• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.907-915
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• 2021

In this study, in order to investigate the relationships between the self-efficacy, career maturity, and information subject achievement of information-specialized high school students according to information subject classes, their correlations were analyzed through a survey of 214 second and third year students enrolled in two information-specialized high schools in Seoul. The main results are as follows. First, in the analysis of differences in self-efficacy, career maturity, and information subject achievement according to demographic characteristics, there was no significant difference according to gender, grade, extracurricular or individual learning for information subjects. The more they recognized that their grades belonged to the upper group, the higher their sense of self-efficacy and information subject achievement were perceived, and the higher their career maturity. Second, the students' self-efficacy was analyzed to have a positive effect on their career maturity and information subject achievement. Finally, it was found that the students' career maturity had a positive effect on their information subject achievement. Based on the above results, we briefly present the development direction for the education system to improve students' self-efficacy, career maturity, and information subject achievement.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.561-568
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• 2022

The purpose of this study is to explore the narrative of VR disaster and safety Education introduced by disaster film narrative. VR(Virtual Reality) is be suitable technology for disaster and safety Education due to media characteristics as 'immersion', 'presence', 'interactivity', 'pleasure'. Disaster film narrative is able to be worth VR disaster and safety education as a variety of stories and educational effect. For this study, examine a theoretical study and a visiting research of 'Busan 119 Safety & Experience Center'. This study concludes that Firstly need to introduce catharsis effect, Secondly, build 'interactive narratives' that ensure active participation of users, Thirdly, introduce an 'adventure game' narrative element, Fourthly, introduce a hero-shaped narrative in which the user becomes a one-man hero, And lastly, need education as use user's multiple access and group experience learning. Therefore, This thesis is of academic value in that it suggest a desirable new direction of narrative in VR disaster and safety education.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.409-420
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• 2023

This study aims to investigate the impact of science classes employing creative science drama on elementary school students' academic achievement and attitudes toward science during the final step of elementary science classes. The creative science drama used in this study is a class-closing activity wherein the teacher provides a basic script for the learning topic and then allows students to complete the rest of the story using their assignment. It devised a creative science drama class based on the research of Yoon (2016), and the contents of this study were centered on the use of magnets and the appearance of the Earth in the first semester of third grade. Students in their third year at H Elementary School in Gyeonggi-do were the subject of this study. The results showed that scientific achievement through science drama in the experimental class was improved, with a statistically significant difference. However, ANCOVA analysis revealed no statistically significant differences in attitudes toward science. Moreover, there was no statistically significant difference in scientific drama perception. Interviews with students in the experimental class applying science drama revealed that students found difficulty in writing science drama scripts and that coordinating and reaching a mutually acceptable opinion in group activities required the most discussion and cooperation. However, many of them stated that the experience of scientific drama was enjoyable and informative, and since what they learned was transformed into a scientific drama, they remembered the lessons longer.

• Journal of Korean Biological Nursing Science
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• v.25 no.1
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• pp.20-31
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• 2023

Purpose: This study aimed to determine the consistency of 1-day and 3-day average dietary intake using the 24-hour diet recall method and to investigate the relationship of diet intake with physiological indicators potentially associated with diabetic complications in patients with diabetes. Methods: This study conducted a secondary data analysis using pretest data of a nursing intervention study entitled "Development of deep learning based AI coaching program for diabetic patients with high risk and examination of its effects." Data were analyzed through descriptive analysis, one-way repeated-measures analysis of variance, and Pearson correlation coefficients using SPSS 26.0. Results: The average total daily calorie intake over 3 days was 1,494.48 ± 436.47 kcal/day: 1,510.90 ± 547.76 kcal/day on the first day, 1,414.22 ± 527.58 kcal/day on the second day, 1,558.34 ± 645.83 kcal/ day on the third day, showing significant differences (F = 3.59, p = .031). The correlation coefficient between the 1-day and 3-day average dietary intake was 0.41-0.77 for each nutrient and 0.62-0.80 for each food group. Vegetable intake showed negative correlations with body mass index (BMI; r = -.19, p = .023) and triglycerides (r = -.18, p = .036), whereas dairy intake was positively associated with low-density lipoprotein-cholesterol (LDL; r = -0.18, p = .034) and triglycerides (r = .40, p<.001). Conclusion: This study demonstrated that 1-day dietary intake was highly correlated with 3-day average dietary intake using the 24-hour diet recall method. Food groups showed significant associations with physiological indicators of potential diabetic complications such as BMI, triglycerides, and LDL levels. Further studies are needed to improve the knowledge base on the relationships between physiological indicators and food groups.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.194-209
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• 2023

This study aims to present implications for the appropriate establishment and development of a science-authorized textbook system through an understanding of the process of selecting science-authorized textbooks and analyzing the perception of teachers. Toward this end, this study conducted interviews with five elementary school teachers who participated in the science textbook selection process, surveys on 32 teachers, and analysis on the authors of the textbooks. The result demonstrated, first, that the "opinion gathering" stage was the most important one, and a council was formed in consideration of career and major. Moreover, the evaluation standard was reorganized and used according to the situation of the school. Second, in the process of opinion gathering, the teachers used a method for reviewing the entire textbook for each teacher. Inquiry activities and textbook composition (readability) were crucially considered as internal factors, and teaching and learning materials, such as videos, were deemed extremely important as external factors. The variable of the author, which is an indicator of the reliability and expertise of textbooks, was also recognized as vital. Third, the deliberation by the School Committee and the report by the principal were recognized as the administrative final step after selection. Finally, selecting the most suitable textbooks for each grade group was recognized as more important than arbitrarily unifying textbooks for the third and fourth grades and for the fifth and sixth grades.

• Korean Educational Research Journal
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• v.43 no.1
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• pp.59-87
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• 2022

'Thinking and Expression' develops comprehensive problem-solving ability to solve various problems in life and society by cultivating thinking skills such as creative, logical, reflective thinking, and connected thinking and communication ability to communicate one's thoughts through writing and speaking. This is a college basic liberal arts course established to improve students. The purpose of this study is to introduce the case of rewriting of literature reading and healing performed as an extension of storytelling learning in 'Thinking and Expression' class. In class, we read Michel Tournier's short story "Let Joy Remain in Me" and shared our feelings about the final scene of the work. Then, we each presented a question that came to mind as we read the work, and we shared our thoughts with the members of the group. Next, the students created the content that will follow the last scene of the work with the direction of healing. Through this, we tried to read the work carefully and deeply appreciate its contents, and we had time to feel the creative experience of the reader re-creating the meaning of the work and the effect of healing rewriting. Then, we turned the direction of reflection to the realm of the reader's own life and expressed their desired future self in writing, imagining that it had already been realized. Through this, we tried to discover the meaning of practical rewriting towards self-actualization.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.139-170
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• 2022

In relation to differentiated mathematics education, Russia has a longer experience in research and practice than Korea. The mathematics curriculum for 10-11 grades currently in use in Russia is a level-specific curriculum and consists of a basic level and an advanced level. And in Russia mathematics textbooks for 10-11 grades are also textbooks for each level. In this study, we analyzed basic level textbook and advanced level textbook written by the same author group among the textbooks 'Algebra and Introduction of Mathematical Analysis' of the 10th grade in Russia. To analyze the main learning contents and textbook descriptions that were added in advanced level the 'real numbers' and 'complex numbers' sections were studied. The main contents of basic and advanced level textbooks for 'functions', 'trigonometric functions', 'trigonometric equations', 'conversions of trigonometric expressions', and 'derivatives', which are included in both basic and advanced textbooks were compared and analyzed, and the descriptive characteristics of the definitions and theorems presented in the two levels of textbooks were also compared and analyzed. From the results of this study, it is expected that various information on the contents of various level textbooks of mathematics, the differences between textbooks for each level, and strategies for the composition of textbooks for various level can be accumulated.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.6
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• pp.407-416
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• 2018

The study aims to explore the possible link between lifelong education and local education·training projects to enhance vocational skills. To this end, we first looked at vocational training in lifelong educational institutions. We looked at the areas of lifelong education presented by the Lifelong Education Act and the status of job improvement in them, as well as the actual number of learners across the country. Next, we looked at local education training projects. In this case, We investigated the significance and type of education·training projects, and identified the number of programs and the number of learners. Looking at them, we looked for five possibilities the possible link of between vocational abilities and educational·training projects. The five were to strengthen employment related lifelong learning of the economically inactive population, to strengthen lifelong education related to the underprivileged people, to enhance vocational skills for lifelong education centered on the employed, to utilize lifelong education institutions and universities in the region, and to strengthen the role of local governments to guide local job demands and suppliers.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.159-181
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• 2023

The purpose of this study is to explore secondary mathematics teachers' perceptions on Artificial Intelligence (AI). For this purpose, we conducted three focus group interviews with 18 secondary in-service mathematics teachers and analyzed their perceptions on AI for math and math for AI. The secondary in-service mathematics teachers perceive that AI allows to implement different types of mathematics instruction but has limitations in exploring students' mathematical thinking and having emotional interactions with students. They also perceive that AI makes it easy to develop assessment items for teachers but teachers' interventions are needed for grading essay-type assessment items. Lastly, the secondary in-service mathematics teachers agree the rationale of adopting the subject ＜Artificial Intelligence Mathematics＞ and its needs for students, but they perceive that they are not well prepared yet to teach the subject and do not have sufficient resources for teaching the subject and assessing students' understanding about the subject. The findings provide implications and insights for developing individualized AI learning tools for students in the secondary level, providing AI assessment tools for teachers, and offering professional development programs for teachers to increase their understanding about the subject.

• The Mathematical Education
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• v.62 no.1
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• pp.57-78
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• 2023

Students' engagement in lessons not only determines the direction and result of the lessons, but also affects academic achievement and continuity of follow-up learning. In order to provide implications related to teaching strategies for encouraging students' engagement in elementary mathematics lessons, this study implemented lessons for middle-low achieving fifth graders using open-ended tasks and analyzed characteristics of students' engagement in the light of the framework descripors developed based on previous research. As a result of the analysis, the students showed behavioral engagement in voluntarily answering teacher's questions or enduring difficulties and performing tasks until the end, emotional engagement in actively expressing their pleasure by clapping, standing up and the feelings with regard to the topics of lessons and the tasks, cognitive engagement in using real-life examples or their prior knowledge to solve the tasks, and social engagement in helping friends, telling their ideas to others and asking for friends' opinions to create collaborative ideas. This result suggested that lessons using open-ended tasks could encourage elementary students' engagement. In addition, this research presented the potential significance of teacher's support and positive feedback to students' responses, teaching methods of group activities and discussions, strategies of presenting tasks such as the board game while implementing the lessons using open-ended tasks.