• Journal of Korean society of Dental Hygiene
• /
• v.6 no.2
• /
• pp.153-164
• /
• 2006

Purpose: The purpose of this study was to analyze level of dental health knowledge and behavior of mothers, health educators should encourage mother to have continuous dental care habits for lifelong dental health with practical education. Methods: The subjects in this study were 490 mothers of four-year, fifth-year and sixth-year from elementary school in Daegu areas. The data was collected through a structured questionnaire from 26, June to 27, June 2006. Collected data were analyzed into frequency and Chi-square test using SPSS 10.0 program. Result: First, no statistically significant relations were found between mothers, knowledge with general characteristics of subject(age, degree of education, yes or no of occupation, subjective economy). Second, mothers, number of toothbrushing were statistically significant relations with degree of education, yes or no of occupation as over three times a day. Third, no statistically significant relations were between visiting frequency of dental clinic for one years with general characteristics of subject(age, degree of education, yes or no of occupation, subjective economy). Fourth, yes or no of use in auxiliary oral hygiene device were statistically significant relations with degree of education, yes or no of occupation, subjective economy. Fifth, mothers, knowledge were statistically significant relations with auxiliary oral hygiene device.

• Journal for History of Mathematics
• /
• v.17 no.3
• /
• pp.109-120
• /
• 2004

This study investigated three pre-service teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of pre- service teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.

• Communications of Mathematical Education
• /
• v.29 no.4
• /
• pp.661-685
• /
• 2015

This study is to search for a program of professional development of mathematics teachers on the viewpoint of content knowledge of mathematics. To do this, we select algebraic subject as content knowledge for solution of polynomials and develop material for group study based on selected subject. We supply the developed material to teachers and discuss the possibility of application and the acceptability of it. For discussion, we collect data through tests and questionnaire. Through analysing the data, we obtain the positive result.

• Research in Mathematical Education
• /
• v.18 no.3
• /
• pp.171-185
• /
• 2014

Mathematically deductive reasoning skill is one of the major learning objectives stated in senior secondary curriculum (CDC & HKEAA, 2007, page 15). Ironically, student performance during routine assessments on geometric reasoning, such as proving geometric propositions and justifying geometric properties, is far below teacher expectations. One might argue that this is caused by teachers' lack of relevant subject content knowledge. However, recent research findings have revealed that teachers' knowledge of teaching (e.g., Ball et al., 2009) and their deductive reasoning skills also play a crucial role in student learning. Prior to a comprehensive investigation on teacher competency, we use a case study to investigate teachers' knowledge competency on how to teach their students to mathematically argue that, for example, two triangles are congruent. Deductive reasoning skill is essential to geometry. The initial findings indicate that both subject and pedagogical content knowledge are essential for effectively teaching this challenging topic. We conclude our study by suggesting a method that teachers can use to further improve their teaching effectiveness.

• The Journal of Korean Institute of Communications and Information Sciences
• /
• v.30 no.4C
• /
• pp.290-295
• /
• 2005

When a Certification Authority (CA) issues X.509 public-key certificate to bind a public key to a user, the user is specified through one or more subject name in the 'subject' field and the 'subjectAltName' extension field of a certificate. The 'subject' field or the 'subjectAltName' extension field may contain a hierarchically structured distinguished name, an electronic mail address, If address, or other name forms that correspond to the subject. In this paper, we present the requirements for certificate holder's privacy protection and propose the methods to protect the user's privacy information contained in the 'subject' field or the 'subjectAltName' extension field of a public-key certificat

• Journal of the Korean Society for Library and Information Science
• /
• v.53 no.1
• /
• pp.33-55
• /
• 2019

Knowledge information resources produced by policy research institutes were categorized into knowledge information resources derived from research processes, knowledge information resources derived from research results, and knowledge information resources processed from research results, respectively. The names of these knowledge information resources and the metadata items were investigated on 13 policy research institute websites. In addition, the study examined the provision status of 8 Knowledge information resources specialized by type on the websites and confirmed that they work as knowledge resource management systems for each corresponding area. The results of the study suggest constructing a collective search system for research results based on the same research topics, developing a knowledge map of policy information, compressing reports for policy makers, building subject expert databases, producing video reports, developing metadata standards, and creating statistical databases and indicators by subject areas.

• Journal of The Korean Association For Science Education
• /
• v.40 no.4
• /
• pp.415-427
• /
• 2020

This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1^st grade elementary school and (2) Guidebook for 1^st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.

• Proceedings of the Korean Society for Quality Management Conference
• /
• 2007.04a
• /
• pp.373-379
• /
• 2007

The purpose of this study is to examine the level of knowledge adequacy of semiconductor subjects of university. The sample was 287 graduates, graduated Bachelor degree in semiconductor within recently 5 years. Analyzing the level of knowledge adequacy, we could assure that the completion rate of major semiconductor subjects is about 40% and the rate of their knowledge adequacy is approximately 35%.

• Research in Mathematical Education
• /
• v.13 no.4
• /
• pp.297-307
• /
• 2009

This research examined intuitive knowledge of 6th grade students in Israel prior to the formal learning of percentages in school. In other words. the research investigated knowledge of basic concepts and familiarity with the usage of percentages in daily life. Results have shown that students are familiar with the concept of percentages and thai some students are able to handle simple problems composed of common percentages (50% and 25%). However, it was also found that many students had misconceptions that should be taken into account while the subject has been taught.

• Journal of the Korean Society of Food Science and Nutrition
• /
• v.24 no.1
• /
• pp.10-18
• /
• 1995

Nutrition knowledge of mothers who had middle-school studients was investigated using questionnaire about nutrition knowledge and food habit. The results were summerized as follows ; The mean score of nutrition knowledge was 25.3 (out of possible-80-80points), which score was slightly lower than those of other studies. the percentage of perceived knowledge and accuracy of the knowledge were 77.7% and 79.6%, respectively. these scores were influenced by general characteristics such as age, education, occupation, income, food expense. With decreasing age and increasing education level, family income, nutritional knowledge score, the percentage of perceived knowledge and accuracy were significantly getting higher. The levels of both perceived knowledge and accuracy on the necessi쇼 of vitamins and minerals were above 90%. However, the accuracy on protein quality and dietary fiber was below 40%. The better food habit a subject had, the higher was the nutrition knowledge score.