• Journal of Home Health Care Nursing
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• v.25 no.3
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• pp.240-248
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• 2018

Purpose: The purpose of this study was to evaluate the validity of an educational program developed for geriatric visiting nurses in Seoul by assessing their satisfaction level and level of learning goal achievement. Methods: This descriptive research study was conducted to develop, implement, and evaluate the educational program in accordance with the ADDIE Instructional System Model. Participants were 170 nurses hired for the 2016 Seoul Metropolitan Government visiting service for older people. Based on Kirkpatrick's Training Evaluation Model, reaction and learning evaluations were conducted during and after the educational program. Data were analyzed using descriptive statistics. Results: The developed educational program consisted of basic and professional courses. The evaluations showed that participants were highly satisfied with the lectures and field placement. Over 90% of the participants achieved the learning achievement goals. Conclusion: The program developed for geriatric visiting nurses in Seoul is considered a valid educational program because of the participants' high levels of satisfaction and academic achievement.

• Research in Mathematical Education
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• v.22 no.1
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• pp.47-82
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• 2019

Pennsylvania is one of the states that adopted the Common Core State Standards for Mathematics (CCSSM) and crafted its own standards (The PA Core State Standards). Pennsylvania teachers are required to have a clear understanding of the PA Core Standards. It is timely and appropriate to study Pennsylvania teachers' beliefs, as the standards have been adopted and implemented for several years since the revision of the PA Core Standards (2014). This study examined how eight western Pennsylvania elementary school teachers' beliefs about teaching and learning mathematics related to the SMP. To this end, I conducted an in-depth interview with each participating teacher. The in-depth interviews featured the teachers' overarching mathematical instructional goals and their productive beliefs. Furthermore, I linked these beliefs with the CCSSM Standards for Mathematical Practice (SMP).

• Research in Mathematical Education
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• v.27 no.2
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• pp.195-210
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• 2024

Researchers and curricula continue to call for proof to serve a central role in learning of mathematics throughout kindergarten to grade 12 and beyond. Despite its prominence and recognition gained during past decades, proof is still a stumbling block for both teachers and students. Research efforts have been made to address issues related to teaching and learning of proof. An area in which such research efforts have been made is analysis of curriculum material (i.e. textbook analysis) with a focus on proof. This study is another research effort in this area of research through investigating the guidance offered in curriculum materials with the following research question: What is the nature (e.g., kinds of content knowledge, pedagogical content knowledge) of guidance is offered for teachers to implement proof tasks in grade 8 geometry textbooks? Results indicate that the guidance offered for proof tasks are concerned more with content knowledge about the content-specific instructional goals than with pedagogical content knowledge which supports teachers in preparing in-class interactions with students to teach proof.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.107-123
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• 2010

This study investigated the content and the effect of peer discussion about classroom practices on their science teaching. Participants included three science teachers with chemistry backgrounds in middle and high schools. Each of them had their classes videotaped and observed the footage as well as discussed the lessons together. The teachers had six meetings on 15 recorded lessons including one meeting beforehand. Teachers' discussions were also audio-taped and the data was transcribed. Teachers extensively discussed their lessons not only in terms of instructional strategies and scientific concepts but also the curriculum organization and teaching goals. Analysis of video-recorded lessons showed that instructional strategies were changed partially, but the aspects of curriculum organization in relation to teaching goals were not changed. Analysis of the recorded data revealed that teachers recognized the problems in their science teaching and considered the practical alternative ideas suggested by peers, but teachers proposed the necessity of experience to practice in their class. The study shows that observing and discussing each other's classes is one possible way to improve the class. Implications about teaching improvement for other teachers were discussed.

• Journal of Korean Home Economics Education Association
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• v.1 no.1
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• pp.33-42
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• 1989

By the comparative analysis of high school Home Economics curricula in the U.S., Japan and Taiwan, this study first attempts to understand the current Home Economics education and to access its treads for each country. Based on the findings of the analysis, the study also seeks to get the major implications of the analysis for the betterment of the Korea Home Economics Education. The main sources of information and data analyzed here are： 1) curricula for both Oklahoma and Ohio state as representatives of the U.S.； 2) Home Economics Teaching Guidelines in Japan； and 3) Home Economics curriculum in Taiwan. Content Analysis technique is applied in this study. The major elements of contents include：1) structure of the curriculum； 2) subject name； 3) unit (time) allotment； 4) goals； 5) subject areas and content composition； and 6) other related characteristics for the implementation of the curriculum. Summarized results of the study outline as follows： 1) Home Economics is offered as independently required subject with equal status to Mathematics, Science, and Social Studies subject in all three countries； 2) Sex discrimination is prohibited both in the U.S. and Taiwan, while in Japan sex equity is not secured for Home Economics educations； 3) Time allotment for Home Economics in Japan and Taiwan is similiar to that in Korea；4) Subject areas cover such fields as Foods and Nutrition, Clothing and Textiles, Home Management, and Human Development in all three countries, which is similiar to those of Korea. In addition, Consumer Education and Career Education are also covered in the U.S., whereas in Japan Child Care is offered； and 5) Curriculum can be utilized as instructional planning material due to the clear specification of instructional methods, materials, and evaluation methods on the curriculum, especially in the U.S. and Taiwan.

• Korean Medical Education Review
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• v.25 no.3
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• pp.212-228
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• 2023

Systems thinking, a linking domain of health systems science (HSS), is an approach that investigates specific problems from a holistic perspective. It supports improving patients' health, fulfilling their health needs, and anticipating issues that threaten patient safety within the healthcare system. It also helps solve problems through critical thinking and ref lection. This study aimed to develop an curriculum on systems thinking, explore the effectiveness of the course, and investigate the applicability of HSS education at individual universities. In this study, the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was utilized to design, develop, implement, and evaluate an elective course on systems thinking. In the design process, learning outcomes and goals were developed, and educational content, teaching-learning methods, and student evaluation methods were linked. In the development process, class materials and evaluation materials were prepared. In the implementation process, the course was implemented, and the evaluation process analyzed the results of learning performance and curriculum assessments. The evaluation found the following results. First, the students in the study realized the importance of systems thinking and experienced the need for systems thinking through non-medical and medical situations. Second, the students were very satisfied with the learning activities in the course (mean=4.84), and the results of the self-competence evaluation, conducted before and after the course, also showed a significant improvement. This study confirmed the effectiveness of the elective course, and its results can serve as a reference for developing an HSS curriculum.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.557-575
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• 2010

The purpose of the study was to suggest the characteristics and goals of the science teaching model for use as criteria in selecting the appropriate teaching model for science in secondary schools. These characteristics and the goals have been organized based on the analyses of the literature on the teaching and/or instructional model. The teaching models have been classified into four areas, and the characteristics and goals of each area have been summarized as follows: $\cdot$ Traditional models: teaching of scientific knowledge through lectures, acquisition of scientific knowledge through discovery, acquisition of inquiry process skills through inquiry-based teaching/learning $\cdot$ Transitional models: demonstration and discovery as teaching strategies, acquisition of inquiry process skills through inquiry approach, acquisition and change of scientific knowledge $\cdot$ Modernistic model - conceptual change models: differentiation of scientific knowledge, exchange of misconceptions for scientific concepts - learning cycle models: conceptual differentiation, exchange of misconceptions, acquisition of science process skills Also described in this paper are the model's characteristics and goals that can be used as the criteria for selecting the appropriate teaching model for the subject that will be taught.

• Korean Medical Education Review
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• v.17 no.1
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• pp.39-48
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• 2015

The purpose of this study was to propose a theoretical model for an integrated medical humanities curriculum based on a STEAM (science, technology, engineering, arts, and mathematics) education framework and to provide a guideline for curriculum integration. Three dimensions of integrated curriculum development are competencies, core contents, and elements of integration. Competencies imply the purpose of the medical humanities of a medical school and the exit outcomes of the curriculum. Core contents imply the goals and objectives of the curriculum. We compared the goals and themes of the medical humanities with core attributes of professionalism. Four elements of integration were proposed: units (cases, problem activities, core contents, disciplines/subjects), types (multidisciplinary, interdisciplinary, transdisciplinary), contexts of integration (life cycle of patients, scope of society), and stages of student development (from student to doctor). It is expected that this theoretical model for an integrated medical humanities curriculum can be used as a guideline for curriculum development and an evaluation criterion for instructional designers and subject matter experts.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.7 no.6
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• pp.94-103
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• 2004

This article describes the current status of site-based environmental education (EE) in the Republic of Korea. Implications for site-based EE program development and operation are presented and recommendations for an improvement are provided. Questionnaires were mailed to 205 schools and organizations where site-based EE programs operated in 2002 with funding from the Korean Ministry of Environment. The questionnaire was designed and used to examine the scope, operation, and needs of site-based EE programs. The response rate was 27.3%. The results of the survey indicated that 'awareness', 'participation', and 'attitude' were addressed by the program goals and objectives more than 'knowledge' and 'skills'. The survey also indicated that activities in the programs were not variable and most were teacher/instructor-centered. Most of the programs reflected the 'connection with everyday life, direct experience and sensitivity'. There were some difficulties in motivating students and finding a good location and qualified instructional staff. Needs included well-designed program development and dissemination, professional development, increased funding support, and more effective program evaluation.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.365-389
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• 2005

The purpose of this study is to present the task model that is the most effective in English language methodology based on the investigation of task-based performance in Korean EFL classroom practice. The subjects were 538 high school students and 126 high school teachers, each of whom had common experiences using the materials of task-based activities for more than one year. To analyze the data, the program SPSS WIN 11.0 including frequency distribution and chi-square analysis was used. The results of the questionnaire analysis showed that both teachers and students had a comparatively high level of satisfaction in task rationale, but that they had some mixed responses in the fields of input data, settings, and activity types. To conclude, a few suggestions are made to provide some meaningful considerations for the EFL teachers and material developers: a) task goals and rationale that encourage the learner's positive motivation; b) authenticity of input data based on the real-world context; c) collaborative learning environment that enhances communicative interaction; d) proportional representation of the creative problem-solving activities related to discussions and decision-making processes; e) systematic introduction of integrated language skills. It also suggests that the multi-lateral task model, which has some positive assets compared to previous task models, be newly introduced and applied to the second language learning classrooms.