits and educational experiences, T-test was performed for practice and knowledge according to the educational experiences for preventing infections and multiple regression analysis was performed for the factors that affect the practice for preventing infections. Result: knowledge showed statistically significant differences by age (F=4.895, p=0.003) and those with the education experiences in preventing infections had higher scores in practice of prevention for infections than those without them (t=3.315, p=0.001). The correlation between knowledge and practice was significant statistically (p<0.05), the factors related to organization showed significant correlation (p<0.01) and the higher the factors related to organizations, knowledge, education experiences, service career, the higher the practice for prevention of infections was ($R^2=0.32$). Conclusions: In order to enhance the dental hygienists' practice for the prevention of infections, it would be necessary to treat the contents of the infection prevention in educational curriculum at schools and enhance dental hygiene students' knowledge on the prevention of infection and to develop the programs, with which continuous education and PRS could be conducted through in-house education and continuing medical education of the hospital after school graduation and it has been believed that it would be the most important for dental hygienists to make efforts and interest in organizations actively so as to build up safe working environments.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.770-788
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• 2021

This study aimed to determine whether middle school students could understand global warming and the greenhouse effect, and explain them in terms of global radiative equilibrium. From July 13 to July 24 in 2021, 118 students in the third grade of middle school, who completed a class module on 'atmosphere and weather', participated in an online assessment consisting of multiple-choice and written answers on radiative equilibrium, the greenhouse effect, and global warming; 97 complete responses were obtained. After analysis, it was found that over half the students (61.9%) correctly described the meaning of radiative equilibrium; however, their explanations frequently contained prior knowledge or specific examples outside of the presented data. The majority of the students (92.8%) knew that the greenhouse effect occurs within Earth's atmosphere, but many (32.0%) thought of the greenhouse effect as a state in which the radiative equilibrium is broken. Less than half the students (47.4%) answered correctly that radiative equilibrium occurs on both Earth and the Moon. Most of the students (69.1%) understood that atmospheric re-radiation is the cause of the greenhouse effect, but few (39.2%) answered correctly that the amount of surface radiation emitted is greater than the amount of solar radiation absorbed by the Earth's surface. In addition, about half the students (49.5%) had a good understanding of the relationship between the increase in greenhouse gases and the absorption of atmospheric gases, and the resulting reradiation to the surface. However, when asked about greenhouse gases increases, their thoughts on surface emissions were very diverse; 14.4% said they increased, 9.3% said there was no change, 7.2% said they decreased, and 18.6% gave no response. Radiation equilibrium, the greenhouse effect, and global warming are a large semantic network connected by the balance and interaction of the Earth system. This can thus serve as a conceptual system for students to understand, apply, and interpret climate change caused by global warming. Therefore, with the current climate change crisis facing mankind, sophisticated program development and classroom experiences should be provided to encourage students to think scientifically and establish scientific concepts based on accurate understanding, with follow-up studies conducted to observe the effects.

• Journal of Korean Academy of Nursing
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• v.29 no.6
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• pp.1455-1468
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• 1999

The purpose of this study was to investigate the objectives and contents of basic medical sciences at department of nursing in college of nursing, and junior college of nursing, thus ultimately providing the basic data to standardize the curriculum of the basic medical sciences in nursing education. Seventy eight professors who were in charge of teaching basic medical sciences to at 22 colleges of nursing/ department of nursing, and 20 junior colleges of nursing responded to the questionnaires that consisted of the questions regarding objectives and contents, of basic medical sciences. Based on the description of objectives, the description related to nursing, nurse, nursing science was cathegorized as on objective applicable to nursing science, the description related to medicine or clinical medicine as medical model, the description without description related to medicine was cathegorized as knowledge acquisition. The number of schools corresponding to each category were summerized in descending order. The objectives of basic medical sciences were categorized by concepts and number of schools corresponding to the categorized concept. The findings of the study are as follows ; 1. The subjects of basic medical science identified were physiology, anatomy, biochemistry, pathology, microbiology, and pharmacology in most colleges of nursing and junior colleges. Two colleges of nursing/department of nursing (9.1%) and 19 junior colleges of nursing(95%) did not offer biochemistry, 1 college of nursing /department of nursing(5%) did not offer pathology & pharmacology. 2 junior colleges of nursing (10%) did not offer pharmacology, 1 junior college of nursing(5%) did not offer pathology. The other 1 junior college of nursing did not offer microbiology. 2. Objectives of physiology were to acquire knowledge and understanding on human function in both 6 (50%) colleges and 5 junior colleges. Objectives of anatomy were to acquire knowledge on human structure in both 4 (57%) colleges and 2 (50%) junior colleges; knowledge applicable to nursing sciences in both 3 (42.8%) colleges and 2 (50%) junior colleges. Objectives of biochemistry was to obtain knowledge and understanding on biochemistry, and understanding of basic concepts about biochemistry. Objectives of pathology were to obtain knowledge and understanding on pathology in both 4 (57.1%) colleges and 5(62.5%) junior colleges. Objectives of microbiology were to acquire knowledge and understanding on microbiology in both 5(83.8%) colleges and 6(85.7%) junior colleges. Objectives of pharmacology were to acquire knowledge on pharmacology in both 7(100%) colleges and 8(100%) junior colleges. 3. Contents of physiology in 19 (100%) schools were membrane transport, digestion, circulation, nervous system and respiration. In 16(84.2%) were kidney and muscle, that in 13(68.4%) were endocrine physiology. In 11(57.9%) were introduction and that in 9(47.4%) were structure and function of cells. Contents of anatomy in 11(100%) schools were skeletal system, muscle system, digestive system, circulatory system, concepts regarding human structure. In 10(90.9%) schools were endocrine system and nervous system, and in 5(45.5%) schools were blood, urinary system and cell. Contents of biochemistry in 6(100%) schools were history of biochemistry, body regulating factor, bioenergy, health and nutrition, nutrition of cell, energy production system. In 5(83.3%) schools were metabolism of protein and carbohydrate and enzyme, and in 3(50%) schools were metabolism of energy and fat. Contents of microbiology in 13(100%) schools were environment and influenc of bacteria, virus, G(-) rods, purulent cocci, G(+) rods. In 10 (76.9%) were immunity, diphtheria, enterobacteria, and in 9(69.2%) were spirochete, rickettsia and clamydia, and that in 6(46.2%) were sterilization and disinfection. Contents of pathology in 14(100%) schools were cell injury and adaptation, inflammation, respiratory diseases, circulatory diseases. In 10(71.4%) were neurological disorders, in 8(57.1%) were immunity and disease, and in 7 (50%) were tumor and progressive changes. Contents of pharmacology in 15(100%) were cardivascular drugs, introduction to pharmacology, hypnotics, analgesics, local anesthetics, an ticonvulsants. In 12(80%) were drugs activity on sympathetic and parasympathetic nervous system, and in 11(73%) were sulfa drugs, antibiotics, drug abuse and addiction.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.223-241
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• 2014

The objective of this study was to plan a direction for the connection of the area of inquiry in daily life between infants and young children in Korea based on the analysis of the early learning standards for infants aged 0~2, and young children aged 3~4/5 in 17 different states in America. The problem of the study is as follows: What is the content area of cognitive development, science and mathematics of early learning standards regarding age? The data used in this study was collected from a total of 17 states in America in which 12 states classify infants and young children as aged 0~2 and 3~4/5 respectively and 5 states do not classify the age groups. The results obtained from the analysis of the given issues are as follows. First, in the case of the five states that showed the group aged 0~4/5, the contents related to the area of inquiry in daily life of the early learning standards were included in the mathematics and science and a part of these contents were also included in cognitive developments. In the case of the 12 states that classified the groups aged 0~2 and 3~4/5 respectively, the group aged 0~2 included cognitive developments and the group aged 3~4/5 includes mathematics and science. Second, the contents related to the area of inquiry in daily life of the early learning standards in the five states that showed the single group aged 0~4/5 include the contents in order of scientific idea, biology, physics, and the earth and space. In the 12 states that classify different age groups. Third, in the case of the states that separate age groups, the group aged 0~2 include the contents of number and operation, geometry and space while the group aged 3~4/5 include the contents of number and operations, geometry and space, and measurement. The implications of this study was that it is necessary to take into account the linking between development and characteristics of the subjects.