• Korean Journal of Health Education and Promotion
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• v.18 no.2
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• pp.45-63
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• 2001

The objective of this study is to give basic materials for selection and improvement of contents of safety education, which is substantially helpful to elementary students, by analysis of contents of safety education in some subjects and assessment of the needs of elementary students for safety education. For this purpose, this study was analyzed the contents of safety education in five subjects for elementary school and conducted the survey of 883 students in some elementary schools in Seoul from April 7 to 22, 2000. The results were as follows; 1. As a result of analysis of the proportion of contents regarding safety-related education in some subjects, Physical Education occupied the highest proportion (14.09％), and that was followed by Practical Subject (9.55％) and Moral Education (9.34％). However, the proportions in Social Study and Natural Science were very low, 1.85％ and 1.31％ each. In total lines of these five subjects, the numbers of line regarding safety education was contained by 5.78％. 2. Analyzing the proportion of domains of safety education in five textbooks, the Meaning of Safety and Basic Principles occupied the highest portion (29.5％), and that was followed by the Home Safety (24.0％), the Safety in School (17.1％), and the Play and Leisure Safety (14.0％). The Coping with Accidents and First Aid, the Safety from Fire and Explosion, and the Traffic Safety occupied relatively low portion, 6.9％, 5.7％, and 2.8％ each. 3. As a result of analysis of the proportion of the safety education domain in each subject, the Meaning of Safety and Basic Principles occupied the highest portion (23.6％) in Moral Education, the Home Safety (12.7％) in Practical Subject, and the Play and Leisure Safety (10.9％) in Physical Education. 4. Most of the participants in this survey experienced the Home Accidents (71.1％). And also, they experienced the Play and Leisure Accidents (57.9％), the Accidents in School (49.7％), the Traffic Accidents (45.3％), and the Fire and Explosion Accidents (24.7％) in order. 5. In the average proportion of the needs of participants for safety education in each domain, the Coping with Accidents and First Aid has the highest point (4.05). And, that was followed by the Home safety (3.79), the Safety from Fire and Explosion (3.73), the Meaning of Safety and Basic Principles (3.65), the Play and Leisure Safety (3.50), the Safety in School (3.37), and the Traffic Safety (3.35). The average proportion of the needs for safety education of total domains was 3.66. 6. In the needs for safety education regarding the feature of participants, it showed higher scores in female students than male ones (p〈0.001), in lower grader than higher grader (p〈0.05), and in the students born to wealth than those born poor (p〈0.05). Also, the children who recognize the necessity of safety education showed higher scores of the needs for safety education (p〈0.001). And it also showed the same results of high score to the children whose parents did the safety education (p〈0.00l) and to the children and their parents who have the higher degree of practicing safety (p〈0.001), and these differences were statistically significant. 7. In the extent of preference for methods of safety education, it showed high score to the Field Learning, followed by the Audio- Visual Education, the Discussion, and the Instruction of teacher. In the extent of preference for subjects regarding the contents of safety education by each domain, it showed high score to the subject of Safety for 4 domains - the Meaning of Safety and Basic Principles, the Traffic Safety, the Safety from Fire and Explosion, and the Coping with Accidents and First Aid. And also, they preferred Moral Education for 2 domains - the Home safety and the Safety in School, and Physical Education for a domain of the Play and Leisure Safety. 8. While 27 of 36 detail items was contained the contents of safety education, the proportion of needs of participants for safety education showed more than average 3.00 score in 34 of 36 detail items. However, none of 9 detail items was included in five textbooks. Also, 2 detail items - the Coping with Disasters and the Safety from Poisoning - were included together 2 parts; One part had the higher ranked 7 items acquired by analysis of the needs, and the other had the higher ranked 7 items acquired by analysis of the contents. But, except those 2 items, none of items were matched with each part.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.37-52
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• 2015

In this study, assessment items to examine geocognition on plate tectonics were developed and applied to middle and high school students and college students. Conceptual constructs on plate tectonics are Earth interior structure, specific geomorphology, and geologic phenomena at each plate boundary. Construct for geocognition included temporal reasoning, spatial reasoning, retrospective reasoning, and system thinking. Pictorial data in each item were all obtained from GeoMapApp. Students' responses to the items were analyzed and measured cross-sectionally by Rasch model, which distinguishes persons' ability levels based on their scores for all items and compared them with item difficulty. By Rasch model analysis, Wright maps for middle and high school students and college students were obtained and compared with each other. Differential Item Functioning analysis was also implemented to compare students' item responses across school grades. The results showed: 1) Geocognition on plate tectonics was an assessable construct for middle and high school students in current science curriculum, 2) The most distinguished geocognition factor was spatial reasoning based on cross sectional analysis across school grades, 3) Geocognition on plate tectonics could be developed towards more sophisticated level through scaffolding of relevant instruction and earth science content knowledge, and 4) Geocognition was not a general reasoning separated from a task content but a content-specific reasoning related to the content of an assessment item. We proposed several suggestions for learning progressions for plate tectonics and national curriculum development based on the results of the study.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.163-174
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• 2008

In this study, we compared textbook knowledge organization with students' mental models to contribute to a more well-designed instruction scheme. The selected science content was the cause of moon phases. We investigated 9 textbooks and 25 third-year middle school students. Patterns and features in participants' mental models were identified through cross inter-rater data analysis by 9 researchers, including in service teachers and experts in science education. According to the results, observing and modeling are the main activities engaged in when dealing with moon phases. The activities consisted of such concepts as: lunar revolution, the sun's parallel rays, the illuminated half of moon, and the relative positions of the sun, moon, and earth. Each concept involved inquiry skills such as: creating and manipulating models, utilizing the relationship between time and space, and communicating. However, the most important skills which are required for authentic scientific inquiry, namely controlling variables and formulating hypotheses, were missing. We categorized students' mental models into three types: scientific models, mixed models, and alternative models. The knowledge structure of each of the models was also discussed in this paper. Consequently, it was found that, typically, students were not given enough opportunities to strengthen the connection among ideas.

• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.2
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• pp.187-203
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• 1998

The purpose of this study was to identify the correlation between burden and teaching effectiveness on clinical nursing practice. The subjects were collected 135 clinical nurses who have taught nursing students and worked at hospitals which have over 400 beds in Seoul, Inchon, and Kyoung-gi Do. The instruments used in this study were : the burden on clinical nursing education was measured by Montgomery (1985) developed and visual analogue scale, and effectiveness of clinical instruction was measured by Reeve (1994) developed. The results of this study were as follows. 1) Seeing that the general characteristics of participants : average ages we 32.8 years old, 29.6% of them have Catholics in religions. 75.6% of them were graduated from 3-year nursing college. 20.7% of nurses are working at the surgery ward and I.C.U in each. Clinical nursing career is average 10.03 years, clinical instructional career is 5.22 years, and clinical teaching time is 5.26 hours in a day. Contents of clinical teaching were composed of basic nursing skills 80.7%, orientation 78.5%, inspection(making rounds) 71.9%. 2) The mean score of the burden on clinical nursing instructor was 2.42 by Montgomery's scale and 4.69 by the visual analogue scale. Theses scores represented that subjects were not affected burden highly. The mean score of leaching effectiveness on clinical nursing education was 3.47 and the almost items were found to have higher level. 3) There is no statistically significant differences in the burden according to general characteristics. And the teaching effective ness on clinical nursing education according to general characteristics regarding the age, job position, clinical career and clinical educational time were shown statistically significant differences. 4) There is a negative correlation between the burden and teachin effectiveness on clinical nursing education with a correlation efficient(r=-0.396, p<0.01). Further study is recommended to explore the meaning of burden experiences of clinical instructor deeply and to identify the correlation between the burden of clinical instructor and teaching effectiveness as the job position, and to analysis differences in teaching effectiveness as subcategories.

• Journal of Educational Research in Mathematics
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• v.20 no.2
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• pp.163-183
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• 2010

It has long been of controversy what the meanings of probability is. And a century has past after the mathematical probability has been at the center of the school curriculum of it. Recently statistical meaning of probability becomes important for various reasons. However the simple modification of its definition is not enough. The computational reasoning of the probability and its practical application needs didactical changes and new instructional transformations along with the modification of it. Most of the current text books introduce probability as a limit of the relative frequencies, a statistical probability. But when the probability computation of the union of two events, or of the simultaneous events is faced on, they use mathematical probability for explanation and practices. Accordingly there is a gap for students in understanding those. Probability is an intuitive concept as far as it belongs to the domain of the experiential frequency. And frequency distribution must be the instructional bases for the (statistical) probability novices. This is what we mean by the probability in accordance with the distribution concepts. First of all, in order to explain the probability of the complementary event we should explain the empirical relative frequency of it first. These are the case for the union of two events and for the simultaneous events. Moreover we need to provide a logic of probabilistic guesses, inferences and decision, which we introduce with the name “the likelihood principle”, the most famous statistical principle. We emphasized this be done through the problems of practical decision making.

• Journal of Korean society of Dental Hygiene
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• v.2 no.1
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• pp.21-41
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• 2002

This study is designed to offer basic materials necessary for the instruction of effective clinical practices and the establishment of relationship with patients by means of making an analysis of the characteristics of patients affecting the behavior of students majoring in dental hygiene avoiding patients and countermeasures. With this in mind, the researcher worked with sophomores and juniors exposed to clinical practices during the period ranging from October 22, 2001 to November 9, 2001. The researcher came to the following conclusions on the basis of the findings of this survey. 1. The characteristics of patients influencing the behavior of avoiding them were categorized into appearance characteristics, personality characteristics, treatment-cooperative characteristics, and speech and behavior characteristics. Speech and behavior characteristics(4.26) turned out to be the most influential factor of all, which was followed by treatment-cooperative characteristics(3.68), personality characteristics(3.62) and appearance characteristics(3.42) in the right order. 2. The survey shows that foul breath and obnoxious oral(3.94) cavity were the worst factors of appearance characteristics and that using abusive language and being too aggressive(4.41) were the worst factors of personality characteristics. The study reveals that not putting faith in trainees(4.02) was the highest factor of treatment-cooperative characteristics and that using abusive language(4.50) was the highest factor of speech and behavior characteristics. 3. There was a significant positive relation between the domains of the characteristics of avoiding patients. The study indicates that the more subjects avoided the characteristics of patients, the more they avoided appearance characteristics(r =.444, p<.001) and that the more subjects avoided treatment-cooperative characteristics, the more they avoided appearance characteristics(r=.324, P<.001) and personality characteristics(r=.691, p<.001), and that the more they avoided speech and behavior characteristics, the more they avoided appearance characteristics(r=.265, p<.001) and personality characteristics (r=.531, p<.001). 4. The study shows that there was a significant difference between appearance characteristics and the growth areas of the subjects(p<.05) and that there was a significant difference between the satisfaction of clinical practices(p<.05) and health status(p<.05) in terms of personality characteristics. 5. The subjects avoided preschoolers, whose age ranged from 4 to 6(33.5%), most and avoided boys(71.4%) more than girls. They avoided those who were bereft of jobs(62.9%). And they avoided handicapped persons most in terms of special patients and avoided infant patients(31.0%). 6. The subjects turned out to have negative and passive countermeasures against those patients that had ever been avoided. So the researcher would like to suggest that theoretic education and training programs should be conducted in this respect by incorporating this mailer into the hygiene curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.121-133
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• 2020

This study proposes a lesson design framework to design a science and engineering integrated lesson in a meaningful and easy way based on engineering design, which is the core feature of STEM education. The science and engineering integrated lesson design framework is developed based on the analysis of domestic and foreign theoretical and practical research papers and expert discussion on science and engineering integrated education as well as the feedbacks from science teachers. The science and engineering integrated lesson design framework uses engineering design as the main pedagogical method. The framework includes the core elements of the engineering integrated lesson suggested in previous studies and the achievement level of each grade group suggested in NGSS and provides a way for teachers to easily introduce engineering design into science classes. In addition, the framework developed in this study complements the shortcomings of the complicated Korean STEAM education framework. It can also provide specific guidance to in-service teachers as well as pre-service teachers to easily understand and apply engineering design and problem solving processes to science and engineering integrated lessons.

• Journal of Science Education
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• v.39 no.3
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• pp.404-417
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• 2015

It is important for student to participate in classroom actively in order to raise effeciveness of education. In this study, we have considered the science textbooks as major factor which influence to participation in the science class, and aimed to find the problems of current sicence textbooks as tool to promote students' participation, and the improvement method. The questionnaire which include the questions to ask requirements for and problems of science textbooks for learner-centered instruction was developed, and then 99 science teachers and 821 students answered the questionnaire. As a result, students responded that current science textbooks lacked explanation, had many of difficult words and complex sentences, and were uninteresting. Teachers responded that current science textbooks had large in quantity, were written knowledge centered, and lacked of link with real life, and of story. To conclude, science textbooks revitalizing the students' participation had to strengthen the link with real life, increase students' activities, use words and sentences appropriate level for students, strengthen storyline, and provide sufficient chances to check the students' understanding by themselves.

• Asian Journal for Public Opinion Research
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• v.5 no.4
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• pp.319-345
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• 2018

Effective higher educational management in undergraduate nursing programs is an important issue from the viewpoint of stakeholders. This qualitative research aimed to examine the characteristics of nursing students and curriculum development of undergraduate nursing education from the opinions of Boromarajonani College of Nursing Saraburi, Thailand stakeholders. The population included 4 groups: 1) the alumni who have graduated within the past 5 years and currently work in primary, secondary, and tertiary care units, 2) the supervisors and colleagues of the alumni, 3) nursing lecturers, and 4) the current nursing students. The respondents who are the alumni, nursing lecturers, and current nursing student were selected using a purposive sampling, for the supervisors and colleagues were selected using snowball techniques. Semi-structured interview questions were used for data collection. Group discussions were conducted until saturation on 55 key informants. The qualitative data was analyzed using content analysis. Results showed the viewpoints of stakeholders on the characteristics of future nurse graduates were comprised of four elements: knowledge that meets standards; essential skills for self-development and lifelong learning process; good morals and professional ethics in providing nursing care; and nurse competencies in teamwork, communication, language, research, management, IT, life skills, and global literacy. The viewpoints on the development of the nursing curriculum focus on four elements: the learner, teaching and learning, course content, and instructor tasks. For learners, the admission criteria should include a minimum not only of knowledge, but also positive attitude, science, and art skills, since the nursing profession is both a science and the art of caring. Teaching and learning elements should be authentic, including exposure to real situations, an integrated network, and activities that improve nursing care. Course content was comprised of an updated curriculum, humanized nursing care, student center, theory and practice with moral integration, case-based study, critical thinking, multidisciplinary work, and love for the nursing profession. Instructor tasks are to elicit student ideas, provide opportunities to learn, support infrastructure, support technology use, and extra-curricular activities to develop the competencies of nursing students. Recommendations were that the curriculum administration should review the selection process of student candidates and instructional management to achieve expected outcomes of nursing characteristics in the future. The nurse lecturer should provide authentic and integrated instruction, decrease lecturing, cultivate a lifelong learning process, and sustain the nursing characteristics.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.242-258
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• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.