• 지역사회간호학회지
• /
• 제26권4호
• /
• pp.390-397
• /
• 2015

Purpose: The purpose of this study was to explore practice-based evidence for health promotion in vulnerable populations with hypertension in primary health care settings. Methods: Two methodological procedures were adopted for this triangulation study. In the first phase, the sample was obtained from the computerized clinical data repository of a community nursing center. A total of 286 clients were assessed for hypertension as an actual circulation problem as coded in the Omaha System. In the second phase, a qualitative focus group was surveyed through semi-structured interviews conducted by nine advanced practice nurses who had been serving the hypertensive patients. Results: The community nurses provided essential primary healthcare services including health teaching guidance and counseling, and surveillance to vulnerable populations living in medically underserved community. There was a significant positive correlation between knowledge and behavior (r=.53, p<.01), between knowledge and health status (r=.40, p<.05), and between behavior and health status (r=.48, p<.01). Conclusion: This triangulation study encompassed not only quantitative findings from the computerized records of clients but also other information acquired from advanced practice nurses. This study contributes to understanding the importance of health promotion nursing interventions even with populations already diagnosed with chronic diseases such as hypertension.

• International Journal of Advanced Culture Technology
• /
• 제10권2호
• /
• pp.130-134
• /
• 2022

The purpose of this study is to examine the academic foundation of developmental rehabilitation, and the main context and criteria of the review were based on lifelong education for individuals with disabilities. As for the research method, expert consultation was formed based on literature analysis. The contents of the study presented structuring career roadmaps for individuals with developmental disabilities, establishing subject-extracurricular standards for lifelong education curriculum, adult-centered teaching and learning evidence-based practices, job majors, and data-based ILEP document certification. As a result of the study, developmental rehabilitation was valuable as an academic basis for establishing a major foundation for lifelong education for individuals with disabilities, and could be understood as a field deeply applied by convergent nature through special education, rehabilitation science, and social welfare.

• 영어어문교육
• /
• 제3호
• /
• pp.141-183
• /
• 1997

This paper aims to find out the current state of early English education in the world(including Korea) and to suggest its more desirable direction, with special reference to TEFL in elementary schools of Korea. In fact English teaching in elementary schools of Korea has been put into practice as an extracurricular activity since 1982. But in 1995 the Ministry of Education proclaimed a policy to establish a TEFL program as the regular course in elementary schools of Korea since 1997. In this connection, the writer surveyed several kinds of theories about early English education to verify the necessity and validity of Korea's elementary school English education. The logical result from these theories is that younger children are better equipped to learn foreign languages with efficiency than older children or adults. However, as most studies are based on logical inferences rather than on direct observation or experimental evidence, we are not sure that those theories are right. In this view, the writer put stress on the preparation of educational environments to establish a more desirable direction of early English education in Korea, since Korea's elementary school English education will be practiced under EFL environment, not ESL environment. The writer also pointed out some problems of educational finances, the curriculum development process and its content, teaching materials(textbooks and tapes), English teachers, teaching methods, evaluation, educational facilities. This paper concludes that we have to try to solve these problems to succeed in a TEFL program in elementary schools of Korea and suggests several things for a more desirable direction of Korea's elementary school English education.

• 한국산학기술학회논문지
• /
• 제19권5호
• /
• pp.323-330
• /
• 2018

본 연구는 측정학적 특성을 바탕으로 교육과학기술부에서 표준안으로 보급한 교직 적성 인성 검사를 교육대학원의 예비공학교사에게 실시하는 것이 적절한지를 살펴보며, 교직 적성 인성 검사가 적정 수준의 신뢰도에 도달할 수 있는 효율적인 측정 조건을 제시하였다. 이를 위해 수도권에 소재한 한 교육대학원에서 2013년부터 2017년까지 공학교육전공의 예비공학교사 99명을 대상으로 실시한 교직 적성 인성 검사자료에 일반화가능도 분석을 수행하였다. 주요 분석결과는 다음과 같다. 첫째, 교직 적성 인성 검사점수에 미치는 요인의 상대적인 영향력은 일반적으로 잔차, 영역 내 문항, 피험자, 피험자와 영역의 상호작용, 영역, 그리고 시행횟수 크기의 순으로 나타났다. 둘째, 고전검사이론을 바탕으로 한 Cronbach's ${\alpha}$는 측정 구조를 적합하게 반영하지 못함으로써 과대추정 될 수 있으므로 준거참조검사에서는 의존도계수와 같은 보다 정밀한 신뢰도를 추정할 필요가 있다. 셋째, 교직 적성 인성 검사 표준안은 의존도계수를 바탕으로 교육대학원의 예비공학교사에게 적용 가능하다는 경험적 근거를 제시하였다. 넷째, 교직 적성 인성 검사가 적정 수준의 신뢰도에 도달할 수 있는 효율적인 측정 조건은 총 문항 수를 기준으로 시행횟수는 2회, 영역은 12개, 그리고 영역 내 문항은 8개로 원자료인 총 210개 문항을 96개로 축소할 수 있는 것으로 나타났다. 마지막으로 본 연구의 제한점과 후속 연구를 위한 방향을 제시하였다.

• 대한한의학회지
• /
• 제43권2호
• /
• pp.27-41
• /
• 2022

Objectives: There should be an objective analysis on the academic competency for incorporating Computer-based Test (CBT) in the education of traditional Korean medicine (TKM). However, the Item Response Theory (IRT) for analyzing latent competency has not been introduced for its difficulty in calculation, interpretation and utilization. Methods: The current study analyzed responses of 390 students of 8 years to the herbology test with 14 items by utilizing Rasch model, and the characteristics of test and items were evaluated by using characteristic curve, information curve, difficulty, academic competency, and test score. The academic competency of the students across gender and years were presented with scale characteristic curve, Kernel density map, and Wright map, and examined based on T-test and ANOVA. Results: The estimated item, test, and ability parameters based on Rasch model provided reliable information on academic competency, and organized insights on students, test and items not available with test score calculated by the summation of item scores. The test showed acceptable validity for analyzing academic competency, but some of items revealed difficulty parameters to be modified with Wright map. The gender difference was not distinctive, however the differences between test years were obvious with Kernel density map. Conclusion: The current study analyzed the responses in the herbology test for measuring academic competency in the education of TKM using Rasch model, and structured analysis for competency-based Teaching in the e-learning era was suggested. It would provide the foundation for the learning analytics essential for self-directed learning and competency adaptive learning in TKM.

• 의학교육논단
• /
• 제20권1호
• /
• pp.1-5
• /
• 2018

A traditional clerkship consists of a series of short rotations in specialty disciplines and is usually based in tertiary, urban teaching hospitals. Shortened inpatient stays and the shift toward ambulatory management have had a negative impact on student learning. There have been growing concerns that the traditional specialty-based clerkship in fragmented and highly specialized clinical environments may not be the optimal choice for basic clinical education. As a result, a new model of clinical clerkship called longitudinal integrated clerkships (LICs) has emerged. There is increased interest in LICs due to the growing evidence of positive outcomes for students, patients, and supervising clinicians. Emphasizing continuity as one of the main organizing principles of an LIC, this article reviews the introduction of LICs into medical education, the key concepts and educational theories which underpin LICs, and the typology of LICs. The author also offers some personal suggestions for contemplation before clerkship programs in Korea adopt LICs.

• 영어어문교육
• /
• 제17권1호
• /
• pp.191-208
• /
• 2011

The quantitative study investigated perceptions of evaluative criteria in L2 writing between two groups - learners (N=212) and instructors (N=52) in Korea. Specifically, the purpose of the study is (1) to examine learners' and instructors' perceptions on evaluative criteria in L2 writing and to provide empirical evidence concerning how they respond to a list of them and (2) to ultimately devise appropriate rating criteria applicable to an EFL context like Korea. Analyses of evaluative criteria were conducted using factor analysis and yielded the following results: learner and instructor groups perceived the evaluative criteria differently and weighted them in a different way. For the learner group, the combined elements of grammar and language in use were identified as Factor 1 and mechanics as Factor 2. The results may infer that learners' response patterns are primarily linked to their instructors' writing practice in class, which may largely focus on grammatical knowledge based on lexical use and mechanical accuracy. Similarly, the instructor group acknowledged grammatical knowledge as Factor 1 and lexical use as Factor 2. The first two factors found in both learner and instructor groups indicate that in an EFL context like Korea, the form-then-content way of teaching and learning is still being considered more effective in L2 writing than any other method. Taking into consideration these perceptive similarities and differences between learners and instructors, the categories of evaluative criteria in writing include content and organization, grammar, mechanics, language in use, and flow of the essay, respectively.

• 아동학회지
• /
• 제15권2호
• /
• pp.97-116
• /
• 1994

This study investigated the effect of young children's interaction with a teacher and computer environments on their development of representational competence cf replay, the children's ability to construct and reconstruct actions. A pretest-posttest design with one experimental group and one control group was used; quantitative analyses, including interview assessments and coded observations of children's work in the context of educational interventions were supplemented by qualitative analyses of this work. Thirty-nine children (2-5 years of age) were randomly assigned to either an experimental or control group. The educational intervention provided to the experimental group involved a sequence of twenty sessions incorporating a series of three computer environments. A teaching strategy, based on Vygotsky's Zone of Proximal Development (ZPD) and Sigel's distancing theory, was used to mediate children's interaction with these computer environments. Results indicated that children's representational competence kept developing and reached a higher stage and the educational intervention fostered the development of representational competence, with strong evidence of near transfer but no evidence of far transfer. These results suggest that representational competence is a teachable concept and that a complex mediating structure allows children to reconstruct their previous experiences and apply them to problem situations.

• 한국지구과학회지
• /
• 제31권5호
• /
• pp.500-520
• /
• 2010

The purposes of this case study were (1) to explore one experienced teacher's views on Earth Systems Education and (2) to describe and document the characteristics of the Earth Systems Education (ESE) curriculum provided by an exemplary middle school science teacher, Dr. J. All the essential pieces of evidence were collected from observations, interviews with the experienced teacher and his eighth grade students, informal conversations, document analysis, and field notes. The $NUD^*IST$ for MS Windows was used for an initial data reduction process and to narrow down the focus of an analysis. All transcriptions and written documents were reviewed carefully and repeatedly to find rich evidence through inductive and content analysis. The findings revealed that ESE provided a conceptual focus and theme for organizing his school curriculum. The curriculum offered opportunities for students to learn relevant local topics and to connect the classroom learning to the real world. The curriculum also played an important role in developing students' value and appreciation of Earth systems and concern for the local environment. His instructional strategies were very compatible with recommendations from a constructivist theory. His major teaching methodology and strategies were hands-on learning, authentic activities-based learning, cooperative learning, project-based learning (e.g., mini-projects), and science field trips. With respect to his views about benefits and difficulties associated with ESE, the most important benefit was that the curriculum provided authentic-based, hands-on activities and made connections between students and everyday life experiences. In addition, he believed that it was not difficult to teach using ESE. However, the lack of time devoted to field trips and a lack of suitable resource materials were obstacles to the implementation of the curriculum. Implications for science education and future research are suggested.

• 한국지구과학회지
• /
• 제31권1호
• /
• pp.106-117
• /
• 2010

이 연구의 목적은 학생들의 논증을 인식론적 (사고과정) 및 심리학적 (사고유형) 관점에서 탐색하여 어떠한 사고과정 및 유형으로 교사가 학생들의 논증 형성 능력을 향상시키는지 알아보는 것이다. 35년의 교사경력을 지니고 있는 교사 및 그의 26명 학생의 과학수업 60시간을 관찰하고, 전사하였으며, 전사한 학생들의 논증이 어떻게 표현되는지를 두 개의 도구, 즉 인식론적 및 심리학적 관점으로 분석하였다. 이 연구 참여자인 교사는 학생들의 논증의 질을 향상 시키기 위하여 특별한 목적으로 개발한 명시적인 교수법 "주장-근거 교수법"을 수업 시간에 활용하였다. 논증을 두 개의 다른 관점으로 분석해 본 결과, "보기" 또는 "예"를 이용한 사고과정에서는 "정교성" 사고유형이 가장 빈번하게 사용되었다. 모든 탐구의 시작인 가설을 세우기 위해 학생들은 "귀납" 사고과정으로 "일반화" 사고유형을 통해 탐구의 시작단계인 본인들의 "주장"을 형성하였다. 좀 더 높은 수준의 논증은 다른 지식이나 경험을 통한 개념의 "일관성" 사고 과정을 통해 교사의 도움에 힘입어 학생들이 "설명"을 형성하였다. 이러한 높은 수준의 논증 기회에서 확인된 교사의 역할은 학생들이 스스로 논증을 형성할 수 잇도록 도와주는 조력자, 그리고 학생들의 논증을 평가하는 것이 아닌 좀더 학생들의 사고과정을 확장시켜 주는 정교자 (elaborator), 그리고 학생들의 논증 수준이 높아질 수 있도록 논증을 추적하여 발전시켜주는 멘토로 확인되었다. 논증 본성에 대한 이해를 바탕으로 교사들은 학생들이 과학의 참 의미를 이해 할 수 있도록, 논증 기회를 제공하는 명시적인 교수전략을 개발하는 것이 필수적이라 할 수 있겠다.