• Journal of Technologic Dentistry
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• v.28 no.1
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• pp.121-142
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• 2006

Collecting materials for study on teaching efficiency and satisfaction of clinical training, it changes. Dental technology's educational procedure to many ways of a prospect. In a circumstance that needed higher level of education, this study is aimed on realizing an importance of clinical training through the various materials that previously carried out and offering basic knowledge to take better clinical training for the students. Study results below 1. This Investigation conducted on 123 of sophomores(70.3%) and 52 of juniors(29.7%) who have been taken clinical training, and men's proportion(51.45%)is a bit higher than girls(48.6%). The 64% of respondents taken largest proportion were 20 to 24 years old. As 67.9% of respondents attended daytime school and 30.3% of them attended nighttime one, their school time shows a little difference. In a question about relation ship, one answered "Harmonious" took largest proportion by 72.6% during training, and about the degree of satisfaction of campus life who answered "normal" were the most with 59.4%. 2. About the reason choosing dental technology as a major, 41.1% taken the most answered "due to the specialized job", "Getting job easily" was second with 26.9%, and third was "recommended from around" with 18.3%. 50.3% of the respondents answered "normal" about the Satisfaction of their major, student marked in grade "B" most with 51.4% 3. In a investigation result about clinical training statues and preference, most(72.6%) choose place less than 10 for clinical training, and 60.6% of them resided own home. About their commuting time from home to training place, 44% was under 30min, 40% took time 30-60min. It shows students prefer shotter distance in terms of choosing training place. 4. Each part manager took large proportion as a clinical trainer with 33.7%, Training curriculum reform and developing method were most answer as a improvement measure after completing training with 30%. 5. The average of total score about clinical training was 3.15 of 5. In the detailed question, 'satisfaction of clinical training' got 3.38 as a highest score, the lowest score was 2.86 that is about satisfaction of clinical training period. The average score about efficiency of study was 2.86 and in detailed question, 'a Role model' got 3.26 as a highest score and participation of student got 3.05 as a lowest score. 6. The result of T-test to see the difference of the satisfaction according to the general character and clinic training condition between teaching efficiency is that the degree of satisfaction of clinical training showed statistical significance only in the degree of satisfaction of campus life(p<0.05), and teaching efficiency has a statistical significance with their age, grade, and satisfaction of campus life (p<0.05). 7. The relation between of teaching efficiency of clinical training and satisfaction of clinical training of dental technologic student has a statistical meaning in significance leveler 0.01. Now, therefore we suggest following based on these result. 1. To elevate satisfaction of clinical training, it agentry needs development of consistent clinical training curriculum. 2. To grasp the satisfaction and requirement, in needs to measure anxiousness and satisfactory degree after completing training 3. To train efficiently and evaluate efficiency over the teaching activities, it needs to develop measuring tools for teaching efficiency in terms of teacher's important rules in a clinical training. 4. Strengthen the relations with the study developing and managing curriculum gathering theoretical knowledge and practice. And make an effort to apply to their students. 5. Let the trainee take a class setting a belief, sense of value, function and obtain behavior by making the students comfort over clinical training as increasing teaching efficiency.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.717-728
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• 2019

The cultivation of creative convergence talent has become more important than ever, the Korean curriculum has also undergone many changes, aiming for convergence and integrated education. In addition to these changes in science and curriculum, we examined the changes in perception and Professionalism(PCK) of integrated science education of science teachers over the past decade. For this study, 359 elementary and secondary science teachers in 2008, when the 2007 revised curriculum was applied, and 360 elementary and secondary science teachers in 2018, when the 2015 revised curriculum was applied, were examined for 10 years of changes in perceptions and PCK of integrated science education. The conclusions from the analysis were as follows. First, in 2018, elementary and secondary science teachers were found to have a statistically significant increase in awareness of integrated science education. Nevertheless, cognition was found to be 'normal'. Second, teachers' perception of the necessity of improving the professionalism of teachers, providing teaching and learning materials, reducing the contents of learning, reducing the number of students and securing flexible timetables, and raising the perception of integrated science education for students and parents as a condition for the success of integrated science education, was analyzed to be significantly higher in 2018. Third, the results of PCK survey through self-diagnosis, teachers' PCK on integrated science education, such as competence to secure curriculum contents knowledge, comprehension of curriculum and class composition related to integrated science education, teaching strategy for integrated, creation of teaching and learning environment for integrated teaching, efforts to improve administrative constraints and the professionalism of integrated science education, was significantly higher than it was ten years ago. Therefore, the recent emphasis on convergence education has increased the experience of applying convergence classes in the field of education, and it was seen as a result of the continuous efforts of science teachers to meet the changes in the education paradigm.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.1-16
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• 2021

The purpose of this study was to investigate the needs of middle school students for the practical reasoning in a distance learning environment, to verify the needs differences based on the learner's personal characteristics, student-teacher interaction, and student-student interaction, and to investigate the relationships among student-teacher interaction, voluntary participation of students, and the students' perception of the extent to which practical reasoning is implemented in distance learning. For this purpose, 1,842 middle school students from seven schools in Gyeonggi, Daejeon, Chungbuk, and Sejong areas were surveyed online to investigate the importance of the practical reasoning questions and the how much practical reasoning is implemented in current distance learning. Among them, 1,095 responses were used for final analysis and descriptive statistics, independent sample t-test, one-way ANOVA, and path analysis were conducted. As a result of the study, first, middle school students acknowledged that the practical reasoning was important with the importance average 3.76. Based on the locus for focus model, the priorities of the needs in home economics class were examined, and the values and importance of the problem, and the ramification of the solution were considered to be of high priority. Second, characteristics of middle school students, student-teacher interaction and student-student interaction were found to have positive influence on needs for practical reasoning, while no difference were found by gender or voluntary participation in distance learning. Third, the voluntary participation of students and the student-teacher interaction in distance learning had a positive (+) significant effect on perceived implementation of practical reasoning, yet negative (-) significant effect on needs for practical reasoning.

• Korean Journal of Labor Studies
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• v.24 no.3
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• pp.143-178
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• 2018

This study is aimed at empirically examining the Korean unionists' solidarity using the survey of 476 full-time workers employed at the unionized workplace. It also questions the determinants affecting the unionist' willingness to be united with the contingent workers. The Korean unionism has faced the biggest challenge, that is, the crisis-in-worker solidarity. Although prior literature has noted the crisis in Korean unionism, it lacks a solid investigation of individual workers' perception of solidarity which may play a key role in building up worker-solidarity in the union movement. This study first examines the three sources of solidarity allowing for the historical and theoretical approach to the modern solidarity; economic interests, worker-identification and empathy, which provide an emprical framework for this study. The empirical evidences shows dynamic aspects as of how the full-timers perceive solidarity with the non-regular workers in the three terms of solidarity. First, full-time unionists share rare willingness to be united with contingent workers in terms of economic solidarity. In addition, the KCTU (Korean Confederation of Trade Unions) with social reformative orientation has little influence on increasing their member's orientation towards solidarity. Second, it is found that full-time unionists have more willingness to identify themselves with the non-regular workers as a member of the labor class. The KTCU is also positively associated with their member's will of identification with contingent workers. Third, the unionists, however, show little empathy toward non-regular workers, which is contrast to the willingness to worker identification. No causality is also found between the KTCU and their members' empathy for the others.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.227-253
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• 2006

It seems common for students living at a small county and islands to experience psychological conflicts and be unaccustomed in the peer society because they are not familiar with peer interaction and social skills. This is a case study of L (hereinafter called L) who was grown up in the sheltered school at a small county. L was psychologically disturbed because he couldn't get along well in the transferred school. It is the reason why he had lived in the sheltered school at a small county, so he had not enough exposure to interact with peer and social skills. Sometimes he was obstinate irrationally and when he had trouble with friends, he threw something out or went out of school and tricked juniors dangerously. The fact of disperse with families, parent's indifference, and hate of older brother made L to have ill feeling against family. He had low motivation and low self confident in learning because of short attention time and accumulated poor learning progress. In this study, he was evaluated at various area, such as, intelligent, affective, personal and inter-personal, before counselling. To evaluated the effect of the counselling, K-WISC-III, KPRC, sentence filling test, social adaptation ability test, etc, were administered right after the counselling was over and 8 weeks later. For specific information gathering and analysing, observation diary and deepen counselling were accomplished by homeroom teacher, his mother, and his peers. To correct his problematic behaviors, 13 counseling sessions were accomplished for 6 months and those counselling sessions were recorded and analysed definitely. Followings are the result of this case study. First, he was recovered from the anxiety of inter-personal interaction and he started to interact with peers. The result of sac scale score of KPRC profile was lower than before as much as average student after counseling and 8 weeks later. This reveals that the distress against interpersonal relation have settled. Especially, through the result of sentence filing test, he seemed to feel attachment to peers and be positive, active in the relation of peer. For instance, he was active in the open class lesson and interacted well with peers. It could be said that he overcame the psychological distress comparing with previous time. Second, he could apologize to his peer and juniors for his fault. His attitude were well shown in the letter from an old friend at the sheltered school, average KPRC profiling score comparing with previous counseling time, and remarkable decrease of attack scale score of teacher and peer. Third, his view toward family turn out positive. He recognized his situation that he lived apart from family and even worried about his parent's financial difficulty. Through solving the confliction with his older brother, he could acquire the feeling of family reunion. Fourth, his learning motivation and self-confidence were increased. He confirmed his future positively and he might be judged more attentive because his intelligence index was higher than before as much as average student. With the main goal of this study, verification for effectiveness of counseling. understanding and helping problematic students such as L who lives at a small county and island through investigation of their real situation and problems with the method of counseling and socio-cultural analysis is worthwhile. Identification of ideal relationship with peer is related with positive self-conception, harmonic social adaptation and development of child. It is time to investigate easy adaptive in classroom and well-organised program to acquire general social skills for sheltered school students at a small county and islands.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.113-141
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• 2011

The purpose of this study was to examine the effects of home economics instruction in food labeling using a motivational(ARCS-Attention, Relevance, Confidence, and Satisfaction) strategy to increase middle school students' learning motivation, recognition and use of food labels. To achieve this purpose, teaching-learning plans of food label instruction using a motivation(ARCS) strategy were developed over four class periods using a pretest-posttest experimental design. The experiment was conducted across two groups as follows: 4 experimental groups that received the motivation(ARCS) strategy instruction, and 3 comparative groups that received lecture type instruction. The pretest-posttest scores of the experimental and comparative groups were compared. The 203 data of questionnaires for the experiment were analyzed and evaluated by Analysis of Covariance(ANCOVA) using SPSS Win 12,0. The results of this study were as follows: First, teaching-learning plans, learning materials, and teacher reference materials for the home economics food label instruction that applied the motivation(ARCS) strategy were developed in five subject areas: nutrition labels, food additives, genetically modified food, irradiated food, and food quality verification labels. Second, students' learning motivation of the two groups showed statistically meaningful differences. Home economics instruction using a motivation(ARCS) strategy was more effective in increasing students' learning motivation than lecture type instruction. Third, as a result of ANCOVA which regulated the recognition of food labels in the pre-experimental design, the recognition of food labels in the post-experimental design showed the meaningful differences depending on the instruction style(motivation strategy and lecture type instruction). In addition, comprehensibility, practical use and educational necessity of food label details showed statistically meaningful differences. Home economics instruction using motivation(ARCS) strategy was more effective than lecture type instruction in improving students' recognition of food labeling. Fourth, as a result of ANCOVA which regulated the use of food labels in the pre-experimental stage, the use of food labels in the post-experimental stage showed meaningful differences between experimental and comparative groups depending on the instruction style. Therefore, home economics instruction in food labeling using motivation(ARCS) strategy was more effective than lecture type instruction in increasing students' use of food labels.

• 대한공업교육학회지
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• v.38 no.2
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• pp.89-113
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• 2013

The study started from the point that learners should be basically equipped to quickly respond to changes in demand for future human resources efficiently and effectively, and an attitude to take part in learning voluntarily should thus be cultivated. To this end, the author applied the TAI model based on a module as a class strategy to solve problems related to several classes occurred in specialized high schools. This application of the TAI model was also motivated by the necessity for designing an appropriate teaching-learning method that encourages improvement of self-learning capacity, consistent learning motivation, and willingness rather than external factors. Through this work, the author aims to heighten the interest of learners and improve endurance in learning. The study results are as follows. First, the learning unit was structuralized as a module and then learning stages were proceeded with so that capacity to adapt to learning would improve. The achievement standard (learning goal) was structuralized in a module type by analyzing and reorganizing the textbook considering the link between the actual practice field and a curriculum based on subject characteristics. Through the process of module type learning stages, the student's capacity to ascertain characteristics of units and to adapt to learning both improved. Second, through application of a TAI model based on a module, Self-Directed Learning capacity and capacity to adapt to a new field improved. By applying the module, Self-Directed Learning could be accomplished more effectively than in the existing passive learning environment. By grafting cooperative learning of the TAI model, students had greater interest and achievement in classes, self-confidence and community consciousness, and an opportunity to broaden their thinking. In particular, improvement of self-confidence is effective in cultivating the capacity required in industrial society to transcend the learning of simple functions and knowledge, as well as the capacity to adapt to new environments. Third, by solving tasks focused on fields related to industrial sites, not only actual survey capacity but also additional capacity to identify and solve tasks through various experiences improved. Furthermore, it was helpful for students to have interest and motivation about their own life and learning to cultivate the qualities and capacity to adapt to the working world where new knowledge and technology rapidly change. Fourth, by applying a standard-based assessment system for technical subjects introduced in 2012 to model design for learning plans, clearer and more objective assessment criteria were arranged, and individual learning through instruction at each achievement level could be accomplished. This improved achievement level of individual learners was helpful in reaching achievement goals at specific levels by overcoming the disadvantages of cooperative learning in each group.

• The Korean Journal of Elementary Counseling
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• v.11 no.2
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• pp.299-320
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• 2012

We have information through a variety of media such as language, pictures and internet. Since we get information through texts mostly, we can say that reading ability which enables a person to read a text and understand its meaning basically is the most essential for people to possess. Taking the advantage of the fact that a school is a place where learning and daily-life guidance can be made at the same time, we need to try encouraging students to involve in learning process and feel a sense of accomplishment by adding consultation between a teacher and a student or between a student and a student in Korean subject. This study selected two fifth grade classes of an elementary school of small and medium-sized city as an experimental group and a control group respectively and applied reading strategy program by using interaction of complementary lesson as the number of ten times during five weeks. It focused on making students interested in complementary class and encouraging them to become active participants. This study's goal is to see if the reading strategy program affects students' reading comprehension, metacognition and a sense of self-efficacy The results of the study are as in the following: first, the reading strategy program of complementary lesson is effective in students' reading comprehension and a range of factual understanding and sentimental understanding. Second, the reading strategy program of complementary lesson is effective in adjustment area as a subordinate factor of metacognition. Third, the reading strategy program of complementary lessonis effective in students' sense of self-efficacy. It is shown that experience of using new reading strategy and successful experience and help in peer-group members have a positive effects on a student's sense of self-efficacy. Forth, as the result of satisfaction evaluation over the program with the students' activity report and researchers' observation results, the study shows that the organization and operation of the program influences on students' effort and participation to reach the goal together positively. Through the results as above, we can say that the reading strategy program of complementary lesson have a positive effect on a student's reading comprehension, metacognition and a sense of self-efficacy.

• Cross-Cultural Studies
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• v.25
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• pp.695-721
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• 2011

The purpose of this study is to provide the case study of expression education using story-telling about their cultures from which they came to the women who get interracial married and study korean cultures with the pride of their homeland. This research is also for the diverse members of korean society to deeply understand interracial married women, get higher understanding cultural diversities. And it is expected that these women could learn and study more korean cultures, too. In this study, process-based instruction method is used in the first step and second step such as brainstorming, questioning, discussing, investigating, teacher's asking in order to create some ideas about their home countries. Suggesting an example answer by teacher and free-writing are also involved. As the core of the process-based writing activity, the second step is focused on revising and correcting. Through reviewing their own writing task, feedback from teacher, interviewing from the difficulty of writing after this activity to cultural and linguistic backgrounds, they could appreciate their errors or mistakes in writing are natural and this affects their learning abilities positively. In third step which is focused on speaking activities, teacher provides feedback to learners after checking their common errors or habits in speaking. Meanwhile, by evaluating the role of the appraiser, It is helpful for the learners to have self-esteem of their own. When interviewing after fourth step's activities, the teacher compliments each learner's improvement while pointing out some errors. Afterward, We can see they show more positiveness to learn and understand korean cultures and set their identities. And they indicate interests and concerns each other's cultures by story-telling. It means they identify the popularity and interaction which the story-telling contains. Also, they confirm the participation in story-telling by expressing their willingness to revise their stories. After the activities in fifth step, there have been relatively positive changes in establishing identity and cultivating a sense of pride of learner's homeland cultures. Furthermore, we could find the strong will to be a story-teller about their homeland cultures. On this research, the effectiveness of expression education case study using story-telling about local cultures of interracial married women's homeland has been examined centrally focused on popularity, interaction, and participation. Afterward, interracial married women could not only cultivate the understanding about korean cultures but also establish their identity, improve their korean language skills through this education case study. Finally, the studies of the education programs to train interracial married women as story-tellers for their homeland local cultures are expected.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.1-18
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• 2019

The purpose of this study was to analyze the research trend in home economics education using network text analysis method. The 586 research articles published in the Journal of Home Economics Education Association between July, 2003 and December 2018 were examined using Neckinger 4, a social network analysis software. The frequency and centrality measures(degree centrality, closeness centrality, and betweenness centrality) were calculated for the words appeared throughout the whole period, and the centrality analysis and LAD(Latent Dirichlet Allocation) were conducted for the four sub-periods. The results are as follows: first, the most frequently appeared words are parents, culture, unit, health, career, consumption, practicality, etc. The words such as parents and management scored high in degree centrality; parents and male students in closeness centrality; and male students and units in betweenness centrality. Second, when divided into four periods, the words such as education, family, purpose, class, middle school, and school appeared most frequently across the periods; but some words such as 'purpose' (in period 3 and 4), or 'process' (in period 4) were salient only in certain periods. Third, the words with high centrality were consistent regardless of the types of centrality within each period. Fourth, the topic analysis using LAD showed that curriculum, textbook, family healthiness, teaching-learning, evaluation, dietary life, appearance management, and consumption were the topics consistently appeared across all periods. The topics have become diversified and deepened. New topics such as teacher training and safety appeared in later periods, possibly due to the curriculum and national policy changes, and housing as a less represented topic is suggested as an area that needs further research attention. This study has implication in that it allows researchers to identify the major research interests and the trends in research by researchers in home economic education.