• Journal of Hospice and Palliative Care
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• v.7 no.2
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• pp.221-231
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• 2004

Purpose: The purpose of this study was to analyze the need for child hospice care programs in families of children with cancer. Methods: The survey of 104 families who were taking care of children with cancer was conducted. This survey was conducted from February 2004 to July 2004 at two general hospitals in Seoul. The data were collected through a self-reporting questionnaire of 22 items. The items were classified into five areas by factor analysis to identify the construct validity. The reliability of the tool was established by Cronbach's alpha as .94 and the data collected were analyzed by descriptive statistics, t-test and ANOVA. Results: 1) The degree of need for hospice care of the subjects showed a high average of 3.40 (${\pm}3.8$). The need for 'emotional care of children' showed the highest mean (M=3.55), 'management of terminal physical symptoms'(M=3.49), 'control of secondary physical problems' (M=3.41), 'acceptance of the family's difficulty' (M=3.20), 'spiritual care for preparing for death'(M=3.17), respectively. 2) With respect to the demographic characteristics of the subjects, there were statistically significant differences in hospice care needs, according to the child's mother's age (F==4.980, P=.009), whether or not there were cancer patients among their siblings or relatives (t=2.423, P=.017). Conclusion: The family of children with cancer have a heavy burden of ambivalence, especially in relieving the anxiety and fear of their children, communicating about death, and managing physical symptoms. Child hospice care must be provided considering the needs of families of children with cancer. Thus popular needs as well as hospice nurses' higher concern and support for hospice care of children require further education and program development to meet the current demands.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.582-598
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• 2000

There are many bioethical issues in line with the rapid advance of biology. In this situation, it is important for students to make a rational decision on value problem. In this study 'value inquiry in biology education' is defined as 'the process of rational value judgement and wise decision-making in the biology-related value problem' and the model was developed. To develop the model, value inquiry models were reviewed. Value clarification model is helpful for the formation of the personal value as the process of individual value inquiry, but it isn't helpful for clarifying the value conflicts. Value analysis model focuses on the rational solution of value problem through the logical procedure. But it has the limitations that overemphasizing the logical and systematic aspects results in devaluating students' affective aspects. So it is necessary to coordinate psychological and logical aspects of value inquiry. In this regard, the model was developed, including identifying and clarifying value problem, understanding biological knowledge related to conflict situation, considering on the related persons, searching for alternatives, predicting the consequences of each alternative, selecting the alternative, evaluating the alternative, and final value judgement and affirming it. The educational objectives of value inquiry were selected in consideration of the ability to carry out the steps of the developed model. And the selected contents were animal duplication, test-tube baby, genetic engineering, growth hormone injection problem, brain death, organ transplant, animal to be experimented and were organized on the basis of the 6th and the 7th science curriculum. And the suitable instructional models for the value inquiry education were selected: bioethical value clarification decision-making model, group presentation according to the value analysis model, role play and debate, and discussion through web forum. And the interview was considered to be suitable to evaluate the students' value inquiry ability and the rubric was made to evaluate the attainment of the educational objectives for value inquiry.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.1055-1086
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• 2013

The purpose of this study is to identify the formation and evolution patterns of a trading zone and to explore the difficulties teachers experience in the trading zone and their perceptions of the experience. Seven teachers involved in the 'STEAM Teacher Community' in a middle school located in the southern part of South Korea participated in this study. Participant observation and in-depth interviews were carried out, and reflective essays were collected for analysis. The results show that teachers successfully formed a trading zone to share their expertise when they developed teaching materials for the convergence of different subject matters. Moreover, such a trading zone evolved in the order of pre-trading zone, trading zone under elite control, trading zone with boundary object, and trading zone of shared mental model. The difficulties teachers experienced in the trading zone were categorized under the difference of culture and opinion across subject matters, the lack of motivation for convergence, the hegemony of convergence and far-fetched factors for convergence, and difficulty of communication due to jargons. Also teachers in this study experienced perceptual changes in the trading zone. The trading zone model drawn from the results of this study bring forth implications for voluntary teachers' learning community activity for the convergence of different subject matters.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.893-910
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• 2013

The purpose of this study was to identify changes in mental models of students in the elementary school about causes of seasonal changes. During a total of eight sessions, eight sixth graders were asked to describe the causes of seasonal changes through pictures, writing and thinking aloud by using microgenetic research methods, and the changes in mental models were examined. When the research was conducted, linguistic and behavioral factors and contents of interviews of participants were recorded on video. Moreover, a variety of materials such as field observation chart were written by a researcher and mental models records were written by a student. The protocol was written by integration of collected results, and it was repeated to read and was inductively categorized. The results of this study were as follows: First, participants' mental models about causes of seasonal changes were changed in various paths within and across sessions. Participants' mental models that had been more changed in various ways were closer to the scientific model. In addition, like rotation and revolution, students who correctly established the preconceptions related to seasonal changes formed the mental models consistent with scientific concept based on new information. On the other hand, students who did not correctly establish the preconceptions did not deviate from non-scientific mental models. Second, prior knowledge, experience and information which participants held in advance, accuracy of prior knowledge, resolution of inconsistency between new knowledge and existing mental models, activation of mental models through operation of models and drawing an picture affected the changes of mental models. Teachers should provide to learners with sufficient experience which can be configured to various mental models in order to form the scientific concepts. And they need to let learners feel the doubt and resolve it through presentation of new teaching material which is inconsistent with the existing mental models.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.739-756
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• 2016

The purpose of the study is to reflect on 'myself' as a teacher educator of college of education in depth and to improve my instruction through self-study with three critical collaborators. 17 pre-service science teachers and I have participated in this study of a teacher educator's course since March 2016 after the preliminary practice in 2015. The video recorded the course for 11 weeks with about 40 hours of lessons. The data source also included teacher educator's reflective journals, lecture evaluations, online boards and so on. Questionnaires were distributed and answered both at the beginning and at the end of the course and pre-service teachers wrote their reflective journals. Four of them were in the focus group interviews. During the course, the weekly group meeting of critical collaborators analyzed the emerging issues based on the lesson clips and teacher educator's reflective journals with discussion for the course innovation. Four phases were revealed in the process and for the purpose of the course such as exploration, conflicts, challenges, and changes. The results showed that first, we identified tensions among the teacher educator's multiple identities as a lecturer, a faculty member, and a researcher. Second, there were differences between goals of teacher educator and pre-service teachers in the course, and this obstructed the success of the course sometimes. Third, these practices led to explore balanced alternative views and interpretations of the problem by critical views and to expand and improve our teaching practice and thinking. In addition, the self-study with critical collaborators helped to bring conflicts and issues below my practice to light for collaborative reflection and it gave a chance to understand ourselves as teacher educators in different ways.

• Progress in Medical Physics
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• v.3 no.2
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• pp.1-12
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• 1992

For intraoperative radiation therapy using electron beams, a cone system to deliver a large dose to the tumor during surgical operation and to save the surrounding normal tissue should be developed and dosimetry for the cone system is necessary to find proper X-ray collimator setting as well as to get useful data for clinical use. We developed a docking type of a cone system consisting of two parts made of aluminum: holder and cone. The cones which range from 4cm to 9cm with 1cm step at 100cm SSD of photon beam are 28cm long circular tubular cylinders. The system has two 26cm long holders: one for the cones larger than or equal to 7cm diamter and another for the smaller ones than 7cm. On the side of the holder is an aperture for insertion of a lamp and mirror to observe treatment field. Depth dose curve. dose profile and output factor at dept of dose maximum. and dose distribution in water for each cone size were measured with a p-type silicone detector controlled by a linear scanner for several extra opening of X-ray collimators. For a combination of electron energy and cone size, the opening of the X-ray collimator was caused to the surface dose, depths of dose maximum and 80%, dose profile and output factor. The variation of the output factor was the most remarkable. The output factors of 9MeV electron, as an example, range from 0.637 to 1.549. The opening of X-ray collimators would cause the quantity of scattered electrons coming to the IORT cone system. which in turn would change the dose distribution as well as the output factor. Dosimetry for an IORT cone system is inevitable to minimize uncertainty in the clinical use.

• Journal of agricultural medicine and community health
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• v.30 no.1
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• pp.39-50
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• 2005

Objectives: This investigation was carried out to explore the source and the mode of transmission of the diarrhea outbreak in Seongju-gun, Gyeongbuk, 2004 Methods: The authors conducted a questionnaire survey among the 275 persons (students, staff members and cooks) who ingested the possibly contaminated foods. We also investigated the drinking water and the dining facility, and we reviewed the process of cooking the salad, which was the presumed cause of the Enteropathogenic Escherichia coli(EPEC) diarrhea. The confirmed EPEC diarrheal case was defined as culture positive for EPEC, and the suspicious case was defined as diarrheal case with symptoms more than one of fever, vomiting and tenesmus. Results: The attack rate of EPEC diarrhea was 36.7%, and there were 8 confirmed cases. The possibility of the drinking being a source of the infection was very low, for chlorine was detected in all the drinking water via reviewing the past records and using a portable detector. The foods that were significantly associated with diarrhea were found. The relative risk (RR) for the lunch served Jul 7 was 4.12 (95% CI: 1.39-12.20). Among the non-boiled foods that were finally served, the RR for the salad was 1.66 (95% CI: 1.07-2.57). The cause of this outbreak was presumed to be the contaminated foods that were prepared by cooks using rubber glove with holes, and especially the salad and foods that were served sans boiling on Jul 7. Conclusions: Though this EPEC infection was not so clinically important, if a larger outbreak occurred, it might severely affect the public health. It is recommended to develop the more safe methods for cooking foods, and to strengthen the sanitary processing foods.

• Journal of agricultural medicine and community health
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• v.28 no.1
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• pp.67-77
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• 2003

Objectives: This study is designed to suggest the health service goals necessary for providing the more efficient services relevant to the requests of the community, through the evaluation on the operating status of the unified health subcenters. Methods: We visited total 5 unified health subcenters comprising 3 ones located in Gyeongsangbuk-do and 2 ones located in Gyeongsangnam-do from December 2000 to January 2001, and interviewed about the pre- and post-unified status related to manpower, facilities, equipment, medical service and health service quality, and the problems and improvement plans of the unified management. Results: According to the evaluation on the manpower before and after the unification of the health subcenters, the total employees increased by 2.8 persons on average from 6.8 to 9.6 persons in the investigated subjects. The numbers of doctors, dentists and nurses were almost the same as before. There were no clinical pathologic technician and radiological technician before but they were appointed to duty in 3 unified health subcenters later. The unification of the health subcenters has produced slight increases in the frequency of the medical service and dental treatment and considerable increases in that of the physical therapy and laboratory tests. In relating to the changes of the health service, the cases of visiting health care and ambulatory medical service, and the total number of health education participants were greatly increased after the unification. The number of cases undergoing the vaccination and cervical cancer screening was similar to that of the pre-unification while the patient number of the registration to hypertension or diabetes showed a tendency to increase a little. Since the unification of the health subcenters, the frequency of laboratory tests has been increased, but the quality of health service has not been improved yet. Nevertheless, the unification seems to be positive according to the result of the great improvement in visiting health care, ambulatory medical service and health education service. The problems of the unification of the health subcenters were indicated in indefiniteness of the service details between the workers; excessively large building hard to be effectively managed; insufficient medical instruments, inappropriation of working expenses, lack of professional training for the health education, etc. Conclusions: For further active functions of the unified health subcenters, the minimal allocation basis to appoint doctors, nurses and administrative workers to do the duty should be differentiated from the basis for a health subcenter, and the fundamental instruments needs to be expanded to improve the quality of the medical service and visiting health care service. Moreover, the unified health subcenter needs to have definite service details between the workers, and should improve the working efficiency through the development of service-related guidelines.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.747-761
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• 2017

The purpose of this study is to analyze differences in the teaching practices of biology teachers according to their awareness of the importance of evolution. For this purpose, two teachers who experienced study of evolution and recognized its importance, along with two teachers with no experience in evolution education in the comparison group, were included in the sample. To observe teaching practices, two classes each on biological evolution and non-evolution were selected, recorded and transcribed. The content analyzed included the teachers' view on evolution education and teachers' evolution concepts reflected in teaching practice. As a result, the level of understanding of the teachers' evolution concept was unrelated to teachers' awareness of the importance of evolution. Instead, each teacher would not feel the need for religious beliefs or awareness of the importance of evolution to have a negative impact on the awareness of the importance of evolution. Inexperienced teachers tend to reject the retraining opportunities to recognize the importance of evolution. In addition, inexperienced teachers were only superficially aware of the evaluation and improvement of evolution presented in textbooks and curricula. In actual teaching practice analysis, inexperienced teachers' utilizing ratio of the evolution key concept was higher than that of experienced teachers. Only experienced teachers were aware of the misconceptions presented in their execution and described the causes that appear in these misconceptions. Teachers who recognized the importance of evolution were widely using the key concepts of evolution, as well as more practical in preventing the misconceptions related to evolution forms. It indicates that biology teachers who do not realize the importance of evolution in biology education need to experience explicit and practical education programs as well as instructional materials on evolution.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.199-216
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• 2016

The purpose of this study is to figure out how much gifted science education teachers in charge of the class realize the necessity of individualized curriculum and program for scientifically gifted, to find out the problems of the gifted science educational institutions from exploring them in depth in the light of the reality in the gifted science educational institutions, and to draw implications about the applicable direction of more aggressive individualized curriculum and program for scientifically gifted. I chose 15 people with the incumbent teachers who have ever taught scientifically gifted and have a degree in the gifted education or science subject education as study participants and had a depth interview with them. According to result of the study, 14 of 15 study participants recognized the necessity of individualized education in science should understand the personal requirements according to the tendency of the gifted students and should be a study led by students themselves. Of the problems in gifted science education, teachers regarded the reduction in the financial support as the biggest problem and the vocation and professionalism of teachers were referred as a very important factor. With constraints of time and space, there were plenty of opinions that can't ignore the influence of educational environment associated with the university entrance examination. There were many opinions that there is excessive expansion of the agencies and the target for gifted students, no standardized measurement tools and programs and the lack of the system for the coherent observation as a teacher. Also, the unified curriculum of gifted science education institutions were pointed out as the problem and the individualized programs which were already under way have a lot of weakness and being offered marginally. Thus, from now on, to apply for individualized education of gifted science, teachers demanded optimized education conditions and consistent policy support, and expressed the opinion that there needs of a possible continuous observation system. Besides, the curriculum and programs matched the needs of the students should be taken priority the most, and there were another answers that fellow learning within the cooperative learning can be an alternative of the individualized. Along with that, there were lots of opinions that the treatment to overcome an inferiority complex according to the individualized should be followed.