• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.113-135
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• 2017

The purpose of the research was to develop an analysis framework for Korean mathematics textbooks from a critical mathematics education perspective. For this, we conducted a comprehensive literature review regarding critical theory, critical education, and critical mathematics education. Based on the literature review, we derived a preliminary framework for textbook analysis. To validate the preliminary framework delphi survey was carried out twice with 21 expert panelists in the field of mathematics education and multicultural education. The first delphi survey was conducted with open-ended questions to investigate diverse opinions regarding educational goals, contents, and teaching methods of critical mathematics education. The second delphi survey was conducted with Likert-type scale and it was analyzed using Mean, Contents Validity Ratio, Degree of Consensus. As the result of the whole research procedures, the final analysis framework was developed consisting of four categories: classical knowledge, community knowledge, communicative knowledge, and political knowledge. A development of the analysis framework from a critical mathematics education perspective could give a significant impact on the mathematics curriculum or mathematic teacher education in the Korea and a meaningful initial step for the effort of practicing critical mathematics education. It is expected that this study could not only incite consideration for the better mathematics education but also expand the prospect of research and practice in mathematics education. This study would provide a new paradigm of future mathematics education with which to teach and guide students to become members of world civil society with mathematical power and critical competency.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.421-426
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• 2013

Under the education system which is shifting to smart circumstances the level of literacy competencies of pre-service teachers who carry out teaching and learning in the future will be drawn in this study. Because above all the role of inservice teachers is so important that smart education may be smoothly carried out and established, this study has been done for the purpose of establishing the understanding of smart literacy of pre-service teachers who carry out smart education in education field in the future and proposing what competencies be needed. To achieve this goal, first, examined the understanding of smart literacy of pre-service teachers on a basic research. Second, analyzed the competencies level of pre-service teachers on the basis of the index of core competencies for smart education. Third, proposed improvement plan for building up smart literacy core competencies of pre-service teachers. The subjects of this study were surveyed pre-service teachers in a college of education. On the grounds of study it is necessary that define a concept of smart literacy applicable to pre-service teachers and derive standard indexes of core competencies for smart education, also study proposed the requisite curriculum which is capable of fulfilling smart literacy core competencies and improvement plan for building up smart literacy core competencies which is able to reinforce field adaptability as smart education carried out in the high-tech learning circumstances like real education field.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.428-436
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• 2020

The purpose of this study is to analyze the needs for developing a curriculum for strengthening the long-term care service expertise and job competency. Specifically, the researchers analyzed previous studies on national long-term care services and national policy data, and conducted focus group interviews with 14 experts from related agencies. Activity theory was applied as a framework for analysis and a questionnaire about the importance and difficulty of subjects from 25 long-term service employees was administered for validating the results of the qualitative data analysis. The upper part of the subject-goal-tool of the activity system was considered the main area of action, and the following rule-community-division was divided into contextual parts for action, and the implications for demand analysis and future operation of the online curriculum are summarized. In total, six courses were required for development. These courses could be applied to as a learner-centered flip learning for long-term care service workers and various educational methods of collective education and supplementary education have been proposed. Based on the study results, implications in the educational field for effective management of courses were suggested at the end of the study.

• Journal of Hospice and Palliative Care
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• v.22 no.4
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• pp.174-184
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• 2019

Purpose: The aim of this study was to analyze the current status of end-of-life (EoL) care education of the undergraduate nursing curriculum and senior students' EoL care experience and competency. Methods: A survey was conducted with 41 nursing schools and 622 senior nursing students on June 2018. The questionnaire consisted of 38 items on teaching regarding EoL care and 17 items on EoL care competencies based on the suggestions made by the American Nurses Association. Results: Only 20% among 41 nursing schools opened an EoL care course as an elective, and the course was taken by 5.1% students. Of 622 students, 70.7% witnessed death of patients during their clinical training, but 74.8% received no or little education on EoL care from their clinical training instructors. Two of 38 education contents on EoL care were taught in class for over 80% of the students. All students scored below 3 points (2.31±0.66) for all 17 competencies, which means that they cannot perform EoL care. Conclusion: This study showed that there was a serious deficiency in undergraduate nursing education on EoL care. Accordingly, most nursing students who would graduate soon considered themselves incapable of performing EoL care. Nurses experience death and dying as a part of their practice and should be prepared to provide adequate EoL care. Therefore, it is urgent to improve EoL care training in the undergraduate nursing education.

• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.60-74
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• 2020

Nursing education using virtual reality simulation (VRS) has emerged as a new teaching method for improving nursing student's knowledge as well as of competency for clinical nursing skill. The purpose of this study was to analyze the effects of nursing education using VRS through an integrative analysis on quantitative and qualitative research. Through quality assessment on the total 382 studies, 17studies (12 quantitative and 5 qualitative) were finally selected. Contents of the 17 studies were reviewed and those with respect to four aspects were gathered: the condition, knowledge, and attitude for effective education using VRS, and the effects of nursing education using VRS on the practice. Readiness of the use of virtual reality device, mastsering of the platform, and interesting scenario were required condition for effective education. The effects of nursing education adopting virtual reality convergence simulation oin terms of knowledge, attitude, and practice included enhancement of the knowledge and extension of the knowledge, improvement in memorizing the process and sequence of the practice through repetitive education, and development of empathy ability and formation of rapport. Hence, adopting virtual reality to convergence simulation of nursing education can maximize the effect of the education.

• 대한공업교육학회지
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• v.40 no.2
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• pp.239-258
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• 2015

The purpose of this study is to provide basic data that can be used in a reasonable assessment of the learning outcomes of STEAM. It presented a learning outcome evaluation method, relative weights of key competencies standard that a learner should cultivate. For this study, a pairwise comparison questionnaire about the key competencies was conducted on the STEAM professionals, and AHP was applied to analyze the priority of main factors of key competencies. The results of this study are as follows. First, the importance of capabilities of convergence accomplishment and capabilities of convergent cognition, in the first layer of key competencies, were 39.4% and 36.8%, respectively. In the education evaluation of the STEAM, capabilities of convergence accomplishment and capabilities of convergent cognition showed similar level of importance, and were considered more important factor than capabilities of convergence attitude (23.8%). Second, the relative importance of capabilities of problem solving (20.0%) was highest in the second layer of key competencies, and followed by capabilities of creative thinking (18.3%), responsibility (15.3%), and understanding convergence knowledge (11.0%). Third, it will be a foundation of a competency evaluation, which reasonably evaluates, based on the relative weights, whether to accomplish educational objectives of the STEAM program In addition, this results is expected to become a guide to develop an education program that can improve the teaching and learning process and raise the learning outcome, as well as an education evaluation of the STEAM.

• Journal of Science Education
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• v.44 no.2
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• pp.133-144
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• 2020

As a part of the second-year monitoring study on the implementation of the 2015 revised science curriculum in middle schools, this study focuses more on examining middle school science teachers' perceptions on the process-based assessment (PBA). A total of 105 middle school science teachers (44 teachers from science leading schools, 61 teachers from ordinary schools) responded to the survey questionnaire, and 16 teachers participated in interviews. The results include teachers' perceptions on the changes in their teaching and assessment methods, some challenges of implementing PBA, and educational implications of PBA. Survey results indicate that the teachers perceived themselves using more PBA methods after the 2015 revised science curriculum was launched. The teachers in science-leading schools present statistically higher average scores to the items on the PBA utilization than the ones in ordinary schools. However, the teachers felt confused in conceptually differentiating PBA from prior performance-based assessment. They also experienced some conflicts when implementing PBA under the achievement-oriented school atmospheres. In addition, they often faced difficulties in securing objectivity and reliability of PBA and felt the burden of evaluating individual students. This study suggests the necessity of giving more authority and trust to science teachers regarding PBA, constructing more supportive environment to cultivate teacher competency as evaluation experts, and the need to reduce task burden. However, some teachers who actively implemented PBA express some level of satisfaction as observing students' positive reaction to PBA.

• The Mathematical Education
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• v.59 no.1
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• pp.63-80
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• 2020

This study analyzed 3,114 articles published in KCI journals and 1,636 articles published in SSCI journals from 2000 to 2019 in order to compare domestic and international research trends of mathematics education using a topic modeling method. Results indicated that there were 16 similar research topics in domestic and international mathematics education journals: algebra/algebraic thinking, fraction, function/representation, statistics, geometry, problem-solving, model/modeling, proof, achievement effect/difference, affective factor, preservice teacher, teaching practice, textbook/curriculum, task analysis, assessment, and theory. Also, there were 7 distinct research topics in domestic and international mathematics education journals. Topics such as affective/cognitive domain and research trends, mathematics concept, class activity, number/operation, creativity/STEAM, proportional reasoning, and college/technology were identified from the domestic journals, whereas discourse/interaction, professional development, identity/equity, child thinking, semiotics/embodied cognition, intervention effect, and design/technology were the topics identified from the international journals. The topic related to preservice teacher was the most frequently addressed topic in both domestic and international research. The topic related to in-service teachers' professional development was the second most popular topic in international research, whereas it was not identified in domestic research. Domestic research in mathematics education tended to pay attention to the topics concerned with the mathematical competency, but it focused more on problem-solving and creativity/STEAM than other mathematical competencies. Rather, international research highlighted the topic related to equity and social justice.

• Journal of the Korean Applied Science and Technology
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• v.38 no.4
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• pp.1056-1069
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• 2021

This study is a similar experimental study before and after the inequality control group to investigate the effect of PETTLEP model-based image training on fundamental nursing practice education on the confidence and competence ability of core basic nursing skills, and participation in autonomous practice. Data were collected by randomly assigning 74 students who understood the purpose of the study and voluntarily agreed to participate in the study among second-year students of the Department of Nursing at U University located in K Province, randomly assigned to an experimental group and a control group. For the collected data, frequency and percentage were used for general characteristics of subjects using SPSS Statistics 23.0 program, skewness and kurtosis were used for normality test, and the dependent variable test for measuring the effect of experimental treatment was analyzed by paired t-test. As a result of the study, PETTLEP model-based image training showed confidence in core basic nursing skills(t=4.18, p<.001) and competence (knowledge(t=2.241, p=.032), nursing skills(t=8.402, p<.001)), there were statistically significant differences in self-practice participation(t=6.822, p<.001). Based on the results of this study, the PETTLEP model-based image training provided Based on the results of this study, it was confirmed that PETTLEP model-based image training can be a teaching and learning method applicable to basic nursing education. In addition, PETTLEP model-based image training is expected to be utilized as a learning method to improve the competence of core basic nursing skills, which are recognized as difficult due to their high level of difficulty.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.5
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• pp.147-157
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• 2019

In this study, mathematics education program was developed for the foreign students who entered the science and engineering college of Korea in order to improve their basic competency and to prevent dropouts. It is applied to 5 Chinese students, 4 male students and 1 female student. Three students are majoring in engineering college and two students are majoring in natural science college. Before applying the mathematics education program to foreign students, most students did not draw a graph of the 'irrational function' and the 'exponential function' and did not understand the concept of the 'limit' at all. However, after applying the mathematics program, all foreign students were able to draw graphs of the various function and the limit values were calculated accurately. Through the results of this study, the researcher proposes some of the following. When developing mathematics education programs for foreign students, it is very important to develop teaching materials suitable for their level. Textbook developers need to select and organize contents that are essential for learning in university mathematics and to present mathematical concepts and examples considering the Korean language level of foreign students. Moreover, it will be necessary to try to present mathematical terms commonly used in Korea in their native language or English.