• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.97-111
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• 1993

본 연구는 국민학교 실과 과목의 식품 영양 단원에 관한 교사, 학생의 인지 및 학생의 지식, 태도, 기능 평가를 위하여 71개 인천시내 공립 국민학교 4,5,6학년 교사 510명과 12개교학생 1,754명을 대상으로 설문조사를 통한 내용을 분석한 것으로 연구의 목적은 1)실과의 정해진 교육목표에 관한 교사의 인지정도 규명 2)식품, 영양 단원에서 교사가 중요하다고 인지하는 내용과 가르치기에 어려움을 느끼는 내용 규명 3)교사가 인지하는 식품영양 단원학습을 증진하기 위한 요소 4) 학생들이 흥미를 느끼는 내용 5)본 단원 학습 후 학생의 지식, 태도, 기능 정도 6)지식, 태도 기능간의 상호 상관관계 규명 등이며 그 연구결과는 다음과 같다. 1. 교사들이 인지하는 실과의 정해진 교육목표는 거의 모두가 중요한 것으로 나타났다. 2. 교사들이 인지하는 식품 영양 단원의 중요한 내용은 영양과 질병과의 관계, 식품위생, 식품저장 등이며, 가장 중요하지 않은 내용으로는 영양 필요량이었다. 또한, 지도에 어려움을 느끼는 내용은 영양 필요량, 조리준비, 식품구성/함유량 등이며 어려움을 느끼지 않는 내용은 영양과 질병과의 관계, 식품위생, 식품저장 등이었다. 3. 교사가 인지하는 단원 학습 증진을 위한 긍정적 요소는 적합한 실습설비와 자료, 시청가자료등이었고 부정적 요소는 남교사, 실험 실습이 필요한 부분은 숙제로 미루는 것 등이었다. 4. 학생들이 흥미를 느끼는 내용으로는 간단한 음식 만들기, 영양소의 기능, 영양문제 등이었고, 쥬스나 차 준비, 조리연료, 부엌용구 사용법 등은 흥미를 느끼지 못하는 내용이었다. 5. 학생의 학업성취 중 지식은 4학년이 식품위생, 기초식품군이, 5학년은 알맞은 조리용구, 조리원리, 6학년은 여가활용의 뜻, 올바른 예절 등이 90% 이상 바르게 답하였고 5학년의 삶은 달걀의 화학적 변화, 감자의 주된 영양 등은 60%이하였다. 6 태도 테스트 결과는 5학년이 4,6학년보다 약간 높은정도(Mn=3.653) 였으나 기능테스트에서는 4학년이 5,6학년보다 약간 낮게 (Mn=3.0) 나타났다(구체적인 것은 본문 참조). 7, 4, 5, 6학년 모두 지식, 태도 기능 간에 정적 상관을 나타내었는데 특히 태도와 기능 사이에는 4학년 r=.7166, 5학년 r=.5175, 6학년 r=.6796을 나타내었고 지시과 태도(4학년 r=.1546, 5학년 r=.0872, 6학년 r=.2192)와 지식과 기능사이에서는 (4학년 r=.1631, 5학년 r=.0585, 6학년 r=.2521)태도와 기능간보다 약한 상관관계를 보였다.

• Journal of the Korean Geographical Society
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• v.42 no.3 s.120
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• pp.453-467
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• 2007

This study has shown that geography teachers need the professionalism in a Teaching and learning aspect. Together with the transition of epistemology and the operation of the Subject Matter-based curriculum, etc the demand for professionalism of teachers is much higher than ever. But the less discussion about what the professionalism of geography teachers based on subject traits and its components are has been mentioned. Especially the previous studies related with geography teachers usually distinguished the contents from the methods in the geography teaching in a dichotomy and tried to apply to a class model in the theoretical aspects, so they $didn't^{\circ}{\varnothing}t$ present the enough measures to improve the professionalism of geography teachers in the synthetic aspects. In this study, after I found the components of professionalism required to geography teachers in a teaching and learning, I tried to present measures to improve the professionalism of geography leathers in the macroscopic aspects. The geography teacher should be a teacher to design a region as a process than a result, and a teacher as a reflective practitioner than a technical practitioner. The improvement of professionalism should be achieved through the process of cooperation with an educational reflection in the individual aspects.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.422-431
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• 2002

Because of the gap between the cognitive levels of the students and the curricular materials for the students to understand, the secondary school students feel science difficult and they get to avoid science as they go up to the higher grade. So it is absolutely needed to take the active measures to improve the cognitive development of the students through some special programs stimulating their cognitive process. This study investigated the effects of thinking science activity program devised for cognitive acceleration of the students. After implementing thinking science program to 181 7th grade students, the effectiveness of this program was examined through the analysis of covariance of both experimental and control groups. The result of the study showed that the cognitive level of the students in experiment group dealt with thinking science program was more accelerated than that of the students in control group who were just taught regular science curriculum. Especially, the effect was clear to the students in stages 1 and 2B. It was also found that the percentage of the students who promoted from concrete operational stage to formal operational stage was higher in experimental group than in control group. The results of the study implied that cognitive acceleration of the students might be possible through the specially designed materials such as thinking science program.

• Journal of Fisheries and Marine Sciences Education
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• v.6 no.2
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• pp.143-160
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• 1994

I have investigated questionaire concerning to the view of worth and construction of consciousness as to boarding system collegian who will employed in fisheries and maritime industries. The results were as follows; It appeared 38.9% that most collegian had a firm subjectivity about enrolled motive, selection of department, they had selected department according to the neighborhood recommendation, own squired score rather than the adaption and prospection, also it was appeared 55% that they had not satisfied with attending to their college, accordingly, the effectiveness of education were demolished in such aspects. It was appeared 74.3% that the education of fisheries and maritime college were divided into theory and practice pertinently also, 77.1% that modulate both technical education and human like education but as a general rule, the education of ocean going liscensed officer was appeared 7.1% only so that, the reformation of the curriculum and contents of education would be needed. As to the relation between professors and collegian, it was appeared 38.4% that well understanding professor, 18.1% that well teaching professor, 13.3% that they having humanlish relation with professor, 30.6% that they will benefit to vocational selection. consequently, the professor have to brings up the harmony on dint of education and industries. The things which collegian think to be worth were 43.6%, intercourse of friend 30.3%, circle activity. 6.6% listening lecture, also, the leisure activity after school were 74.7% with friends. 16.4% alone. consequently, the professor has to guide of leisure activity after lesson. most collegian has a good relationship with their parent(91.6%) but the respond with bad relationship was 8.4%. The most serious agony which collegian think about is vocational problems (48.9%), the other sex problem(22.5%). The objects consult with agony was aquaintance(54.9%). The parent(5.1%), professors(2.3%), the collegian who did not consult with agony was 20.9%. The parents and the professor is not object consult with their agony. so that, the professors has to strengthen the education according to the human nature. As to job after graduation of such college, collegian who wish to be taken job on the fisheries and maritime industry were 50.5%, on the contrary, the collegian who wish to be taken a job no relation with his major subjects was 29.1% especially, the collegian who want to be embarked was 26.3% (fisheries 23.3%, maritime 30.5%). so that, we must adopt the counter plan for the globalization and effective investment on the fisheries and maritime college.

• The Mathematical Education
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• v.42 no.2
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• pp.203-218
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• 2003

The purpose of this study is to see what the essential characteristics are in teaching probability and statistics among various mathematical fields. we also tried to connect the study of probability and statistics education with what is needed for a science be synthetic to have its own identity as a unique research field. Since we searched for the future direction of the pedagogic study in the probability and statistics we first selected papers on probability and statistics published in (Series A), the Journal of Korea Society of Mathematical Education, and establish the following research questions. What kinds of characteristics can be found when papers on probability and statistics published in (Series A) are classified into low categories; contents of probability and statistics education, research method of the mathematics education, methods of teaming and teaching, and finally measurements and evaluation\ulcorner We classified papers into two kinds. One is related to the educational contents, consisting of the methods of learning and teaching, and of the measurement and evaluation. The other is reined to the methods of research, which is not a part of the educational curriculum but is essential for establishing the identity of mathematics education. According to the periods, papers on the curricular contents in 1960s were influenced by the New Mathematics, and papers on the curricular contents in 1980s were influenced by 'back to basic'. In 1990s, papers on methods of learning and teaching, and measurement md evaluation were increasing in number. Besides, (series A) from the Journal of Korea Society of Mathematical Education covers contents, methods of Loaming and teaching, and measurement and evaluation. And when I examined the papers on the contents of textbook of a junior high school related to the probability and statistics education and on methods of learning and teaching, 1 found that those papers occupy 1.84% in . When it comes to the methods of loaming and teaching, most of studies in (series A) are about application of concrete implement like experiment and practical application of computer programs, Through this study, I found that over-all and more active researches on probability and statistics are required and that the studies about methods of loaming and teaching must be made in diverse directions. It is needed that how students recognize probability and statistics, connection, communication and representation in probability and statistics context, too. (series A) does not have papers on methods of study. Mathematics pedagogy is a mixture of various studies - mathematical psychology, mathematical philosophy, the history of mathematics and Mathematics. So If there doesn't exist a proper method of study adequate in the situation for the mathematics education the issue of mathematics pedagogy might be taken its own place by that of other studies'. We must search for the unique method of study fur mathematics education so that mathematics pedagogy has its own identity as a study. The study concerning this aspect is needed.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.27-39
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• 2016

It is necessary for us to be equipped with problem-solving ability, logical thinking ability, and convergence thinking ability in the digital information age. To have these abilities, modern people in the $21^{st}$ century should be educated to develop the computational thinking ability. However, it is difficult to cultivate the computational thinking ability in current computer education curriculum. Therefore, this paper aims to propose a programming-based computer educational program to make students better understand the principles of computer science and enhance student's computational thinking ability escaping from current fragmentary and limited computer education. In order to verify the effectiveness of the educational program, students in total 42 middle school (22 students in 1st and 2nd grades and 20 in 3rd grade) were applied to the educational program for twenty-four hours on 12 weeks and then we obtained a positive result that might bring improvement on the logical thinking ability and creative problem-solving skills. As a result, this study presents the possibility of its field applications of computational thinking-based programming learning and analyzed the effectiveness. therefore, it has a notable point of presenting the development direction of a variety of education programs for enhancing the computational thinking in the future.

• Journal of the Korean earth science society
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• v.23 no.4
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• pp.309-323
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• 2002

This qualitative study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of learning through four in-depth interviews. Of the sixteen participants in a larger study, five significantly changed ontological and epistemological beliefs and eleven did not. This study focused on these eleven teachers who have hardly changed their philosophical beliefs throughout the teacher education program. Ten teachers who consistently maintained the scientific realist beliefs were presented as a composite case (Young's case). Among the eleven teachers, there was one outlier who had consistently maintained an idealist and relativist epistemological position from the beginning of the study and was subjected to another case analysis (Ben's case). These cases corroborated the assertion that each individual's deeply entrenched ontological and epistemological beliefs are very hard to change. For researchers, this study offers insights into the reasons that preservice teachers give for non-changes in their thinking about learning to teach. The study also examines preservice teachers' perceived constraints in implementing their ideal pedagogies and the influence of the teacher education program on their pedagogical beliefs changes. The benefits and influences of the M.Ed. program's theoretical coursework and the field experiences on these teachers' learning-to-teach experiences are addressed with rich data. The implications for teacher educators as well as for the instructional practices of preservice teacher education programs are discussed. This research emphasize necessity of the field-based teacher education program and the need of empowering experienced school teachers as teacher educators in teacher preparation and professional development.

• Journal of Korean Academy of Nursing
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• v.26 no.3
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• pp.591-604
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• 1996

The surgical hand scrub (SHS) is the single most important procedure in the prevention of post-operative wound infections and yet it remains the most violated of all infection control procedures. The purpose of this study was to gain an overview of SHS habits in operative th atre personnel and to determine knowledge and attitudes to identify whether there is a need for improvement. The subjects for this study included 79 doctors and 94 nurses working in the operative th atres of four hospitals in Incheon City and Kyungki Province. Related data were collected from July 25 to August 10, 1995 by the author. The data were analyzed using descriptive stat-istics and Chi-squre test. The results of the study are summarized as follows : 1. Nurses felt that they conducted SHS for a longer period of time than doctors did(X=20.1, P=.005). 2. Nurses and doctors had some knowledge of slip-ping rings off fingers and the length of nails, but they lacked knowledge on the duration of SHS, handwashing after an operation and on manicure. 3. There were many reasons given for insufficient SHS included : 1) because they were so busy (38%). 2) brushes were too harsh(19.7%). 3) operations were very simple(18.7%). 4) surgical latex gloves provide functional barrier(11.6%). 5) SHSs were troublesome(7.4%) 6) there were no clocks near the sinks(2.5%) and 7) the operative patients were administered antibiotics after operartion(2.1%). 4. Most of nurses and doctors considered SHS to be important in prevention against post operative infections. 5. Nurses were found to do a thorough SHS, but residents were found to neglect SHS. 6. Considering prevention against postoperative infections, most nurses and doctors considered aseptic techniques, environment-sanitary management and SHS more important than the use of antibiotics, the resistance of patients or the method of operation. 7. Half of the nurses and doctors(54.3%) considered surgical latex gloves to function well as a barrier. 8. Half of the nurses (56.4%) and doctors(51.9%) learned SHS as part of the curriculum in their school education and the rest(nurses : 95.7%, doctors : 74.7%) learned SHS as part of their In Service Education. In conclusion, these findings suggest a need to develop an educational program on surgical hand scrub and hospital infection control for surgical personnels, to install clocks near the hand scrub sinks, to consider a violation report for negligent surgical hand scrubs, and to develop a soft brush for hand scrubs in order to increase performance of the surgical hand scrub.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.423-434
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• 2016

The purpose of this study is to investigate preservice earth science teachers' mental models through applications of Coriolis force experiment apparatus. After the root of preconception was examined by face to face interviews based on the questionnaire, five preservice earth science teachers were finally selected for this study. The mental models about concept of Coriolis force was classified into naive mental model, static unstable mental model, dynamic unstable mental model, and scientific mental model through the result of individual interviews and their drawings. According to the mental model analysis about Coriolis' force conception, students C and M showed naive mental model about concept of Coriolis force before experiment. After the experiment, student M's model changed to static unstable mental model. Student C's model improved to dynamic unstable mental model. In adiition, students D and O's model improved from static unstable mental model to dynamic unstable mental model. In the case of student B, the dynamic unstable mental model was maintained after the experiment, however, student B's preconception changed to scientific concept. It turned out that a change occurred from low mental model level to integrated mental model after the application of the developed Coriolis' force experiment apparatus. According to the results, national curriculum is similar to static unstable mental model and the result of developed Coriolis' force experiment apparatus is similar to dynamic unstable mental model. It is suggested that it become the theoretical foundation to develop more comfortable and advanced Coriolis force experiment apparatus by improving the experiment apparatus.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.1021-1040
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• 2013

In order to explore the influences of coteaching through mentoring upon the teaching professionalism of beginning science-gifted education teachers, this case study deeply investigated the change processes in the aspects of pedagogical content knowledge (PCK). Two beginning teachers planned, performed and reflected together their science instructions for science-gifted students in secondary school during four 3-hour classes. Since the second instruction, pre-, during-, and post-mentoring were conducted, we collected various data related to teachers' planning processes, videotaped all coteaching science classes, and wrote field notes. We also recorded in-depth interviews with the teachers and the whole process of mentoring. All the data were analyzed by using the constant comparative method. The results of the analyses indicated that coteaching through mentoring positively changed the teachers' PCK. Above all, we found that coteaching and mentoring strategies generated a significant synergy effect through a mutually complementary relationship. The teachers developed deep practical knowledge about the enrichment curriculum, which placed more emphasis on developing cognitive and/or affective characteristics of science-gifted students. The teachers also improved their knowledge about the characteristics of science-gifted students and the instructional strategies appropriate for developing them. Moreover, practical knowledge about assessment domains and methods used in science-gifted education were improved. Knowledge on science content necessary for effective inquiry instruction was also improved.