• Journal of Preventive Medicine and Public Health
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• v.37 no.1
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• pp.80-87
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• 2004

Objectives: To evaluate the learning achievement and satisfaction levels for the Field Epidemiology Specialist Training Program (FESTP), on infectious disease control between March 19 and October 31, 2002. Methods : The FESTP was designed as a set of 84 hours curricula including lectures, discussions, self-studies, and field practicals, and organized both centrally and locally by the Division of Communicable Disease Control of the National Institute of Health and 11 universities. Before and after the program, a questionnaire survey on the educational need (49 items) and satisfaction (15 items) was conducted on 484 trainees, who were responsible for communicable disease control and immunization at 242 regional health centers. The data were analyzed with paired t-tests for comparison of the educational needs between the pre and post scores. Results : The average score for satisfaction was 3.06 out of 5.0; with relatively higher scores for sincerity (4.10) and professionalism (4.01) of the tutors, adequacy (3.54) and clearness (3.51) of the evaluation criteria, usefulness (3.54) and fitness (3.52) of the contents, but with relatively lower satisfaction for schedule (2.96) and self-studies (2.91). The average for requirement for education improved, as shown by the decrease from 2.72 to 2.22 (p<.0001) with the biggest decrease in the outbreak investigation from 2.60 to 2.08. Conclusion : The FESTP was evaluated as being effective, the trainees showed moderate satisfaction and decrease educational needs. However, the actual schedules and self-studies should be rearranged to improve the satisfaction level.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.5
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• pp.1115-1125
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• 2009

Purpose: The purpose of this study was to investigate the Safety-practice and Its Related Factors among Elementary students in rural area, to provide the basic data for prevention for safety accident occurrence in order to improve the QOL. Methods: The subjects of this study were 549 elementary students using self-report questionnaires. The collected data was analyzed using descriptive statistics, t-test, ANOVA, Scheffe's test, Pearson correlation coefficient and stepwise multiple regression with SPSS 12.0 Program. Results: The mean score for level of the safety awareness was 3.55(${\pm}.36$) and of the safety practice, 2.98(${\pm}.48$). The score of Safety-practice was statistically significant difference according to students' gender(p= .028) and students' grade(p= .004), the number of friends(p= .002), the level of school life adaptation(p= .000), recognized learning proficiency(p= .000), personality(p= .005), curiosity(p= .003), the level of demand for safety education(p= .000), the level of safety-education conducted by parents(p= .000), the level of safety-education conducted by teacher(p= .000). Stepwise multiple regression analysis for Safety-practice revealed that the most powerful predictor was level of Safety-awareness and self-esteem, the level of safety-education conducted by parents explained 28.8% of the variance. Conclusions: Therefore, it is necessary to develop safety practice promotion program in order to enhance the quality of life of elementary students. Future studies need to be pursued to find various variances.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.225-234
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• 2014

Robot programming allows students to plan an algorithm in order to solve a task, implement the algorithm, easily confirm the results of the implementation with a robot, and correct errors. Thus, robot programming is a problem solving process based on reflective thinking, and is closely related to students' metacognition. On this point, this research is conducted to develop a robot programming instructional model for tile enhancement of students' metacognition. The instructional processes of robot programming are divided into 5 stages (i.e., 'exploration of learning tasks', 'a teacher's modeling', 'preparation of a plan for task performance along with the visualization of the plan', 'task performance', and 'self-evaluation and self-reinforcement'), and core strategies of metacognition (i.e., planning, monitering, regulating, and evaluating) are suggested for students' activities in each stage. Also, in order to support students' programming activities and the use of metacognition, instructional strategies based on cognitive apprenticeship (i.e. modeling, coaching and scaffolding) are suggested in relation to the instructional model. In addition, in order to support students' metacognitive activities. the model is designed to use self-questioning, and questions that students can use at each stage of the model are presented.

• The Journal of the Korea institute of electronic communication sciences
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• v.11 no.10
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• pp.1009-1016
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• 2016

In this study, an educational program was developed. The program can perform the claim for examination of medical expense, which is one of NCS Competence Unit Elements for hospital administration. Considering various coding to complex compute and process, VB.Net was employed for this development. For database, ACCESS Database was used because it is easy to learn and use. The learning effects by the developed program are expected to be as follows. First, the composition of medical expense can be understood by analyzing Medical history and then selecting insurance code according to the Standard of Medical Care Code. Second, unit cost per score can be learned according to hospital class. Third, selection of Column (medical materials) and Column II(medical practice) can classify items of additional ratio. Fourth, because patient's payment rate on hospitalization and meal expense and use of special equipment are differently applied, user can know patient's payment rate by type and can calculate it. Fifth, additional amount is the amount calculated by additional ratio of Column II(medical practice), and user can learn additional ratio according by insurance type and hospital class. Sixth, user can learn self-pay rate by hospital class and understand the process that self-pay amount and claim amount are calculated according by self-pay rate.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.65-77
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• 1999

The purpose of this study was to find out the effectiveness of metacognitive instruction model on the changes of science concepts, when it was applied to 6th grade students. To do this, students were tested with the achievement of molecules and molecular motion concepts and metacognitive self-regulation test as a pretest Based upon metacognitive instruction model and student's conception, instruction program were developed. This metacognitive strategy Program was applied to the experimental group and expository teaching was applied to the comparison group (followed the order and method in authorized science textbook and teachers handbook). When planned lessons were finished, students were given a post-test to find conceptual change. After six months students were given a test again to find retention effect. There was a significant difference in conceptual change and retention between comparison group and experimental group by treatment at p< .05 level, The difference between comparison group and experimental group was especially significant, when the situation of test item wasn't similar to that of the textbook Metacognitive instruction model was more effective to high group than low group in metacognitive self-regulation level on conceptual change and retention. So the metacognitive strategy Played an important role in conceptual change and retention. And we can recognize that the students who take part in the metacognitive lesson can apply the corrected concept to the other concrete situation because they can understand new concept accurately by metacognitive strategies. And we can guess that high group in metacognitive self-regulation level can team metacognitive strategy easily but relatively low group student have some trouble in learning new strategy.

• Korean Journal of Occupational Health Nursing
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• v.8 no.2
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• pp.115-129
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• 1999

This study was conducted to investigate the kinds of health promotion program which workers want, worker's intention for participation, proper method, time, duration and manager. A self-administered questionnaire method was used to collect data from 412 employees of 3 worksites in Chungpook and Kyungkee. This survey was carried out from Aug. 10 to Aug. 20, 1998. The results of this study are as follows: 1. In male, among health promotion programs, favorite ones were physical fitness(32.2%), periodic health check-up(24.6%), and stress management(18.0%). In female, among health promotion programs, favorite ones were periodic health check-up(26.0%), physical fitness(22.0%), and body weight control(19.5%). 2. The more young subjects are, the more they like physical fitness program, and the female like body weight control program regardless of BMI. Manufacturing worker preferred back pain prevention program to clerical worker did. In female, drinker preferred stress management program to non-drinker did. 3. The more old subjects are, the more they like back pain prevention program, and non-smoker preferred body weight control program to smoker did. 4. In health promotion program format which the subjects wanted, learning of self-examination techniques was 41.1%, worksite screening was 3l.0%, availability of pamphlets and audiovisual materials was 20.0%, presentation of worksite educational sessions was 7.9%, and the most wanted manager for the program was medical doctor and then nurse, physical trainer, psychological counselor. The favorite health promotion program duration was less than 30 minutes(49.6%), and the favorite time was before work(49.6%). 5. Among respondents, 48.5% was smokers, 81.8% was drinkers, 39.9% engaged in the regular exercise, 68.2% engaged in regular diet habit. In vaccination, 50.2%, if possible, wanted to be vaccinated and 37.6% never wanted to be vaccinated. 6. Ex-smoker, ex-drinker, the subjects in the regular exercise, and in the regular diet habit responded they were in good health. There was a significant difference between exercise and health status. Need and intention for participation of health promotion program were high in ex-smoker, ex-drinker, the subjects in the regular exercise, and in the regular diet habit. According to results for this study, if the favorite programs, exercise, periodic health check-up, stress management program, are operated at a proper time and with managers they want, this programs can really raise the participation of employees. And as employees want to learn self-examination techniques if worksite educational sessions are performed, health promotion program can effectively be operated.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.731-747
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• 2015

The purpose of this RSP program is to enhance the invention gifted students' creative thinking and self-efficacy in studying. This program has 20 subcategories and interesting activities attracting students' attentions which are based on TRIZ's 40 principles of invention. 3-Steps to learning, which are - experiencing, recognizing, and inventing are arranged as teaching methods of RSP program. In the first step, experiencing, students are motivated and get a glimpse of the principles of invention while experiencing innovative products. In the next step, recognizing, students grasp the related scientific principles from the products. In the last step, inventing, students are given keys to solutions for problematic situations and then they create new ideas after repetitive encounters with several products made by similar principles. RSP program is different from other programs in that it has this 'inventing' step, where students can create new ideas based on related basic knowledge. In conclusion, RSP program is systematically well organized with 4 steps(purpose, contents, teaching method and evaluation) and is shown to enhance invention gifted students' creativity and self efficacy in studying. Therefore, the RSP program is shown to be a reliable and useful program, and may be used in the classes for positive results.

• School Mathematics
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• v.18 no.3
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• pp.691-709
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• 2016

Understanding the belief of mathematics pre-service teachers is essential in conducting and designing the effective teacher education program. This study analyzed the mathematical belief of the elementary school pre-service teachers. The results of the study are as follows. First, persistence factor, which is the belief about solving mathematical problems, following teacher direction factor, which is the belief about mathematical studies, activity involvement factor, and interest factor, which is the belief about self-concept, showed much connection with other mathematical belief factors. Second, the stereotype factor, which is the belief about mathematics, are affecting the following teacher direction factor. The process factor, which is the belief about solving mathematical problems, are affecting the activity involvement factor. Third, as for the comparison of the mathematical beliefs according to grades, only the stereotype and usefulness factors, which are the beliefs about mathematics, and the benefit factor, which is the belief about self-concept, had statistically significant differences. Fourth, as for the comparison of the mathematical beliefs according to majors, all the mathematical beliefs except for the confidence factor and benefit factor, which is the belief about self-concept, had significant differences. Based on the results of this study, we need to establish the mathematical beliefs that the elementary school pre-service teachers should have, and prepare various measures such as education program for pre-service teachers and instruction-learning methods.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.343-365
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• 2021

The purpose of this study was to clarify the effect of learner variables on triggering state curiosity and state anxiety in confronting scientific task situation for fifth to sixth grades of elementary school. Science curiosity, interest, need for cognition, science self-concept, science anxiety, prior knowledge, and perceived difficulty were selected as learner variables that are expected to affect state curiosity and state anxiety. As a result of this study, the variables that had a significant influence on evoking state curiosity in confronting scientific task situation were in the order of interest, need for cognition, science curiosity, and prior knowledge, and all of these variables had a positive effect. In addition, the variables that significantly affect on evoking state anxiety in confronting scientific task situation were in the order of science anxiety, perceived difficulty, need for cognition, science self-concept, and prior knowledge. Of these, only prior knowledge had a negative effect on evoking state anxiety, and the other variables had a positive effect. The results of this study are expected to broaden the comprehension of students' emotional states in science education, and provide a theoretical foundation for the studies of state curiosity and state anxiety in science learning.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.373-382
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• 2019

This study was performed to investigate the effects of creative teaching technique(CTT) on critical thinking disposition(CTD), problem solving process(PSP), and self-leadership(SL) in 5 majors of first to third grades in a college nursing department. CTT was developed to promote memory and practical ability. The study was conducted from August 1 to December 31 in 2017, and the survey was performed before and after applying the CTT. As a result, there was no difference in CTD, PSP, and SL in the first graders whom applied various teaching techniques to one subject. But CTD was 6.8point(p<0.001), PSP was 7.5~7.9point(p<0.001) and SL was 2.9~3.3point(p<0.001) improved in the second and third grades whom applied similar teaching techniques in two subjects. In order to improve the students' core competency, it is more effective for students to apply one or two methods repeatedly in several subjects than to apply various methods to one subject. Since the CTT was more effective in the group that selected the major depending on aptitude and interest, it is necessary to develop various teaching and learning strategies to enhance the interest in nursing major.