• 대한지구과학교육학회지
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• 제6권2호
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• pp.152-158
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• 2013

The purpose of this work is to investigate pre-service elementary teachers' belief in science gifted education. To do that, from September to November 2012, this research had been conducted with 42 students who were in the third year of P University of Education. The conclusions of this work are presented as follows: First, the pre-service elementary teachers considered exploration ability to be the most important talent for the gifted students in science, and chose task commitment as the next most important. They regarded intelligent ability and leadership ability as the relatively less important. Secondly, regarding the most important tool in choosing scientifically gifted students, the pre-service elementary teachers preferred creativity test. It was found that they considered the intelligence test and academic achievements, which require intelligent ability, to be the less important. Thirdly, regarding the special knowledge related to science gifted education, the pre-service elementary teachers considered pedagogical knowledge about the gifted to be the most important. Fourthly, regarding a class type for gifted students in science, the pre-service elementary teachers most preferred project learning. Project learning is a learning method in which students choose an interesting problem and solve the problem in cooperation with group members. It is the most widely used exploration class in gifted education. It is in the same context as the result that exploration ability is the most important factor to elementary gifted students in science. This work revealed that, with regard to a talent for the gifted in science, judgment of the gifted in science and science gifted education, the potential ability and affective ability of gifted students are considered to be more important than their intelligent ability. Therefore, it was analyzed that pre-service elementary teachers' belief in the gifted students in science is almost consistent with the recent trend of gifted education.

• 대한영양사협회학술지
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• 제7권2호
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• pp.167-174
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• 2001

The purpose of this study was to investigate food service management system and nutrition education of the early childhood education institute in Yongdungpo, Seoul. Self-administered questionnaires were completed by 26 public early childhood education institute and 34 private ones. A majority of the teachers were women over 40 with at least bachelor's degree. Other than the fact that food service provides food to the children, it contributed in providing the essential nutrients to the children, as well as giving them the opportunity to learn table manners. A normal food service would provide one set of lunch and two sets of snacks, which would be provided by the institute itself. In most cases, the director or teachers planned the menus instead of dietitians. Journals, cookbooks, and other information put out by mass communication, such as TV and newspapers, were used as reference to those menus. The factors considered in planning the menus were mainly nutritional balance and the children's food preference. The difficulties in meal management were about the budget and nutritional menu planning. Fifty five percent of the subjects were did nutrition education, and they focused mainly on the table manners and hygiene education but once a year. The difficulties and complaints in execution nutrition education at the institutes were lack of nutritional knowledge, personal shortage, and excessive work. The institutes were urgently requesting for menu provisions from local Public Health Clinics. As a recommendation from the results of this study, food service management and nutrition related subjects should be more enforced into the nursery teacher training curriculum. Also, it is necessary to provide nutrition education to teachers, and as a link, the need to develop a manual for nutrition education has become urgent.

• 품질경영학회지
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• 제39권1호
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• pp.155-166
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• 2011

In this research, we study on to find the inter-relation among education service quality and customer satisfaction and re-use focusing on E life-long education center. Education service quality consists of four factors such as training center's facility, trainer, employee's service and operating service. As like the results of this research, we found that three factors of education service quality such as facility, trainer and operating service give a positive effect to customer satisfaction and also we found that customer satisfaction gives a positive effect to re-use.

• East Asian mathematical journal
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• 제31권4호
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• pp.547-568
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• 2015

The purpose of this study is to analyze whether statistics and statistical education of intensive courses at the teachers college can improve elementary pre-service teacher' statistical attitudes. Findings on this study are as follows: First, there was meaningful difference in the elementary pre-service teacher' attitudes with significant level of 0.05. This proved that statistics and statistical education of intensive courses at the teachers college was effective on improving elementary pre-service teacher' attitudes. Second, there was meaningful difference in the pre-service math teacher' conception in the 2009 reformed curriculum for elementary mathematics.

• 한국식품조리과학회지
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• 제26권3호
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• pp.252-262
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• 2010

This study was conducted to evaluate the sanitary performance and education of elementary and middle school food service employees, by administering questionnaires to 358 elementary school food service employees and 171 middle school food service employees in Seoul. The collected data were subjected to descriptive analysis and $X^2$ tests using the SPSS package program. On the questionnaire, items pertaining to personal hygiene, ingredient control, process control, safety management, and sanitation education were used to measure sanitary performance, with a maximum possible rating of 5 per each category. The results can be summarized as follows. Elementary school food service employees' had the following sanitary performances scores: personal hygiene(4.75), ingredient control(4.82), process control(4.73), safety management(4.69) and sanitation education(4.29). Middle school food service employees' had the following performance ratings: personal hygiene(4.62), ingredient control(4.71), process control(4.71), safety management(4.61) and sanitation education(4.05). In the elementary school employees, 59.8% received regular sanitation education once per month, while 67.3% of middle school employees received regular sanitation education more than once per month. At the elementary schools, food service sanitation education was conducted verbally(39.4%), while middle school sanitation education was principally carried out through the distribution of leaflets(41.5%). The average effectiveness scores for food service verbal education were 2.97 out of a possible 5 at the elementary schools and 2.94 out of 5 at the middle schools. In both elementary and middle schools, the majority of the employees attributed the low level of sanitation knowledge in food service to a lack of facilities and equipment.

• 한국산학기술학회논문지
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• 제19권2호
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• pp.270-278
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• 2018

본 연구는 어린이집 유아교사의 질적 향상에 대한 발전방향을 모색하기 위해 CIPP 평가 모형에 기반하여 어린이집 유아교사가 이수한 보수교육에 대한 평가를 실시하고자 한다. 이를 위하여 충남 및 대전광역시에 소재한 어린이집에서 근무하는 유아교사 203명을 대상으로 설문조사를 실시하였다. 수집된 자료를 바탕으로 SPSS 21.0을 사용하여 자료를 분석하였고, 그 결과는 다음과 같다. 어린이집 유아교사 대상 보수교육은 목표제시와 사전분석과 같은 교육상황은 다른 평가영역보다 긍정적이었으나, 유아교사 개인요인과 같은 교육과정은 상대적으로 수정과 보완이 필요한 영역으로 평가 되었다. 유아교사 개인의 특성을 반영하지 못한 획일적인 교육은 체계적이고 효과적인 교육이 이루어지는 데 한계가 있을 수 있으므로 교사의 현장과 실태를 고려하여 계획이 이루어져야 하고 교사의 현장요구가 반영되어야 한다. 따라서 본 연구는 어린이집 유아교사 대상 보수교육의 평가를 통해 보수교육프로그램의 실정과 추후 보다 바람직한 어린이집 보수교육이 이루어지도록하기 위한 기초자료가 될 것이며, 보수교육 내실화를 위한 유아교사의 자질 향상 프로그램 개발에 기초자료로 활용될 것으로 사료된다.

• 한국초등과학교육학회지:초등과학교육
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• 제39권4호
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• pp.494-505
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• 2020

In this study, we surveyed characteristics of the science related collaborative problem solving competency of pre-service elementary teachers, especially required in the digital age. The participants in online survey were 119 pre-service elementary teachers of National University of Education located in Gangwon province. The analyzed results of survey were as follows: First, pre-service teachers performed their task responsibly in collaborative problem solving context related to science. However, they lacked competencies in making rubrics for problem solving processes or outcomes, and setting up rules about team activities. Second, in using ICT technology, the competencies of utilizing tools such as app and software lacked compared with the competencies of searching data in online and using ppt. Third, there was no statistically significant difference among groups by their intensive major in university or selective subject in high school. Nevertheless, pre-service teachers majoring in natural science showed more persistence than those majoring in humanities in problem solving context. Finally, there was no significant gender difference except 'clear communication and accomplishment'. That is, female pre-service teachers performed more responsible in their task and showed more fluency in communication and presentation within their group than male counterparts. Based on these results, implications in the field of pre-service teacher education were discussed.

• 대한지구과학교육학회지
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• 제8권3호
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• pp.355-366
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• 2015

The purpose of this study was to investigate the elementary school pre-service teachers' and in-service teachers' and STEAM leader school teachers' difficulties and requirements in the relation to STEAM Education. For this study, 49 pre-service teachers, 57 in-service teachers, 16 leader school teachers in G Area were selected. And they conducted the survey. The results of this study were as follows. First, in order to minimize elementary teachers' physical burden actually, it is necessary to distribute STEAM teaching materials including various and specific programs to the schools in the booklet. Second, for the fast and effective spreading of STEAM, it also should be permitted the pre-service teachers to access STEAM homepage, which is limited to teachers. Third, we should make circumstance to research on STEAM through collaboration with colleagues freely. Therefore, we should give intensive training and consulting opportunities to science teacher. Because they who is getting stronger in this field to do this can furnish other colleagues to teaching tips and information in the relation to STEAM education. By all this fulfillment simultaneously, STEAM will be settlement in elementary school in the short period.

• International Journal of Advanced Culture Technology
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• 제12권3호
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• pp.441-448
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• 2024

The purpose of the study was to examine the effects of pre-service early childhood teachers' pedagogical content knowledge in mathematics and constructivist educational belief on mathematics teaching efficacy. The subjects were 187 pre-service early childhood teachers who enrolled in universities majoring early childhood education. We used self-reporting survey questionnaires to measure the major variables and utilized the SPSS 28.0 Program to analyze the collected data. Cronbach's alphas were calculated and the descriptive statistical analysis were conducted. To investigate the research questions, Pearson's correlation analysis and multiple regression analysis were done. As results, the higher the levels of pre-service early childhood teachers' pedagogical content knowledge in mathematics and constructivist educational beliefs, the higher their mathematics teaching efficacy. In addition, both pedagogical content knowledge in mathematics and constructivist educational belief were validated as the predictors of increased mathematics teaching efficacy of pre-service early childhood teachers.

• 한국유기농업학회지
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• 제26권3호
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• pp.327-349
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• 2018

The purpose of the study focuses on the agriculture education services in the changing rural areas conditions such as population decline, aging society, and returning farmers. The study reviews the effects of agricultural education services on returning farmers and local residents for satisfaction, intention for recommendation, and intention to continue participation. Further, the study aims to investigate any difference in the level of satisfaction for two groups. The results suggested that there is a meaningful difference between return-farmers and local residents. Among the demographic variables, age and income showed a notable difference. However, sex, level of education and type of household did not suggest noticeable differences. In addition, the study accessed agricultural education from a service perspective and analyzed its service quality and customer satisfaction, loyalty and relationship using a service profit chain model. Like the result of most other studies, the analysis showed that these had positive relationships. While the study focused on the efficiency of agriculture education training program in agriculture technology centers, the study carries a meaningful value in that it discovered a meaningful difference in the satisfaction level between returning farmers and locals despite the fact that agriculture education was applied as a part of service. In practical terms, the study pointed out the need for consumer-centered education that reflects the characteristics of the groups rather than standardized education.