• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.209-224
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• 1997

In this study, the images of science education illustrated in the books written by six major modern philosophers of science (K. R. Popper, N. R. Hanson, T. S. Kuhn, I. Lakatos, P. Feyerabend and J. Ziman) were investigated. In this article, the parts, from the books investigated, which have direct relevance to science education are quoted and the discussions by the researchers on them are added. Particularly, the learning by trial and error (of Popper), the role of context in scientific thinking (of Hanson), science education through the history of science (of Lakatos), science education appreciating individualities and voluntary curiosity (of Feyerabend) and the social aspect of science as a source of its rationality (of Ziman) appear to be the main points which have direct relevances and meaningful implications to science education but which have not been considered or discussed in detail in science education.

• Women's Health Nursing
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• v.16 no.4
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• pp.399-408
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• 2010

Purpose: The purpose of this study was to investigate differences of subjective, objective knowledge and educational need about contraceptives according to sex in college students. Methods: Data were collected by a self-administered questionnaire from 84 male and 111 female college students on May, 2008. PASW 18.0 program was used for data analysis. Results: There were significant differences in age, major, grade, place of residence, and experience of sexual intercourse between male and female college students. There was a significant difference in objective knowledge about contraceptives between the two groups, but no significant difference in subjective knowledge. The positive correlation was shown between subjective and objective knowledge about contraceptives. Even when demographic variables such as age, major, grade, place of residence, and experience of sexual intercourse were controlled, sex was a significant influencing factor on subjective and objective knowledge about contraceptives. Educational need about emergency contraceptive pills was significantly different and ranking of educational need about contraceptives was also different between the two groups. Conclusion: These results suggest that different education programs according to sex are needed to maximize the effect of contraceptive education and sexual characteristics are considered to give an education to college students.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.115-129
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• 2007

The purpose of this study is to review the trends of education researches on the housing in Korea and Japan. It was based on the Journal of Korean Home Economics Education and Journal of the Japan Association of Home Economics Education. For the inquiry, 49 articles(20 from Korea and 29 from Japan) were collected from 1989 to 2006. The results of this study are as follows: First, the number of the articles of housing education was not quantitatively enough compared to the other fields in Korean and Japan. Second, regarding research fields, there were lots of articles about 'the perception of housing education' and 'teaching-learning method & teaching materials' in Korea. On the other hand in Japan, articles about 'teaching-learning method & teaching materials' and 'the evaluation of education' were major fields. Third, the major research topic was 'overall of the housing education' in Korea, while 'living space' in Japan. Fourth, the major data collecting method were questionnaire surveys and experiments, mostly targeting students and teachers from junior and high schools. Descriptive statistics such as frequencies, percentages and means were most often used for data analyses.

• Journal of Environmental Science International
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• v.17 no.8
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• pp.827-831
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• 2008

We investigated the education process of an environmental experiment in middle and high school. The major objective was that students understand about biological toxicity of endocrine disruptor. We used bisphenol A in environmental experiment to educate them about the effects of endocrine disruptor. The test animal was zebrafish (Danio rerio, wild type) which is very easy to use in the school experiment class. We educated the high school students (n=25) in Suwon through this teaching program. Finally we analyzed the effect of research education between two groups, education students (test) and non-education students (control). This experiment showed there were some positive effects on environmental reorganization of students. They understood the affect of endocrine disruptors in fish and man. Specifically, understanding the importance of preservation of ecosystem increased in the test-education group.

• International Journal of Advanced Culture Technology
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• v.9 no.3
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• pp.117-130
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• 2021

This purpose of this study was to identify the factors that influence entrepreneurship education on entrepreneurship and entrepreneurial intention. The purpose of this study was to examine the relationship between entrepreneurship education and entrepreneurship intention, entrepreneurship, and entrepreneurship and entrepreneurship intention. For this purpose, the following empirical analysis was conducted on the research hypothesis set in the research model for 223 university students who took the course on entrepreneurship and entrepreneurship. First, as a result of examining the effect of the hypothesis 1 between entrepreneurship education and entrepreneurial intention, a positive effect was shown. Hypothesis 1 was accepted. Second, hypothesis 2, entrepreneurship education showed a positive (+) influence on entrepreneurship. Therefore, hypothesis 2 was accepted. Third, as a result of testing the hypotheses on the relationship between the three hypotheses on and entrepreneurial intention, statistically significant analysis was performed. Therefore, hypothesis 3 was accepted. In other words, the results of this study showed that entrepreneurship education acted as a positive factor on the entrepreneurial intention, and entrepreneurship and entrepreneurial spirit, like the results of previous studies. Therefore, as entrepreneurship education and entrepreneurship act as major factors to improve entrepreneurial intentions, the importance of upgrading systematic and substantial entrepreneurship education and education on substantial entrepreneurship was emphasized.

• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.499-508
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• 2015

As society evolves into the information society, major countries strengthen software education. Especially, the curriculums of school to enlarge software education are made in major countries. Therefore, Korea Association of Information Education (KAIE) have studied a standard model for software education and revised the standard model that was published in 2014. The KAIE suggested a new plan that contents of software education classify by 'Software', 'Computer System' and 'Convergence Activities.' Therefore, I studied on a curriculum for 'Information' topic in elementary school. In this paper, I suggested the achievement goals for education of 'Information' topic. I nextly suggested teaching-learning and evaluation methods to meet the achievement goals. And I expect that the achievement goals, teaching-learning and evaluation methods I suggested about 'Information' topic will contribute to develop the curriculum for software education.

• Journal of Nutrition and Health
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• v.35 no.9
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• pp.952-961
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• 2002

The purpose of this study was to compare nutrient intakes and the serum iron status of 74 Food and Nutrition major, and 45 non-major, female students at a university in Incheon. This cross-sectional survey was conducted using a self-administered questionnaire and the data were analyzed by the SPSS 10.0 program. The nutrient intake data collected from three-day dietary recalls were analyzed by the Computer Aided Nutritional Analysis Program. Anthropometric data and hematological indices of iron in the blood were measured. Average heights, weights, body fat and mid-upper arm circumference of Food and Nutrition major and non-major female students were 160.3 cm, 53.5kg, 25.8%, 23.7cm and 159.8cm, 55.5kg, 28.9%, 24.8cm, respectively. There were significant differences in body fat percentage and mid-upper arm circumference between the major and non-major students. In all subjects, daily dietary intakes of nutrients- except protein, vitarrlin B1, vitamin C and phosphorus - were lower than the Korean RDA. In particular, calcium and iron intakes of all subjects were under 60% of the Korean RDA. Values of RBC (red blood cell) count, Hb (hemoglobin), Hct (hematocrit), MCV (mean cell volume), MCH (mean cell hemoglobin), and MCHC (mean corpuscular hemoglobin concentration) of the non-major students were significantly higher compared to those of the major students. The diastolic blood pressure of the major students was negatively correlated with MCV, MCH, TS, and serum iron levels. Triceps skinfold thickness, mid-upper arm circumference and waist-to-hip ratios of the non-major students were negatively correlated with TIBC. Fat intake was positively correlated with RBC, Hb, Hct, and TIBC (total iron binding capacity) in the major students. Vitamin C intake was positively correlated with serum iron in the major students. Carbohydrate intake was positively correlated with Hb, Hct, and MCHC in the non-major students. Niacin and iron intakes were positively correlated with Hb and Hct in the non-major students. Therefore, nutrition education is necessary for female university students to improve nutritional status and to practice optimal nutrition strategies. (Korean J Nutrition 35(9) : 952~961, 2002)

• Korean Educational Research Journal
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• v.40 no.3
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• pp.39-65
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• 2019

This essay examines the relationship between death and the minor literature and the minor philosophy of education. Deleuze and Guattari conceive death as the source of question and the problem. Death overcomes Freud's death-drive and is conceived as the universal event. Then, death is understood as the essential problem, the condition of thought about life, and the paradox of actuality. On the other hand, their minor literature is able to figure in Kafka's works, Metamorphosis and so on, excellently. Deleuze and Guattari argue that Kafka's works push ahead to the edge of the deterritorization. Their argument on the minor literature has the following three characteristics: first, the territorization of the language; second, the directional connection between the individual and the social; third, the collective arrangement of the statement. Death and the minor literature share the "intensity" as the theoretical tool and thus presuppose each other. From this, we are able to draw the possibility of the minor philosophy of education. It makes a crack on the major philosophy of education, exposing the limitation of the doctrines. In other words, the major philosophy of education enforces the reading of grand philosophers by the defined ways only. Instead, Deleuze and Guattari show the creative way through their research of the history of philosophy and extend the field of thought. In following this way, we can repeat the novel in the philosophy of education also. In this essay, we examine their "affect" for the possibility.

• Journal of Information Technology Applications and Management
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• v.28 no.6
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• pp.97-116
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• 2021

Due to the decrease in the school-age population and government regulations, universities have made great efforts to secure their own competitiveness. In particular, the selection of universities with financial support based on the recent evaluation of the Ministry of Education has become a major concern enough to affect the existence of the university itself. This paper extracts three-year data from 124 major private universities nationwide, and quantitatively analyzes the variables of major universities selected as self-improvement universities, competency reinforcement universities, and universities with limited financial support. As a result of estimating the selection of self-powered universities using the ordered logit model by hierarchically inputting 12 variables, student competitiveness in the metropolitan area (1.318^**), Educational Restitution Rate (4.078^***), University operation expenditure index rate (1.088^***) values were found. Significant positive coefficient values were found in the admission enrollment rate (45.98^***) and the enrollment rate (13.25^***). As a result of analyzing the marginal effects, the increase in the rate of reduction of education costs has always been positive in the selection of self-powered universities, but it was observed that the rate of increase decreases in areas of increase of 150% or more. On the contrary, the probability of becoming a Em-powered university was negative in all sectors, but on the contrary, it was analyzed that marginal effects increased at the same time point. On the other hand, the employment rate of graduates was not able to find direct significance with the result of the selection of Self powered universities. Through this paper, it is expected that each university will analyze the possibility and shortcomings of the selection of Self powered universities in policy making, and in particular, the risk of dropout of selection for the vulnerable field can be predicted using marginal effects. It can be used as major research data for both university evaluators, university officials and students.

• Journal of the Korean Society of Clothing and Textiles
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• v.36 no.1
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• pp.68-83
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• 2012

This study suggests a Korean fashion design education model through a comparison of the fashion design curriculum and education systems in the USA, Europe, and Korea. For this, a case study of fashion design curriculum and education systems in the USA was performed with literature reviews about education methodology and design process to develop creativity, following the prior study, A Comparative Study on Fashion Design in Europe and Korea. For the case study, 12 superior fashion design education institutions in the USA were chosen from fashionista (N.Y.) and the goals, the emphases, the constitution of the online curriculum of each undergraduate fashion design course were examined. As a result of this study, Korean fashion design education model (1+2.5+0.5 model), was proposed by integrating the education systems of the USA and Europe, as follow: First, Korean fashion design education institutions need to be characterized and the departments/majors should be gradually specialized by the major. Second, foundation courses prior to undergraduate courses or during the 1st year should be established to result in a multi- disciplinary basic education. Third, a project based major needs to be performed that connects fashion design subjects with their related subjects for 2 and a half years as of the $2^{nd}$ year. These projects can be progressed by problem-solving design process of problem-identification and brainstorming-research, analysis-design concept-design ideation, selection-design development, implementation-critical evaluation and solutions. Fourth, collaborative projects or integrated courses with related Liberal Arts or other art and design majors should lead to muliti-discilplinary education. Fifth, the chance of increased active industry-academy collaboration and actual employment or enterprise can be facilitated by the establishment of only the courses related to domestic or international internships during the $2^{nd}$ semester of the $4^{th}$ year.