• Journal of Korean society of Dental Hygiene
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• v.10 no.1
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• pp.127-140
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• 2010

Objectives : The purpose of this study was to apply team-based learning to dental hygiene students in theoretical oral prophylaxis class, one of required courses geared toward acquiring professional knowledge on preventive public health, as oral prophylaxis was counted among major duties of dental hygienists. It's ultimately meant to compare the effects of team- based learning and expository instruction on the learning motivation and self-directed learning capabilities of learners in order to discuss the effects of team-based learning in dental hygiene education. Methods : The subjects in this study were 60 dental hygiene students at C college. Out of them, 32 students who were freshmen as of 2007 were grouped into an experimental group, and 28 students who were freshmen as of 2006 were selected as a control group. The experimental group was engaged in team-based learning from August 30 to December 6, 2007, and the control group took expository lessons from August 28 to December 8, 2006. Their learning motivation and self-directed learning capabilities were evaluated by using t-test, paired t-test and GLM analysis. Results : The findings of the study were as follows: 1. The experimental group scored better in learning motivation than the control group after they were engaged in team-based learning (p<.001). According to GLM analysis, there was a significant intergroup gap in learning motivation, and the two groups were statistically significantly different in its subfactors involving attention, relevance and confidence(p<.05). 2. The experimental group excelled the control group at self-directed learning capabilities(p<.05), and the team-based learning had a better effect on self-directed learning capabilities than the expository instruction. Conclusions : Given the findings of the study, the team-based learning was more effective than the expository instruction at boosting the learning motivation and self-directed learning capabilities of the students. Therefore revised teaching methods should be prepared in consideration of the characteristics of dental hygiene courses, and the development of new instructional models and educational programs is required as well.

• Journal of Digital Convergence
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• v.11 no.12
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• pp.83-92
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• 2013

An emerging learning method, flipped learning, has gained much interest lately due to its process involving prior study followed by the students' classroom involvement, which direction matches that of the current educational policy that emphasizes self-directed learning. This study investigated the concept of flipped learning and explored ways to develop instructional design models that utilize it. Flipped learning is not a model that has been recently developed, as it uses the format of blended learning with the introduction of a new concept of prior learning that allows students to learn in advance through online lessons and video clips related with the classroom content to be covered. During class time, individualized supplementary or in-depth study is conducted on the basis of the students' prior learning. The main considerations for designing flipped learning are a flexible classroom environment, a shift in learning culture, intentional classroom content, and educators equipped with professional capability. The research proposes the development of instructional design models for flipped learning pursuant to such concept and considerations. Through this research, the concept of flipped learning can be comprehended; furthermore, flipped learning can be utilized more effectively in the teaching and learning environment.

• Archives of design research
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• v.13
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• pp.165-172
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• 1996

The National College of Art. Craft and Design of Sweden founded in 1811 is one of the oldest schools in the world and has taken very important role in the development of Scandinavian design This college usually called "Konstfack" in Sweden was transformed under the influence of Bauhaus into a modern design institute and the experiment:li curriculum and its unique teaching system was completed in the middle of 70' s The phrase "Insight och Flit" in the emblem of this school shows the Konslfack spirit which stresses the creative insight and endless diligence Korea is much different from Sweden in cultural aspects as well as in political and economic ones. In the later half of 19th century Sweden was one of the undeveloped countries in Europe and she just entered the Industrial Hevolution. Swedish culture at the time was also the barbarian one in comparison with English and Frech cultures. Even she had the difficulty in founding her own cultural identity So the Swedish intellectuals in early 20th century tried to find out "What is Swedish\ulcorner" and as the result they produced the Swedish Modern Movement style in 1950's. In this process Konstfack as well as the Swedish Society of Crafts and Design and the Svensk Form. the design magazine. has played the leading role. To look over the history and educational system of this school will be helpful for our design education. will be helpful for our design education.

• Archives of design research
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• v.18 no.1 s.59
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• pp.105-114
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• 2005

With the upcoming Digital age, it is time to develop digitalized contents based on cultural basis. in this respect, Kimchi is one of the most primal cultural content signifying Korean culture. It's no doubt the time to initiate the movement to digitalize the contents concerning Kimchi by gathering materials on the origin of Kimchi culturally and a great value to revive digital contents regarding Kimchi. Therefore, in this research, it is regarded that Kimchi is one of the most prominent cultural value that is possible to inherit from generations and should be stratified on the database. A method explaning Korean Kimchi culture is sought in this paper. And It is focused on the culture of Korean Kimchi profoundly and focus on detailed context and varied styles of he digital contents. It is organized on the basis of various aged volumes regarding Kimchi classified by seasons, ingredients, Jonga Kimchi (Kimchi inherited from the oldest family by generations), 24 seasonal divisions of the year, and 8 regional divisions of the nation. It is planned to set up digitally-focused library regarding cultural origin of contents and to present solidity and a feeling of being dynamic The results could be used in a variety of Industries in tourism, education, Kimchi and building basic infrastructure in entertainment industry. It is also applied to specialized industry by providing cultural contents and it could contribute to activation of Kimchi industry with e-Market and portal site regarding Kimchi. Moreover, it may re-establish the cultural value of Kimchi and provide the infrastructure in Kimchi-related industry such as Kimchi cyber museum, Kimchi Expo, Kimchi town by using educational materials in Education industry fields (regular curriculum and experience tour).

• Journal of Korean Academy of Nursing
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• v.28 no.4
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• pp.1027-1035
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• 1998

The purpose of this study is to develop the first domestic professional hospice educational program. We investigated the present condition of Korean hospice education and analyzed the prerequisite need for a dedicated hospice course in the professional education process. Research was conducted between June and November 1996 for nursing professors teaching at each nursing education institute to find out how much hospice is being discussed and by whom, in which course it is being discussed, and also to find out the contents that needed to be included in the professional education process. From a total of 49 colleges(29 three year colleges, 20 four year colleges) out of 99, 162 nursing professors replied, the collection rate was 49.5%. The conclusions are as follows ; 1. The present condition of the hospice nursing education. 1) Whether hospice is included in the education program. \circled1 89.65% of 3 year colleges and 90% of 4 year colleges included hospice education in their education program. \circled2 In graduate studies three schools included hospice in their program and three schools expressed their plans to include hospice education 2) Hospice related education were commonly discussed in adult nursing(26.3%), fundamental nursing(22.8%), and psychiatric nursing(20.2%). In 3 year colleges its commonly discussed in the first and second year and in 4 year colleges it is taught in the second and third year. 3) Hospice related theory/practical education hours were averages of 6.5/7.0 hrs in 3 year colleges and 14.2/11.3 hrs in 4 year colleges. 4) The majority of professors in charge of hospice education were in the following order adult nursing, psychiatric nursing, and fundamental nursing. 5) The courses that are thought to be adequate to manage hospice related education were adult nursing(29.3%), community health nursing(21.7%) and the desired method of education was the method currently being used (36.5%). 2. The demand for hospice nursing education. 1) Over 70% demanded professional hospice education program, the highest demand was for the value and meaning of life followed by the role and qualification of the hospice team and the mental maintenance of a dying patient. 25 categories showed over 90% demand. 2) The highest demand was for the value and meaning of life (98.2%) and the lowest demand were for danjeon breathing(71.0%)and acupuncture(71.0%). 3) Other contents that need to be discussed in the professional hospice education program were hospice nursing, the attitude and reaction of death, bereavement care, and the prospects of hospice.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.375-383
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• 2020

In this study, we investigated the effects of the multiple representation-based learning strategies using augmented reality in terms of students' conceptual understanding, achievement, and enjoyment of science lessons. 136 8^th-grade students in a coed middle school were randomly assigned to the treatment and the control group. The students learned the concept of the particulate nature of matter related to the properties of substances for four class periods. The multiple representation-based learning strategies designed to facilitate the connecting and integrating representations provided from augmented reality were developed and administered to the students of the treatment group. Results of two-way ANCOVA revealed that the scores of a conceptions test and enjoyment of science lessons test of the treatment group were significantly higher than those of the control group, regardless of their prior science achievement. In a conceptions test, there was a significant difference in the concept of preservation of particles. However, the difference was not statistically significant in the concept of distribution and motion of particles. In terms of an achievement test, there was a significant interaction effect by their prior science achievement. The scores of low-level students were significantly improved, but the effects were not significant to high-level students. On the bases of the results, educational implications for effective teaching and learning using augmented reality are discussed.

• Journal of Technologic Dentistry
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• v.38 no.1
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• pp.37-49
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• 2016

Purpose: This research is performed through the analysis of the dental technology students' life-style factors of their daily lives that have a close relation with health, and the self-reported symptoms which are related to psychosomatic diseases, for the production of basic data for the change of life-styles and the development of educational programmes. Methods: This research has been performed through questionnaires from the beginning of October of 2014 till the end of November through the Dental Technology students of G-do, chosen by random sampling method after informed consent, where out of the 270 papers, 258 results were used for the analysis. Results: Firstly, the results of the research was as follows: Non-smokers accounted for 61.2%, student who did not do regular physical activities accounted for 50.4%, students who had sleeping hours of 6 to 7 hours accounted for 35.7%, students who eat snacks accounted for 63.2%, students who eat breakfast once to twice a week accounted for 30.6%, students who had an average number of drinks of once to twice a week accounted for 39.9%, and students with BMI of '$18.5^{\circ}{{\neq}}22.9$' accounted for 56.2%, being the highest. Secondly, in gender, smoking (p<.001), regular physical activity (p<.001), BMI (p<.001), eat snacks (p<.05), average number of drinks (p<.05), and of the health check-up, eat breakfast (p<.05), of the year level, eat snack (p<.01), BMI (p<.01), hours of sleep (p<.05), of major satisfaction, regular physical activity (p<.01), and BMI (p<.05), and there was a significant statistical difference, but there were no significant statistical difference in religion. Thirdly, of the bodily self-reported symptoms of the correlation analysis within the life-style variables and the self-reported symptoms, multiple subjective symptoms (I), respiratory (A), eye and skin (B), and digestive organs (C) were the highest in the correlation analysis with regular physical activity (p<.01), and of mental health, impulsiveness (H), mental instability (J), and depression (K) showed highest results in correlation analysis with regular physical activity (p<.01, p<.05), lie scale (L) and irregular and life (G) with eat breakfast (p<.01), and aggressiveness (F) with BMI (p<.01), showed highest results in correlation analysis. Fourthly of the Dental technology students' bodily self-reported symptoms, life-style factors which had a statistically significant effect appeared to be regular physical activity (p<.001) and BMI (p<.05), and of the mental self-reported symptoms, causes that did not have statistically significant effect appeared to be regular physical activity (p<.05) and eat breakfast (p<.05). Conclusion: This research concludes that in order to develop correct life-style habits for health promotion and reduce self-reported symptoms related to the Dental Technology students' diseases, education for the recognition of the necessity of self health promotion must be conducted, and a education programme scheme for the Dental technology curriculum for practicing the correct life-style habits in daily life is required.

• School Mathematics
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• v.13 no.4
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• pp.651-674
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• 2011

Functional thinking is a central topic in school mathematics and the purpose of teaching functional thinking is to develop student's functional thinking ability. Functional thinking which has to be taught in elementary school must be the thinking in terms of phenomenon which has attributes of 'connection'- assignment and dependence. The qualitative methods for evaluation of development of functional thinking can be based on students' activities which are related to functional thinking. With this purpose, teachers have to provide students with paradigm of the functional situation connected to the other subjects which have attributes of 'connection' and guide them by proper questions. Therefore, the aim of this study is to find teaching method for functional thinking by situation posing connected with other subject. We suggest the following ways for functional situation posing though the process of three steps : preparation, adaption and reflection of functional situation posing. At the first stage of preparation for functional situation, teacher should investigate student's environment, mathematical knowledge and level of functional thinking. With this purpose, teachers analyze various curriculum which can be used for teaching functional thinking, extract functional situation among them and investigate the utilization of functional situation as follows : ${\cdot}$ Using meta-plan, ${\cdot}$ Using mathematical journal, ${\cdot}$ Using problem posing ${\cdot}$ Designing teacher's questions which can activate students' functional thinking. For this, teachers should be experts on functional thinking. At the second stage of adaption, teacher may suggest the following steps : free exploration ${\longrightarrow}$ guided exploration ${\longrightarrow}$ expression of formalization ${\longrightarrow}$ application and feedback. Because we demand new teaching model which can apply the contents of other subjects to the mathematic class. At the third stage of reflection, teacher should prepare analysis framework of functional situation during and after students' products as follows : meta-plan, mathematical journal, problem solving. Also teacher should prepare the analysis framework analyzing student's respondence.

• Journal of Oriental Neuropsychiatry
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• v.26 no.2
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• pp.103-116
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• 2015

Objectives: Medical students suffer from mental health and academic problems due to academic stress. We investigated academic stress and exhaustion along with psychological issues caused by medical education during the years in the School of Korean Medicine. Methods: Two hundred fifty-one university students from the School of Korean Medicine, Pusan National University, were asked to complete the Medical Stress Scale (MSS), Maslach Burnout Inventory-Student Survey (MBI-SS), Positive Affect and Negative Affect Schedule (PANAS), and State-Trait Anxiety Inventory (STAI) three times during each semester for two years from 2013 onwards. We analyzed the influence of school term and vacation on educational stress and negative affect with the T-test. The Pearson's correlation analysis and regression analysis were used to predict changes during the first semester or first years of study in the School of Korean Medicine. Results: Academic stress and burnout increased steadily until the first semester of third grade, which was measured with MSS and MBI-SS. The anxiety level was highest when the students started the first grade and it decreased significantly after the first semester. Negative affect repeatedly increased significantly after each school term; however, it reduced after each vacation. In the first grade, 19.5% of the last measure of MSS can be explained with the first measure of MSS. Discussion: This study extensively reviewed the trends and characteristics of four years of academic stress and its related psychological influence, and discussed its importance for developing a more efficient academic curriculum for traditional Korean Medicine.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.2
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• pp.171-185
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• 2000

The twenty-first century may be said to be entering into a specialized qualification age to meet the needs of new technical innovations such as environmental changes, demographical changes, changes in the constitution of diseases, changes in the needs of the national health, reforms of information and knowledge, etc., which requires the provision of competitive services that can fulfill the high level needs of consumers. In consequence, it is needed to apply a practical nursing model that can serve as a guide for healthy society and to secure the sphere that can affect nursing policy-making by keeping pace with the changing environment. Furthermore, it is also urgent to expand more the activity sphere of nurse specialists with authority and autonomy, establish their legal foundation, establish a qualification accreditation system for nurse specialists, and develop educational programs. In Korea, the law relative to organ transplant past the national assembly on February 9, 2000, legally acknowledged brain death, which indicated to us the emergence of an age of organ transplant. Therefore, it necessitates to find out those of brain death from whom organ transplant is feasible in clinical practices, with their families' consent link to those terminal organ failure patients who are in need of an organ, and mediate both parties so that smooth transplant can be accomplished. A series of these complicated procedures require systematically trained specialists with high level techniques of organic management. With this in mind, this study was conducted on 69 clinical nurse specialists for organ transplant, accredited by the hospital, who are in active service in clinical practices. The resultant findings were revealed, as follows: 1. The qualifications of clinical nurse specialists for organ transplant should be accredited by Ministry of Health and Welfare or Korea Nurses Association. 2. The validity of qualifications should be for three years, and their renewal should be based on marks of a supplemental training or an education course for more than 12 hours a year. 3. The qualification of the clinical nurse specialist necessitates theoretical lectures and practices on those nurses who have had clinical experience in the pertinent field. 4. The course of training is required to be one year in the length of training and take more than 20 credits (320 hours) and 5 credits (240 hours).