• Communications of Mathematical Education
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• v.26 no.2
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• pp.205-220
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• 2012

In this article convergent sequences with natural number terms are investigated and the behaviors of tails and limits of these natural number sequences are explored. Firstly this study showed how the pre-service teachers response to the intuitive limit definition using "getting closer" for constant sequences. As a case of convergent natural sequences, the sequences in which the latter term is determined by the sum of digit squares of the former term are considered. To exploring these sequences the computational and charting capabilities of spreadsheets are utilized and some mathematical findings are obtained. Spreadsheet can be instrumentalized by teachers or students to provide a laboratory-like environment to explore a mathematical problem.

• Journal of the Health Care and Life Science
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• v.11 no.2
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• pp.237-244
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• 2023

This study analyzed the teaching and learning support web services of health-specialized colleges. It was searched for educational innovation and teaching and learning support on the portal site. Web services related to teaching and learning at eight health-specialized colleges were classified into five categories. CTL web service support, teaching support, learning support, CTL introduction, and differentiated web services were analyzed. Teaching and learning support and CTL introduction web services were subdivided and operated, and web services that increased access to teaching and learning support were provided to teachers and students by preparing for national exams. Students at health-specialized colleges must pass the national examination to get a job, and the quality of teaching and learning needs to be improved. Therefore, the excellence of providing teaching and learning programs is required for junior college teachers and students. Based on this study, it is expected to improve the quality of web services for teaching and learning support in specialized health colleges.

• Korean Journal of Human Ecology
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• v.18 no.5
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• pp.1135-1145
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• 2009

This study was conducted to investigate the situation of internal facilities and sanitary management of elementary, middle, and high school foodservice in Chonbuk area. Self administered questionnaires were collected from 252 nutrition teachers and school dietitians. Statistical data analysis was completed using a SPSS 11.5 program. The results are summarized as follows: Approximately 99.2% of the subjects were women and those who were married accounted for 76.6%. Those in their 30s to 40s accounted for over 87%, those with more than 11 years experience accounted for 56.8%, and those 69.0% were regular nutrition teachers. Among the 280 school foodservice systems, 51.6% of the schools were located in urban areas and 48.0% in rural areas. About 68% of the schools prepared meals the conventional way and 32.3% prepared them the commissary way. The number of employees accounted for in the schools was 37.7% with 1 to 3 employees, 27.8% with 4 to 6 employees, and 25.4% with 7 to 9 employees. About 54% of schools have an expectance of school meal service for more than 11 years. However 67.5% of their facilities had not been remodeled since the implementation of the foodservice. As a result of the conditions of the school foodservice facilities, there were significant differences between elementary and middle & high schools; preparation room (p<0.01), toilet (p<0.01), and boiler room (p<0.01). About 62% of the nutrition teachers responded that they were dissatisfied with the situation of the facilities (e.g. size and materials of the kitchen, heating and cooling systems). The washing and disinfection methods in elementary, middle and high schools were very different, because they had no sanitizers and disinfectant guidelines. Therefore the governmental regulating agencies must review and approve of the plans prior to new construction or extensive remodeling of the school foodservice facilities. In addition, we suggest that it is necessary to provide practical sanitizers and disinfectant guidelines and other useful education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5578-5587
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• 2011

The purpose of this study is to confirm how keeping a educational diary in which no feedback is given in the teaching practice in kindergartens affects a teacher efficacy and the educational belief of preschool teachers-to-be as well as the organizational health of kindergartens to practice according to the way teachers feel. With this aim, the study aimed at 34 seniors at the Department of Early Childhood Education in the four-year college in Chungnam. The study conducted this experiment using the nonequivalent control group pretest-posttest design, and carried out a $x^2$ analysis and a t-test according to the data. Concerning the research results, first, keeping a educational diary of teaching practice affirmatively affected a teacher efficacy. Second, it did not significantly affect a teacher's educational belief. Third, it did not significantly affect the organizational health of the kindergarten to practice according to the ways teachers-to-be feel. This study is meaningful in that keeping a reflective journal in which feedback by a guidance teacher for practice becomes the basic proposition may be replaced with the keeping of a diary of practice at the level of practicality. This means that a teacher's sense of efficacy may improve simply by keeping a educational diary of teaching practice without feedback by a guidance teacher.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.201-209
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• 2012

This study aims to explore patterns and characteristics of coordination between evidence and theories which were found in pre-service elementary teachers' writing for their science inquiry. Five science inquiry activities and a total of 115 writings of the participant teacher at the elementary teacher preparation university in Korea were collected and analyzed for this study. Based on the writing analyses there were found four types of coordination between the evidence and theory. We proposed four types as: Type 1-Consistency of evidence and theory; Type 2-Consistence of evidence and theory including more extension or elaboration of theory; Type 3-Inconsistence of evidence and theory Type 4-Inconsistence of evidence and theory followed by coordination of them. Firstly the findings indicated that the most to least frequent types were Type 1, Type 3, Type 2, and Type 4. The most frequent type was Type 1. It is interpreted that theory in the inquiry questions were frequently figured out by participants and they selected supporting evidence out of data found. There were rarely found relations between activity topics and frequencies of coordination types except in activity 1. The findings in this study will connect to the point of how students collaborate their previously owned knowledge with experiment planning, data analysis and interpretation and making of their own scientific claims.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.32 no.2
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• pp.49-67
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• 2021

The school library provides a mobile web service that allows access to the library catalog system, and provides services that reflect the needs of search and consider the characteristics of mobile devices. Therefore, this study conducted a literature review, an analysis of the current status of school library mobile web services, and a survey of the mobile service user experience of students and teachers to find the contents and service plans for school library mobile app services that meet the school library mobile needs. Based on the survey, the contents and design plan of the school library DLS mobile service was prepared. First, the steps were reduced from step 4 to step 3. In the first step, solution of screen clipping errors in registering as a member and various login platforms for accessibility are needed. In the second step, integrated search and detailed search, provision of materials for use and reading education, post-booking activities, guides and announcements on the use of the affiliated school library, inter-loan, and e-books are provided as main menu. In the third step, it was proposed to provide related functions such as reservations as well as the display of the detailed screen of the search results of the collection. This study can be used not only to develop dedicated mobile app services, but also to change current web-based mobile services.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.746-753
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• 2005

In order to be efficient teachers should understand the current level of leaners through diagnostic evaluation. However, it is arduous to administer a diagnostic examination in every class because of various limitations. This study examined, the major issues arising from the development of a new science diagnostic evaluation system by incorporating the using knowledge state analysis method. The proposed evaluation system was based on the knowledge state analysis method. Knowledge state analysis is a method where by a distinguished collection of knowledge uses the theory of knowledge space. The theory of knowledge space is very advantageous when analyzing knowledge in strong hierarchies like mathematics and science. It helps teaching plan through methodically analyzing a hierarchy viewpoint for students' knowledge structure. The theory can also enhance objective validity as well as support a considerable amount of data fast by using the computer. In addition, student understanding is improved through individualistic feedback. In this study, an evaluation instrument was developed that measured student learning outcome, which is unattainable from the existing method. The instrument was administered to pre-service physics teachers, and the results of student evaluation was analyzed using the theory of knowledge space. Following this, a revised diagnostic evaluation system for facilitating student individualized learning was constructed.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.87-96
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• 2018

In this study, the trend of research and practice of science education for students with special educational needs was discussed in consideration of the aim of science education. Since the 1980s 'science for all' has been suggested as an important goal of science education and it has been pursued in the National Curriculum of Korea with differentiated teaching and learning approach. The meaning of 'science for all' should be expanded to science education for all students including minorities. However, comparing to 'normal' students, there have been relatively little researches and practices for those who need special educational supports as to meet their special talents or as to meet their special mental or physical challenges. Especially, the efforts for handicapped students or students with special educational needs (SEN) have been deficient in comparison to that of talented or gifted students. In this study the authors introduced the history and procedures of a 'Science Fair of Hope' with SEN students as an example of practice of science education for all, and then described the change among pre-service science teachers' attitudes towards disability and inclusive education, so as to discuss the practice and significance of science education for all students including SEN students.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.165-173
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• 2019

This study purposes to figure out the effects of applying discussion-based science class on concept of science achievement and science teaching efficacy. This study established an twelve-week period of experimental treatment from April to June 2019, and the students who participated in this study formed a research group consisting of 27 students in the first semester of the second year of the B University of Education. and taking courses in 'elementary Science Textbook Research 1' For the classes applying discussion-based science class, the analysis was made on 2015 revised curriculum, and 12th process-centered performance assessment based on discussion. The developed data had designed to develop concept of science achievement and science teaching efficacy. The study group applied process-centered performance assessment based on discussion science class, so unaffectedly study group could improve their concept of science achievement and science teaching efficacy. B University of education is singleness class that doesn't have compare group, so this study is constituted only study group. Applying based-discussion science class to study group, before and after concept of science concept test, science teaching efficacy test is performed. The results of the study were as follows. First, the study group applied discussion-based science class had statistically significant differences in concept of science achievement (p<.05). Second, the study group applied discussion-based science class had statistically significant differences in science teaching efficacy(p<.05). Third, after discussion-based science class of pre-service teachers have a very good feeling. Through such study results, the study could figure out that the class applying discussion-based science class has positive effect on concept of science achievement and science teaching efficacy.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.43-53
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• 2009

The teacher's role in education is important. Science education majors must be able to solve problems effectively and pertinently when facing new ones in various situations and complicated human relations in order to become successful science teacher. The purpose of this research is to develop a test that measures the Practical Ability of pre-service science teachers and to apply this to them. The Practical Efficacy Scale for Science Education Majors was also developed in order to be used for validation. In this research, Practical Ability of Science Education Majors consisted of four sub-domains: subject education, business administration, relations and self-development. The result of the correlations between the scores of four sub-domains and the composite score of Practical Ability Test for Preservice Science Teacher(PATPST) is relevant. Subject education and administration business is the highest correlation with PATPSP score specially, and correlation between two areas appeared high. The result of applying PATPSP scores differed according to the grade of science education majors, but not according to their majors. This study's limitation is that the subjects consisted only of female students. However, PATPSP could be a new method that will help science education majors be successful science teachers.