• 대한공업교육학회지
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• v.37 no.1
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• pp.125-143
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• 2012

This study aimed to identify the effect of the instruction applied with a project method for the 'Making Model by Architecture' unit in vocational High schools on the improvement of the Key competences. With this aim, the study selected as an experimental group, control group third graders in two classroom in G vocational High Schools in Goyang, Gyeonggi-do. Aiming at the selected students in the experimental group and the control group, the study conducted a pre-test of their Key competences; thus, the study confirmed that there was no statistically significant difference. Then, the study offered a class applied with a project method to the experimental group, while offering a traditional instruction to the control group. After offering the class, the study undertook a post-test, and verified the effect. In order to prove the test result, the study carried out a Hest using the SPSSWIN 12.0 statistical program, while the significance level being ${\alpha}$<.05. The conclusions obtained from this study include the following. All the six selected areas including 'problem-solving skills', 'communication skills', 'resource utilization competence', 'mathematical competence', 'interpersonal management competence' and 'self-management competence', which were supposed to be appropriate for this study among the sub-areas of Key competences, were found to show significant differences between the experimental group applied with a project method and the control group as a result of the post-test of the two groups. In summarizing the above research results, the class using a project method for the 'Making Model by Architecture' unit was discovered to be effective for improving Key competences. In particular, it may be more effective learning method for enhancing six areas greatly relevant to the project method among various sub-areas of Key competences.

• 대한공업교육학회지
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• v.39 no.2
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• pp.37-57
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• 2014

This study investigated perception of first-year college students who recently experienced technology education in their secondary education for describing contemporary technology classrooms. To accomplish this goal, survey and in-depth interview on their technology classrooms were employed. Participants in this study were 427 first-year college students who began their college life in 2013 and consisted of 224 students enrolled in 10 departments of educational major and 203 students who enrolled in 9 departments of other colleges. The instrument of this study consisted of preference toward technology classrooms and teachers, experience in the secondary technology classrooms, perception toward technology teachers, and suggestions for technology classrooms with five point Likert scales and open-ended questionnaires. And individual in-depth interviews with 22 volunteers who answered the instrument and consented the interview process were conducted. Based on the collected data, statistical and theme analyses were performed and the key findings were as follows. First-year students' experiences for technology classrooms were described with the theme of 'learning contents or activities'(54.4%). And the negative perception toward technology classrooms(29.1%) was larger than he positive perception(16.5%). The perception toward technology classrooms was also presented with two themes of teaching methods and subject interest. The perception toward technology teachers presented a medium level preference with several themes of teachers' teaching methods, teachers' personality, and subject interest. Lecture style method(60.48%) was largely used in the participants' technology classrooms and problem solving or collaborative methods was not frequent(19.31%). The participants indicated a need for improving teaching methods in technology education and suggested sufficient administration and curriculum supports and transitions of the learning contents. Further studies investigating the diverse public's perception toward technology and technology classrooms could be recommended.

• Journal of the Korean association of regional geographers
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• v.15 no.4
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• pp.510-523
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• 2009

Geodemographics(GD) can be defined as an analytical approach of socio-economic and behavioral data about people to investigate geographical patterns. GD is based on the assumptions that demographical and behavioral characteristics of people who live in the same neighborhood are similar and then the neighborhoods can be categorized with spatial classifications with the geographical classifications. Thus, this paper, in order to identify the applicability of the geographical classification of the GD, explores the concepts of the geodemographics into Seoul city areas with Korea census data sets that contain key characteristics of demographic profiles in the area. Then, this paper attempt to explain each area classification profile by using clustering techniques with Ward's and k-means statistical methods. For this as as as, this paper employs 2005 Census dataset released by Korea National Statistics Office and the neighborhood unit is based on Dong level, the smallest administrative boundary unit in Korea. After selecting and standardizing variables, several areas are categorized by the cluster techniques into 13, this paps as distinctive cluster profiles. These cluster profiles are used to cthite a short description and expand on the cluster names. Finally, the results of the classification propose a reasonable judgement for target area types which benefits for the people who make a spatial decision for their spatial problem-solving.

• Anxiety and mood
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• v.10 no.2
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• pp.95-102
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• 2014

Objective : Previous research showed that childhood trauma or domestic violence resulted in difficulties in controlling emotion and problem solving and vulnerability to psychiatric disorders. To understand the long term effect of childhood trauma, this study investigated their influences on cognitive processing of anger-evoking event and anger behavior among prisoners. Methods : All data were collected from 198 prisoners off our districts in Korea. After they consented to participate, prison officer distributed a questionnaire that included scales to demographic measure, childhood abuse (emotional abuse, physical abuse, and neglect), cognitive response of anger (attentional focus, suspicion, rumination, and hostile attitude) and behavior of anger (impulsive reaction, verbal aggression, physical confrontation, and indirect expression). For statistical analyses, SPSS 18.0 were used and path coefficients were evaluated from the structural equational modeling using LISREL 8.52. Results : Almost 50% of prisoners of our sample experienced one or more trauma during childhood. Then we tested the long term effect of childhood trauma on anger response by structural equation modeling. As expected, childhood trauma was associated with cognitive processing of anger-evoking event and anger behavior. More specifically, emotional abuse (${\beta}$=0.21, p<0.01) predicted suspicion which in turn associated with impulsive reaction (${\beta}$=0.73, p<0.001) and verbal aggression (${\beta}$=0.87, p<0.001). Emotional abuse (${\beta}$=0.24, p<0.01) also predicted hostile attitude which associated with physical confrontation (${\beta}$=0.80, p<0.001) and indirect expression (${\beta}$=0.80, p<0.001). Interestingly, physical abuse associated directly with impulsive reaction (${\beta}$=0.23, p<0.01) and indirect expression (${\beta}$=0.17, p<0.05). Neglect predicted rumination (${\beta}$=0.15, p <0.05) which associated with indirect expression marginally (${\beta}$=0.11, P<0.10). Conclusion : The results of this study, suggest longitudinal and harmful effect of childhood trauma on difficulties in controlling anger. Especially, it was revealed that childhood abuse related with processing anger evoking events more suspicious and hostile and then various anger-expressing behaviors.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.7
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• pp.3233-3238
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• 2014

Background: The aim of this study was to analyze the demographic and clinical characteristics of male breast cancer patients in Serbia, and furthermore to determine overall survival and predictive factors for prognosis. Materials and Methods: In the period of 1996-2006 histopathological diagnosis of breast cancer was made in 84 males at the Institute for Oncology and Radiology of Serbia. For statistical analyses the Kaplan-Meier method, long-rank test and Cox proportional hazards regression model were used. Results: The mean age at diagnosis with breast cancer was $64.3{\pm}10.5$ years with a range from 35-84 years. Nearly 80% of the tumors showed ductal histology. About 44% had early tumor stages (I and II) whereas 46.4% and 9.5% of the male exhibitied stages III and IV, respectively. Only 7.1% of male patients were grade one. One-fifth of all patients had tumors measuring ${\leq}2cm$, and 14.3% larger than 5 cm. Lymph node metastasis was recorded in 40.4% patients and 47% relapse. Estrogen and progesterone receptor expression was positive in 66.7% and 58.3%, respectively. Among 14.3% of individuals tumor was HER2 positive. About two-thirds of all male patients had radical mastectomy (66.7%). Adjuvant hormonal (tamoxifene), systematic chemotherapy (CMF or FAC) and adjuvant radiotherapy were given to 59.5%, 35.7% and 29.8% patients respectively. Overall survival rates at five and ten years for male breast cancer were 55.0% and 43.9%, respectively. According to the multivariate Cox regression predictive model, a lower initial disease stage, a lower tumor grade, application of adjuvant hormone therapy and no relapse occurrence were significant independent predictors for good overall survival. Conclusions: Results of the treatment would be better if disease is discovered earlier and therefore health education and screening are an imperative in solving this problem.

• The Journal of the Korea Contents Association
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• v.9 no.3
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• pp.361-371
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• 2009

LAMS(learning activity management system)[1] is one of the useful tools for designing and managing effectively the learning activities such as web search, chat, forum, grouping, and board. Even if LAMS has been upgraded to support the methods for making e-Learning contents conveniently, it does not have a method to communicate with external educational contents (EEC) made by external tools like Flash, Java, Visual C++, and so on. LAMS, which has been operated on Web environment, should manage all EECs like video and dynamic educational contents as educational contents in LAMS database. However, the current LAMS does not support the functionalities which can provide information of EECs to LAMS database and can also access any information about EECs from the database yet. In this paper, we propose the communication mechanism between the LAMS and EECs for solving the problem. In special, the mechanism makes many statistical data by using the information, and provides them for reflecting in education, and can control various learning management that was impossible under the original LAMS. Based on the proposed mechanism, teachers using LAMS can make more various educational contents and can manage them in the system.

• Journal of the Korean Geographical Society
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• v.31 no.2
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• pp.329-345
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• 1996

The purposes of this study are to review research trends of applied geography field, to retrospect geographical works done by Korean geographers in applied geography, and to prospect the future of applied geography. We are in the period where societal problems such as energy, transportation, pollution, environment, health care, and many others, require careful consideration and need throughout strategies for solution. Most societal problems have some geographical dimensions. Because these problems are geographic in nature, there is an obvious implication that geography as a discipline has something to offer in their solutions. In fact, most geographic problems are best presented and analyzed through the applications of geographic theories, concepts and tools. Applied geography is a branch of general geography. It relies on the scientific methods and uses the principles and methods of pure geography. However applied geography is different in that it analyzes and evaluates real world action and planning and seeks to implement and manipulate environmental and spatial realities. Thus, geographic theories and other social theories that have geographic dimensions are fundamental to applied geography. Applied geography has a short history as theme in Korean geography. During the last two decades. Korea achieved remarkable economic growth. We have also encountered widening regional disparity, housing shortage of larger cities, transportation congestion, environmental pollution and many other problems. Applied geographers have tried to analyze and solve such spatial problems during the last 30 years. The research trend of Korean applied geography can be subdivided into 5 categories: (1) land use analysis and efficient utilization, (2) national physical development and planning. (3) regional development and regional planning, (4) tourism and location-allocation, transportation planning. Still the overconcentration of Seoul metropolitan region and unbalanced regional development are perceived to be the serious spatial problems which may induce more works to solve these problems. In Korea new emphasis has to be given to some professional training and experimental learning, including methodology, field techniques data management, statistical analysis, cartography, GIS, and other tools, as applicable and beneficial to problem solving in real world. The growth of applied geography depends on new insights and purposed solutions of future applied geographers in Korea. Applied geographers will contribute to the creation of future Korean geographies.

• Journal of Science Education
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• v.44 no.2
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• pp.183-196
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• 2020

This study explores the effects of STEAM program using Arduino on preservice science teachers toward their STEAM core competencies. The STEAM program using Arduino consists of four stages: presentation of situation, creative design, emotional touch, and evaluation. The preservice science teachers learned the theoretical backgrounds of STEAM and Arduino. Then, they were given the chance to think about an environmental issue, which is fine dust. The preservice teachers designed an air cleaner and a fine dust measuring instrument using Arduino. The preservice science teachers also produced the air cleaner and the measuring instrument using Arduino. They measured the level of fine dust in the classroom before and after the use of the air cleaner. That is, the preservice teachers experienced each stage of STEAM: seriousness of fine dust, design and production of the measuring instrument of fine dust and air cleaner, and evaluation of the effectiveness of air cleaner. Further, they reflected on their experiences of STEAM program using Arduino. The results indicate that these preservice science teachers statistically improved communication competency, problem-solving competency, gathering information competency, logical analytical thinking competency, and creativity competency. However, there were no statistical improvements on teamwork competency and self-development competency. This study suggests that experiencing STEAM program using Arduino is valuable for the preservice science teachers to develop STEAM core competencies and further implement STEAM program their science classes in the future.

• School Mathematics
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• v.19 no.3
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• pp.423-441
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• 2017

New Zealand had reformed their national curriculum with competence and are applying the revised curriculum. As the 2015 revised national curriculum is clothed with competency-based curriculum, New Zealand may have important implications for the study of the Korean revised curriculum. In this study, we examine characteristics of the education system and the national curriculum in New Zealand. In addition, we analyze the standards into the New Zealand national curriculum in terms of 'curriculum connectivity' that is one of important curriculum criteria for improving the quality of education. For this, we look an overview of the relation between the New Zealand curriculum and NCEA, which is the core of the student-centered education system in New Zealand, and analyze the correspondence between the New Zealand curriculum and the Korean curriculum. And we establish analysis framework of curriculum connectivity based on these comparison analysis contents, and analyze Korean mathematics standards with corresponding levels from among the New Zealand mathematics curriculum. According to the results of this study, the New Zealand curriculum includes the most of standards which Korean high school students who want to enter university of natural sciences of engineering need to require. In addition, the New Zealand curriculum highlights statistical research activities for developing problem-solving ability in real life. From perspective of curriculum connectivity, 'in-depth contents' adding on to repeating mathematical concepts or contents are included in the New Zealand curriculum.

• Journal of Convergence for Information Technology
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• v.8 no.3
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• pp.175-181
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• 2018

The purpose of this study is to explore the educational needs of learning supporting program on the students' perception of current competencies and important competencies. The data was collected by using the online type (e-mail survey) and the offline type (printed survey) with survey instrument developed by researcher. Survey instrument was composed of 3 categories and 10 competencies. Collected data was analyzed using the SPSS 21.0 for Windows statistical package. And 159 cases were analyzed finally. The paired t-test was conducted to analyze the difference between importance-performance of students' competencies. The educational needs of learning supporting program were calculated by using the Borich's formula. The findings were as follows: The first, 3 categories and 10 competencies were significant difference exists statistically. The second, The high ranks of the educational needs of learning supporting program were 'Major field knowledge', followed by 'Creativity', 'Problem solving ability', 'Global capability', 'Technology capability' in sequence. The results of this study reflected the authentic needs of students will be used a basic data to establish the curriculum for learning supporting program.