• 한국체육학회지인문사회과학편
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• v.54 no.2
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• pp.421-430
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• 2015

The purpose of this study was to investigate the effects of Adapted Physical Education Majors' perceived teacher competencies on the emotion reaction towards challenging behaviors of students with disabilities. In order to achieve the object of the study, the data collected from 413 sophomores, juniors, and seniors currently studying adapted physical education in schools located in Seoul, Gyeonggi, Gyeongnam, and Gyeongbuk, where they offer department of adapted physical education, was analyzed. As a measuring tool, Kwon (2008) and Han (2011) questionnaire for adapted physical education educators' perceived teacher competency and Oh, Seo & Kozub's (2010) questionnaire on the emotion reaction towards challenging behaviors of students with disabilities were revised, modified, and reconstructed. Data was processed using SPSS 21.0, and the exploratory factor analysis, reliability verification, difference verification, and multiple regression analysis were performed. The results are as follows. First, in terms of the analysis of emotion reaction based on demographic characteristics (sex, grade, disability in the family, friends with disabilities), sex, grade, and friends with disabilities displayed statistically significant difference on emotion reactions. Second, in terms of the effects of adapted physical education educators' perceived teacher competencies on the emotion reactions on towards challenging behaviors of students with disabilities, the parental education and the special activities of adapted physical education among the sub-factors of perceived teacher competencies affected significantly on emotion reactions, whereas the common knowledge on adapted physical education, curriculum lesson, and education knowledge by disability did not affect significantly on emotion reactions.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.843-848
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• 2023

The purpose of this study is to understand in detail the development of infants in the 18-24-month period when language develops the most, and to prepare new standards for developmental evaluation that can promote appropriate intervention design at an early time. We divided sub-items such as screening tests and standardized test tools to know the language development ability indicators of infants aged 18-24 months were divided into syntax/phonology, meaning, and speech, and each question was classified and a checklist was made on a five-point scale to conduct a survey on parents with infants aged 18-24 months. Low sensitivity to screening of infants with language delays in nationally implemented infant health checkups, and domestic test tools are standardized for at least six to as many as 10 years, which is always possible in questionnaires related to acceptance and expression, with many reports from parents or teachers.The proportion of "wow" and "started to do" was more than 50-60%. Based on the results of this study, it is hoped that new standards for developmental evaluation will be developed to promote the design of appropriate interventions in detail at a short time.

• Journal of dental hygiene science
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• v.10 no.5
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• pp.379-385
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• 2010

The purpose of this study was to examine the oral health knowledge and oral health practice of teachers in early childhood education institutions. The subjects in this study were 169 teachers who worked in early childhood education institutions. After a survey was conducted, the collected data were analyzed with a SPSSWIN 14.0 program. The findings of the study were as follows: 1. Concerning oral health knowledge, they got a mean of 7.97(9), 2.66(3), 2.86(5), 2.42(5) and 1.04(2) respectively in knowledge on dental caries, toothbrushing, periodontitis, fluoride and diet. Overall, they got a mean of 16.98 in 24 items, and the score corresponded to approximately 70 out of 100 points. 2. As for oral health practice, tongue cleaning(4.22) was what they did the most to take care of their oral health, and they just got 2.60 in regular dental checkup. Overall, they got about 3.11 in oral health practice. 3. Regarding relationship between general characteristics and oral health knowledge, the teachers who were in their 30s got 17.47 in overall oral health knowledge, and those with a career of five to less than 10 years got 17.50. The teachers who received college or higher education got 17.27, and the principals got 18.26. Those who had ever received education on oral health got 17.01. But the gaps between them and the others were not statistically significant. 4. As to connections between general characteristics including age and oral health practice, restricted sugar intake, regular dental checkup, the use of oral hygiene supplies, tongue cleaning and overall oral health practice were more prevailing among the older teachers, and the gaps between them and the younger teachers were statistically significant. 5. In terms of relationship between oral health knowledge and oral health practice, there was no statistically significant relationship between the two on the whole, but better oral health knowledge led to better oral health practice in each part. This study shows that various oral health education programs for the kindergarten teachers should be developed and continuous education through the programs is important to improve the knowledge of oral health and to change oral health behavior.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.78-83
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• 2020

The information and knowledge of modern society in the 2lst century is changing rapidly. Based on this social change, the ministry of education introduced STEAM (Science Technology Engineering Art Music) in 2011 to foster creative convergence talents. Therefore, this study is based on the PBL model that learners participate in the class voluntarily to develop appropriate talents in the 21st century. The combined subjects were English, which is the world's official language, and Science, which is found in almost all the fields with the development of the 4th industrial revolution. As a result, learners could define the problems and solutions during the English class and take part in the group activity actively to obtain the problems and solutions of environmental pollution during the Science class. Through this, learners answered that they had a great understanding of learning (86%), high motivation for learning (100%), improved self-confidence (100%), and improved collaboration and creativity (100%). Unfortunately, this study does not progress actively due to the entrance exams, which still require accurate answers rather than the necessity and effectiveness of convergence education. To foster talents suitable for the present age, more active research should be applied to a range of educational sites.

• Journal of the Korean earth science society
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• v.24 no.5
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• pp.393-401
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• 2003

The purpose of this study is to research the effect of using analogies in high school earth science classes. According to the usage of TWA model, three types of teaching strategies were developed: text developer-generated, teacher-generated, and student-generated analogies. The model described in this paper began with a task analysis of highschool science textbooks for grade 10 to identify how the textbook authors used analogies to explain plate tectonics concepts. In this study, 210 students were sampled from first graders of high school. After 7 classes, the consciousness of students was investigated with questionnaires. The results are as follows: 1. Many plate-tectonics analogies are used in high school science textbooks (total 25). Teachers and authors construct effective analogies to help students build on their relevant knowledge by applying it to new knowledge acquired from textbooks. 2. Analysis of the data indicate that instruction using student-generated analogies was more effective than others. But in the class in conveying complicated concepts (ex. transform fault), teacher-generated instruction was effective. Teachers need to be aware of the weakness of using analogies in order to select the most appropriate analogies. 3. Making analogies in general, as well as using analogies have systematic steps. Analogies should be used after considering student's preconception, teacher's consciousness and text author's intention to use analogies as powerful instructional tools.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.15-29
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• 2012

The purpose of this study was to investigate the educational factors on career choice of science-gifted students to science and technology bound universities and the difference of perception in regards to group factors. In addition, this study aimed to examine the effects of science-gifted education and critical events in relation to career choice to science and technology bound universities. For the study, 104 university freshmen, 75 males and 29 females, were sampled from UNIST (Ulsan National Institute of Science and Technology), that many science high school graduates entered this year. The survey was conducted with questionnaires to do with the perceptions concerning career choice and educational factors that cause them to choose such career directions. The educational factors on career choice to science and technology bound universities were classified as 3 main categories such as educational environment factor (teaching-learning factor), human factor, attitude towards science factor and the subcategories within each category. The research findings are as follows: First, the factors were closely connected with each other and 'the project centered classes' were highly interrelated with other educational environment factors such as 'the experiment activity and environment for the activity' and 'influence of teachers (professors).' Second, the female students and graduates of the science high school were more positively influenced by the educational environment and human factors on their decision for career than male students and graduates of the general high school. Third, this research found that historical scientific knowledge, perception of scientists' social status and job applications in the science field gave less influence rather than other factors on their decision for career. As a result of examining critical events for science-gifted education in relation to career choice to science and technology bound universities, numerous students mentioned that the extracurricular science activities such as science camps and field trips gave significant effects on students' career choices to science and engineering fields.

• 재활복지
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• v.20 no.4
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• pp.177-201
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• 2016

The purpose of this study is to develop systematical components and implementation of rehabilitation physical activity by analyzing the relative importance among each factor. To achieve the purpose of this study, 20 participants were selected, and they consisted of instructors and adapted physical activity teachers and professional who have experiences in institutes and hospital where have operate program related to rehabilitation physical activity and adapted physical activity program. Delphi technique was conducted for three times by the participants. For the decision of priorities about improvement factors, AHP was performed. The results were as follows. As the result of this study, the factors of the rehabilitation physical activity consisted of six type of exercise; fitness, psychological exercise, aquatic exercise, sense & perception exercise, ambulatory exercise, and motor skills. Also, 21 sub-factors were also extracted. The result from analyzing the priorities of factors was fitness 33.2%, aquatic exercise 20.6%, psychological exercise 16.3%, sense & perception exercise 11.7%, ambulatory exercise 10.8% and motor skills 8.6%. Also, among results from the weighted state of priority factors, muscular strength and endurance were the most importance factor which had 23.4% weighting, and meditation was the least importance factor which had 0.5% weighting.

• Journal of dental hygiene science
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• v.9 no.3
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• pp.319-326
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• 2009

The purpose of this study was to examine the Influence of the experience of Childcare Teacher about oral health education on oral health behaviors. For this, Questionnairs to be self-filled up about experience of oral health education were carried out to 267 childcare teachers who are working in nurseries in Geongnam province. The date was analysed using the SPSS 12.0 program. The obtained result were as follows. Among the respondents who are not under stress of oral health. 8.1% respondents had the oral health education and 7.7% others didn't have it. For toothbrushing methods, it was found that 25.3% used manual toothbrushing with experience in dental education(up and down toothbrushing monement) and 35.4% used semi automatic toothbrushing(rotational movement). 37.1% respondents had experiences in oral health education, 69.7% respondents were instructed in the oral health at public health center, and 61.6% respondents were instructed in the oral health a theory(toothbrushing guidance). Among the respondents who answered that oral health education should be necessary, 83.4% of those have already had oral health education where as 73.8% respondents have not had the education. 67.7% of the respondents who want to participate in the oral health education is corresponding to those with experience in dental education, 66.1% respondents with no education feel the necessity of the oral health education.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.513-527
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• 2011

There have been studies about conceptual ecology making a profound study of conceptual changes in learners' cognitive structure. Because learners' cognitive structure have been compared to ecology, it is natural to think that conception in learner's cognitive structure have a niche as species in ecology have niches. Therefore, it is necessary to study niche approach about conception that learners recognize in their cognitive structure. The purposes of this study were to identify relationships among conceptions that 5th grade elementary school students recognize about photosynthesis and to identify how these relationships among conceptions about photosynthesis change before and after a class of photosynthesis in curriculum in terms of an approach of ecological niche which are composed of 3 domains - diversity of conceptions, relevance and frequency rate of conceptions, and competition among conceptions. Open ended questionnaire was developed by 4 fields: photosynthetic place, photosynthetic products, photosynthetic materials needed and environment factors of photosynthesis. The subjects sampled in this study were 310 5th grade elementary students in 5 cites. Before and after classes in photosynthesis in science curriculum, students were asked to write down conceptions that they knew about the 4 fields of photosynthesis of questionnaire and to write down scales of relevance from 1 to 30 about how they think the conceptions are related to the field of photosynthesis. The results of this study showed the following: First, most students have had a variety of conceptions and commonly recognized 'light' and 'water' as concepts in photosynthesis. Second, students still recognized their preconceptions like 'soil' and 'root,' etc. that were far from scientific conceptions of photosynthesis although they took classes in photosynthesis. Third, students needed to take the various strategies of teachers because they did not recognized scientific conceptions appropriately about photosynthetic fields. Fourth, it appeared that photosynthetic conceptions recognized by students had status in terms of relevance and frequency rate of conceptions, and competition among conceptions, and that they looked like the niche of conceptions in their conceptual ecologies.

• Journal of the Korean earth science society
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• v.39 no.2
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• pp.178-192
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• 2018

The purposes of this study were to develop and apply on learning on geological field trip utilizing the social construction of scientific model. We developed field trip places by considering not only Orion (1993)'s novelty space but also the achievement standards of 2015 national curriculum. The subjects of the study were 8 in the 'G' science gifted education center. We conducted a study using the theme of 'How was formed Mt. Gwanak?' on 5 lessons including a series of 2 field trip lessons and 3 lessons utilizing the social construction of scientific model. Students participated in pre- and post-test on the understanding of scientific knowledge about formation of mountain. Semi-structured interview was used to analyze students' learning about geological field trip in terms of affective domain. Results were as follows. First, there were 2 places of upper-stream valley and down-stream valley separately. They contained outcrops gneiss, granite, joint in the valley, xenolith, fault plane, mineral in the valley. Second, pre- and post-test and semi-structure interview were analyzed in terms of what scientific knowledge students learned about and how Mt. Gwanak was formed. Seven students explained that Mt. Gwanak was volcano during pretest. Seven students described how granite was formed to form Mt. Gwanak. They also understood geological time scale, i.e., metamorphic rock. Third, the geological field trip was effective to low achievement geoscience students as they engaged in the activities of field trip. Using positive responses on affective learning was effective on learning on geological field trip when utilizing the social construction of scientific model. This study suggests that teachers use an example 'model' on geoscience education. This study also suggests that teachers apply the social construction of scientific model to geological field trip.