• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.63-78
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• 2014

Integrative STEM education is an engineering design-based learning approach that purposefully integrates the content and process of STEM disciplines and can extend its concept to integration with other school subjects. This study was part of fundamental research to develop an integrative STEM education program based on the science inquiry process. The specific objectives of this study were to review relevant literature related to STEM education, analyze the key elements and value of STEM education, develop an integrative STEM education model based on the science inquiry process, and suggest an exemplary program. This study conducted a systematic literature review to confirm key elements for integrative STEM education and finally constructed the integrative STEM education model through analyzing key inquiry processes extracted from prior studies. This model turned out to be valid because the average CVR value obtained from expert group was 0.78. The integrative STEM education model based on the science inquiry process consisted of two perspectives of the content and inquiry process. The content can contain science, technology, engineering, and liberal arts/artistic topics that students can learn in a real world context/problem. Also, the inquiry process is a problem-solving process that contains design and construction and is based on the science inquiry. It could integrate the technological/engineering problem solving process and/or mathematical problem solving process. Students can improve their interest in STEM subjects by analyzing real world problems, designing possible solutions, and implementing the best design as well as acquire knowledge, inquiry methods, and skills systematically. In addition, the developed programs could be utilized in schools to enhance students' understanding of STEM disciplines and interest in mathematics and science. The programs could be used as a basis for fostering convergence literacy and cultivating integrated and design-based problem-solving ability.

• Journal of Engineering Education Research
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• v.20 no.2
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• pp.19-30
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• 2017

This paper investigated how three representative domestic and international engineering education journals explored societal supports contributing to retention and persistence in engineering, especially among women. An integrative literature review of engineering education journals was carried out to identify the flow of research and practice of engineering education for females. The findings indicate that retention and persistence of women in engineering is closely relevant to issues of diversity management, collaboration competency, and self-leadership.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.3
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• pp.362-370
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• 2013

Purpose: The purpose of this study was to develop and evaluate effects of the integrative fidelity simulation curriculum. Methods: The integrative fidelity simulation curriculum was developed through meetings of experts based on nursing content. To test the application effect of simulation curriculum, a one group pre-post test design was applied. The simulation curriculum was applied with 149 nursing students who participated voluntarily. Results: In the application of satisfaction of the curriculum, learning interest in nursing and intrinsic motivation, nursing students had high scores in all evaluations. In addition, satisfaction of the curriculum had a significant positive correlation with learning interest in nursing and intrinsic motivation. Conclusion: The integrative fidelity simulation was an effective teaching tool for nursing students, and needs to develop more varied nursing simulation scenarios and curriculum.

• Integrative Medicine Research
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• v.5 no.3
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• pp.223-223
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• 2016

Background: Korean Red Ginseng (Panax ginseng) has been shown to exert antihypertensive effects. In particular, ginsenoside Rg3 is thought to be a potent modulator of vascular function. The present study was performed to examine the antihypertensive efficacy of Korean Red Ginseng (KRG) extract and Rg3-enriched KRG (REKRG) extract. Methods: Spontaneously hypertensive rats (SHRs) andWistar-Kyoto rats (WKYs) were divided into six groups (WKY control, WKY-KRG, WKY-REKRG, SHR control, SHR-KRG, and SHRREKRG), and systolic blood pressure (SBP) and diastolic blood pressure (DBP) were measured at the carotid artery, followed by injection of 3mg/kg KRG or 3mg/kg REKRG. Results: REKRG treatment significantly decreased SBP and DBP 3hours post-treatment in the SHR group compared with SHR control group. However, SBP and DBP were not significantly different in KRG-treated SHRs compared with control SHRs. REKRG treatment did not significantly alter SBP or DBP 3hours post-treatment in the WKY group compared with WKY control group. Similarly, there were no differences in SBP or DBP with KRG treatment in the WKY group and WKY control group. Both KRG and REKRG increased endothelial nitric oxide synthase phosphorylation levels in the aorta, and the increases in endothelial nitric oxide synthase phosphorylation levels by REKRG treatment were higher than those with KRG treatment. Similarly, nitric oxide production in plasma from WKYs and SHRs was also increased by both KRG and REKRG. Conclusion: These results suggest that REKRG has a more beneficial effect on blood pressure control than KRG in SHRs.

• Journal of The Korean Society of Integrative Medicine
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• v.11 no.3
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• pp.11-23
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• 2023

Purpose : The stress of job-seeking college students is gradually worsening due to the continuing recession in the job market. Therefore, this study aims to verify whether intervention with an 'aromatherapy education program,' which combines theory and practice, has greater effect on stress, self-efficacy, and autonomic nervous system function than simple inhalation of essential oils in female college students preparing for employment. Methods : A single-blind, randomized controlled trial was conducted once a week for a total of 4 weeks with 29 female college students preparing for employment. Interventions included essential oil inhalation combined with an aromatherapy education program (experimental group(EG), n=14) and essential oil inhalation alone (control group(CG), n=15); measurements were taken before, immediately after, and 2 weeks after completion of the intervention. Evaluations were conducted using the job-seeking stress scale, stress VAS, self-efficacy scale, and a pulse-wave measuring instrument. Results : There were significant differences between the CG and EG groups with repeated measurements of job-seeking stress (p=.003), cognitive stress (p<.001), and self-efficacy (p<.001). There was a significant interaction between group and time. There were also significant differences between the CG and EG in terms of autonomic nervous system changes stress index(p=.047), total power(p=.029), high frequency(p=.036), and low frequency/high frequency ratio(p=.049). However, there was no significant difference in low frequency between the groups. Conclusion : The aromatherapy education program was more effective in improving job-seeking stress, cognitive stress, self-efficacy, and autonomic nervous system function than simple essential oil inhalation. For the aromatherapy education program to be useful as a complementary intervention for stress management in job seekers, it will be necessary to gather additional evidence of its efficacy by conducting follow-up studies with diverse participants and expanding the numbers, and durations, of the interventions.

• Proceedings of the Zoological Society Korea Conference
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• 1998.10b
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• pp.260.1-260
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• 1998

No Abstract, See Full Text

• Proceedings of the Zoological Society Korea Conference
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• 1996.10a
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• pp.88.1-88
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• 1996

No Abstract, See Full Text

• Proceedings of the Zoological Society Korea Conference
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• 1996.10a
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• pp.269.1-269
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• 1996

No Abstract, See Full Text

• Proceedings of the Zoological Society Korea Conference
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• 1996.10a
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• pp.269.2-269
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• 1996

No Abstract, See Full Text

• Proceedings of the Zoological Society Korea Conference
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• 1996.10a
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• pp.270.1-270
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• 1996