• Education of Primary School Mathematics
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• v.17 no.2
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• pp.95-111
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• 2014

The purpose of this study is to determine the relationship between metacognition and math creative problem solving ability. Specific research questions set up according to the purpose of this study are as follows. First, what relation does metacognition has with creative math problem-solving ability of mathematically gifted elementary students? Second, how does each component of metacognition (i.e. metacognitive knowledge, metacognitive regulation, metacognitive experiences) influences the math creative problem solving ability of mathematically gifted elementary students? The present study was conducted with a total of 80 fifth grade mathematically gifted elementary students. For assessment tools, the study used the Math Creative Problem Solving Ability Test and the Metacognition Test. Analyses of collected data involved descriptive statistics, computation of Pearson's product moment correlation coefficient, and multiple regression analysis by using the SPSS Statistics 20. The findings from the study were as follows. First, a great deal of variability between individuals was found in math creative problem solving ability and metacognition even within the group of mathematically gifted elementary students. Second, significant correlation was found between math creative problem solving ability and metacognition. Third, according to multiple regression analysis of math creative problem solving ability by component of metacognition, it was found that metacognitive knowledge is the metacognitive component that relatively has the greatest effect on overall math creative problem-solving ability. Fourth, results indicated that metacognitive knowledge has the greatest effect on fluency and originality among subelements of math creative problem solving ability, while metacognitive regulation has the greatest effect on flexibility. It was found that metacognitive experiences relatively has little effect on math creative problem solving ability. This findings suggests the possibility of metacognitive approach in math gifted curricula and programs for cultivating mathematically gifted students' math creative problem-solving ability.

• Korean Journal of English Language and Linguistics
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• v.1 no.1
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• pp.187-209
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• 2001

This study attempts to supplement what is known about the influence of prior knowledge on second language listening comprehension. To do so, the study examines the effect of prior knowledge and language proficiency on the ability of L2 listeners to understand texts. The purpose of an experiment was to determine the effect of topic familiarity on the L2 listening comprehension ability of subjects who varied in L2 listening proficiency level. The subjects (N=117) were selected from a population of college students enrolled in the Departments of English and Business in Korea. English listening proficiency levels were designated on the basis of TOEFL listening scores. Subjects listened twice each to texts (more familiar and less familiar). After listening to each text, a ten-item objective test was administered to test the subjects' comprehension of the information presented in the text. Objective tests were analyzed. using repeated measures analysis. A post hoc test was conducted to identify the means that were significantly different. This study yielded the following results: (1) subjects with high prior knowledge comprehended texts significantly better than did subjects with low prior knowledge; (2) the level of L2 listening proficiency had a significant effect on the L2 listening comprehension of texts, but there was no interaction between prior knowledge and the level of L2 listening proficiency.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.102-110
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• 2012

Purpose: The purpose of this study was to evaluate the effects of BLS training in nursing students and their retention period. Methods: The participants were 48 nursing students enrolled in M University in Mokpo. Data were collected from September, 2009 through September 2010. Nursing students were tested for their knowledge, attitude, confidence before, immediately after, 4 weeks after, 8 weeks after, 6 months after, and 1 year after BLS training. In addition, their knowledge and skill of cardiopulmonary resuscitation were tested 5 times. Data were analyzed using the SPSS/PC 12.0 statistical program Results: Knowledge, attitude and confidence were significantly increased immediately after compared to before BLS training. Knowledge and confidence 6 months after, and attitude, performance ability and technical precision for ventilation and compression 4 weeks after BLS training were significantly decreased compared to immediately after. Conclusion: Overall retention of BLS training effects among nursing students, without reinforcement, decreases significantly after six months following initial training. BLS training in nursing students should be repeated every six months, especially performance training of BLS should be repeated every 4 weeks. In addition, to maintain the knowledge and skills of BLS, appropriate renewal time of certification and improvement of training programs are necessary.

• Hwankyungkyoyuk
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• v.20 no.1
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• pp.118-130
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• 2007

This article investigated the effects of students' knowledge, beliefs, and attitudes about environment on environmental issue-based environmental problem solving in secondary school students. This article also investigated whether these factors are related to the environmental problem solving. Therefore, we first developed the test instruments to measure secondary school students' environmental knowledge, environmental beliefs, and environmental attitudes. Then, we developed the environmental issue-based teaching materials for secondary school students. The subjects participated in a environmental issue-based approach that consist of 3 lesson over an three weeks period. The results of this study presents that environmental knowledge and environmental beliefs are effective for the environmental problem solving in middle school environment class. First, secondary school students knew well ecological knowledge about environmental problem, and was entertaining most ecological beliefs. Second, secondary school students were having attitude which is most pro-environmental behaviors. Third, secondary school students are referring necessity of development partially about environment point at issue of country level. But, they were retaining situation of preservation about environment point at issue of area level. It's not easy to generalize these results because of many different variables, but the results suggests that teachers should make an effort to improve student's environmental problem solving ability applying environmental issue-based learning. And it's necessary to develop many kinds of environmental issues and teacher's instruction method to enrich problem solving ability in the process of environmental issue-based learning.

• Journal of Korean Dental Hygiene Science
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• v.5 no.2
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• pp.165-174
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• 2022

Background: This study was conducted to investigate the actual status of dental hygienists' CPR-related educational experiences and the actual status of dental hygienists' CPR license retention, and to investigate the differences and correlations among CPR-related knowledge, attitudes, and performance abilities. Methods: An online self-reported questionnaire was filled out by 200 dental hygienists nationwide from May 6 to 29, 2019. The data regarding the sociodemographic characteristics, CPR-related knowledge, attitudes, and performance abilities were collected and analyzed using the chi-square test, independent t-test, one-way ANOVA, and the Pearson correlation coefficient using IBM SPSS Statistics version 20.0. Results: Dental hygienists with CPR-related education experience showed high levels of knowledge in the area. Dental hygienists with CPR-related education experiences and dental hygienists with CPR licenses showed high CPR performance abilities. Positive correlations are observed among CPR-related knowledge, attitude, and performance abilities. Conclusion: As CPR-related education has been found to be of value and importance to dental hygienists, systematic educational programs as well as support for regular education will need to be implemented.

• The Korean Journal of Food And Nutrition
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• v.27 no.5
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• pp.760-770
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• 2014

The purpose of this study was to measure the nutrition knowledge, dietary attitude, eating behavior, physical ability and locomotion of 5-year-old-children, and thereby to provide the fundamental information necessary to develop a nutritionrelated physical education program. A survey was performed on 143 5-years-old boys and 113 girls. The results were as follows. The average score in the nutrition knowledge item, was 7.22 out of a possible 10 points; in the dietary attitude item, 32.46 out of 50 points; in the eating behavior item, 26.67 out of 40 points. According to body measurement, there was a significant difference in height by gender (p<0.05), Significant differences in muscle mass and basal metabolic rate were also observed by gender (p<0.001). Gender also influenced the flexibility and reflexibility (p<0.001), with significant difference in balance of the right side (p<0.01). Although this study was limited by its cross-sectional study design, the body muscle (p<0.05) and basal metabolic rate (p<0.05) were observed to have a positive relation with nutritional knowledge. In addition, there was a significant positive correlation between nutritional knowledge and dietary attitude (p<0.01). According to the results, it is necessary to develop a long-term and systematic program with the combination of nutrition and physical education to develop correct dietary habits and for the balanced growth of children.

• 한국디지털정책학회:학술대회논문집
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• 2006.12a
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• pp.355-366
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• 2006

Knowledge sharing is an essential component of effective knowledge management, however, individuals' knowledge does nottransform easiIy into organizational knowledge even with the implementation of knowledge management program, rather , individuals tend to hoard knowledge for various reasons. this article is to explore what factors have influenced the knowledge sharing intent ion and knowledge sharing mechanism. Althoughseveral factors have been identified to help create a high performing knowledge organization, including leadershlp, organizational culture and so on, the major objective of the research. is to explore what kinds of individuals' factors have influence on knowledge sharing intent ion and knowledge sharing mechanism by knowledge types. This paper applied personality trait ability, extrinsic motivation, intrinsic motivation structure to explain knowledge sharing in organization.

• Journal of Agricultural Extension & Community Development
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• v.13 no.2
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• pp.385-400
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• 2006

The study aims to explore the rural extension specialist's role and capacity of knowledge management (KM) extension service in the knowledge based society. According to major findings through previous study and literature review, the followings were concluded. Rural extension educator's role and ability of knowledge management composed four processes by the stage of knowledge process: knowledge creation-knowledge storage-knowledge utilization-knowledge share. As a adoption of the knowledge management in rural extension service, at the knowledge creation the rural extension educator's role of KM are four roles which needed fourteen abilities to carry out them successfully. For at the knowledge storage the rural extension educator's role of KM are eight roles which needed eight abilities to carry out them successfully. For at the knowledge utilization the rural extension educator's role of KM are eight roles which needed ten abilities to carry out them successfully. Lastly for at the knowledge sharing the rural extension educator's role of KM are nine roles which needed 8 abilities to carry out them successfully.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.409-434
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• 2013

The mathematical ability is an essential element for achieving professional competencies and for enhancing application ability in a vocational world and exploring its experiences. In this aspect, for vocational high school students, it is an important and urgent issue to develop remedial learning programs for developing mathematical basic and application ability. In particular, the program is developed based on the individual achievement level, focused on a mathematical basic ability to be applied efficiently in a vocational world. Because of this reason, in this study, the program is comprised of two phases; one is diagnosis test and the other is remedial teaching and learning materials. Then, diagnosis test includes three test; I) level testing evaluation for selecting the subject of remedial learning, ii) pre-test for deciding on which area and level of the materials when students begin to study, and iii) post-test for confirming the learning status is satisfied and the possibility of next step(level) or the other area of the materials. To accomplish this, this study tried to devise an efficient remedial learning system. Based on the system, this study developed remedial learning programs on the four areas of number and quantity, change and relation, uncertain thing, and figure and shape in the middle school level. In particular, this program is comprised of two types of knowledge. One is K-knowledge which is an essential knowledge to achieve a basic mathematical ability. The other is C-knowledge which is the advanced knowledge required to apply efficiently in a vocational world. This paper deals with the content mentioned above, but examples of the materials is shown focused on the area of change and relation.

• Journal of the Korea Society of Computer and Information
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• v.28 no.5
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• pp.121-127
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• 2023

This study aimed to find out the difference in safety knowledge, ability for coping with emergency situations, and first aid awareness before and after introductory scuba diving training. From June 25 to August 30, 2021, data were collected from 86 people who agreed to the study and received introductory education from SSI (Scuba Schools International). Data analysis was analyzed by descriptive statistics, t-test, and χ²-test using SPSS PC/26.0. As a result of the study, safety knowledge and ability to cope with emergency situations after training showed a statistically significant increase in all items, and first aid awareness increased after training in response to the items to be performed first according to the priority of the frequency analysis result. In addition, it was analyzed that the subjects who were well aware of the scuba diving safety rules had a statistically significantly higher safety knowledge and ability to cope with emergency situations. Therefore, considering the characteristics of scuba diving group education of college students, in order to participate in safe aquatic leisure activities, systematic education and institutional arrangements for safety knowledge and emergency response skills should be prepared from the introductory stage.