• Journal of the Korean Vacuum Society
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• v.19 no.6
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• pp.423-431
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• 2010

In order to teach the accumulated knowledge of nanoscience, nanoengineering and nanotechnology to graduate school students and young scientists with the sense of public engagement, Osaka University started from 2004 to prepare and offer various kinds of education and training programs such as trans-disciplinary graduate-school minor program, evening course refresher program, short-term international research training program, etc. It offers a series of lectures, partly broadcasted live to satellite classrooms. In addition, the students can join intensive hands-on training programs using modern facilities, allowing them to design, fabricate, measure, characterize and functionalize nanomaterials and nanodevices. In addition, there are four specially designed lectures and research training programs aimed for nanocommunication including social, legal and ethical relationship: "Nanotechnology Career-up Lectures", "Social Engagement on Nanotechnology", "Road Map Design on Nanotechnology", and "Project-Aimed Learning and Training Programs (PAL)". The outline of the whole programs is described together with the specialized programs for nanocommunication.

• Journal of the Korean Applied Science and Technology
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• v.38 no.1
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• pp.228-240
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• 2021

This study was conducted with the goal of establishing a foothold for lifelong sports as well as establishing golf as a desirable leisure activity through the analysis of the relationship between golf participants' coach support, resilience and self-rated health. To achieve the goal of this study, a total of 300 questionnaires were distributed and 300 copies were collected back. Out of those returned questionnaires, insincerely replied or double-replied questionnaires were excluded and finally 278 questionnaires were analyzed for this study. For analysis of the data, frequency analysis, exploratory factor analysis, reliability analysis, confirmatory factor analysis, correlation analysis, and structural equating modeling were conducted using SPSS 18.0 and AMOS 18.0. Main findings were as follows: First coach support had a positive effect on resilience. Second, resilience had a positive effect on self-rated health. Third, coach support had a positive effect on self-rated health. Fourth, resilience mediated the relationship between golf participant coach support and self-rated health. Therefore, golf instructors should achieve specialization and diversification of educational programs through continuous learning about various teaching methods.

• Journal of the Korean Chemical Society
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• v.62 no.4
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• pp.299-313
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• 2018

Inquiry-centered education is important in science education, but in the actual education field, scientific research is being done in a uniform manner due to realistic difficulties. In this study, we use RS (Reverse Science) as a secondary chemistry class to provide opportunities for students to engage in inquiry learning and scientific thinking through process-oriented activities. In this study, we developed and applied it to explore the effects on the scientific inquiry abilities of middle school students and checked the students' perception of it. For the application of the program, 128 students were selected from 6 classes of the 2nd grade in D district middle school, 64 from the experimental group and 64 from the comparative group. The experimental group taught RSP-based the chemistry inquiry programs and the comparative group taught instructor-led classes and verification experiments on the same topic over the seventh hour with three themes. In addition, we analyzed the results of the pre- and post-test by using the science inquiry ability test, and discussed the effects of the program based on the students' perceptions through class observation, student activity area, questionnaire and interview. As a result, the class using the program showed statistically significant changes in the science inquiry ability of secondary school students. Specifically, the experimental group was found to be significant in its prediction among the subcomponents of basic exploration ability compared to the comparative group. The differences have also been shown to be significant in terms of data translation, hypothesis setup and variable control, which are subcomponents of integrated exploration capabilities (p <. 05). In addition, students became interested in the process of creating the theory of science, and were highly interested in collaborating with their friends. It also provided students with opportunities to experience scientific thinking through process-oriented inquiry. Finally, based on the positive impact of the RSP-based chemistry inquiry program on students, we were able to identify the potential use of the program.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.6
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• pp.807-815
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• 2012

This study was carried out to investigate the factors affecting the dietary adaptation of female immigrants in multi-cultural families in Busan. The survey was conducted from October 10 to November 30, 2010 using questionnaires, and the data was analyzed using the SPSS program. The subjects were mainly from China (58.8%), Vietnam (14.7%), Philippines (8.8%) and Japan (7.4%). The longer they had resided in Korea, the lower their preference they had for Korean foods. There were no significant differences in preference according to their nationality. The subjects reported that their consumption of cereals (36.7%), meats (40.0%), fish (50.8%), milk and dairy products (47.4%), vegetables (48.3%), fruits (44.8%), fat and oil (29.1%) and beverages (32.8%) were increased after immigration. They usually obtained information about Korean foods from family (26.5%) and television and internet (26.5%). Sixty four point seven percent of the females ate 'everyday' Korean foods and 30.9% ate their home country foods every day. A higher will for learning Korean foods, intake frequency and age resulted in a higher adaptation of Korean dietary life. Lower marital conflict resulted in higher adaptation. These results suggest that it would be effective to provide systematic nutrition education program for female immigrants and their families to adapt to Korean dietary life.

• Journal of Science Education
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• v.33 no.1
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• pp.12-30
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• 2009

The purpose of this study was to analyze recognition characteristics of science gifted students on the earth system based on their thinking style. The subjects were 24 science gifted students at the Science Institute for Gifted Students of a university located in metropolitan city in Korea. The students' thinking styles were firstly examined on the basis of the Sternberg's theory of mental self-government. And then, the students were divided into two groups: Type I group(legislative, judicial, global, liberal) and Type II group(executive, local, conservative) based on Sternberg's theory. Data was collected from three different type of questionnaires(A, B, C types), interview, word association method, drawing analyses, concept map, hidden dimension inventory, and in-depth interviews. The findings of analysis indicated that their thinking styles were characterized by 'Legislative', 'Executive', 'Anarchic', 'Global', 'External', 'Liberal' styles. Their preference were conducting new projects and using creative problem solving processes. The results of students' recognition characteristics on earth system were as follows: First, though the two groups' quantitative value on 'System Understanding' was very similar, there were considerable distinctions in details. Second, 'Understanding the Relationship in the System' was closely connected to thinking styles. Type I group was more advantageous with multiple, dynamic, and recursive approach. Third, in the relation to 'System Generalization' both of the groups had similar simple interpretational ability of the system, but Type I group was better on generalization when 'hidden dimension inventory' factor was added. On the system prediction factor, however, students' ability was weak regardless of the type. Consequently, more specific development strategies on various objects are needed for the development and application of the system learning program. Furthermore, it is expected that this study could be practically and effectively used on various fields related to system recognition.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.319-327
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• 2023

This study involved 22 students in one class of 4th year science intensive course at B College of Education. We investigated the changes in the acquisition of knowledge in the field of geology and the perception of geological exploration among pre-service teachers. For this study, a period of four weeks was designated for a semester to a geological field trip. For the geological exploration, the Geoparks of City B (Geumjeongsan Mountain, Amnam Park, Igidae, Dusong Peninsula, Jangsan, Taejongdae, and Hwangnyeongsan Mountain) were designated. The concept of geology and rocks has been extracted from the concepts that can be found in the Geopark. The composition of the group was composed of one group of four members autonomously. The other two of the pre-service teachers joined a group of friends with whom they had an affinity. After the geological field trip, the materials were organized by group and PPT presentations were made during the lecture time where all the members could listen. The extent to which the pre-service teachers acquired the concepts of geology and rocks after conducting the geological field trip was interpreted as the result of pre- and post-statistical processing. In addition, we interpreted what kind of perception the pre-service teachers had after the geological field trip as a result of the statistical processing before and after. Based on the results of the study, the following conclusions were drawn: First, it was effective for the pre-service teachers to acquire the concepts of strata and rocks after the geological field trip. The reason for this is that the experience of the pre-service teachers in conducting geological field trips has changed their perception of geological field trips. In addition, it is interpreted that these results were obtained because the pre-service teachers had a high level of interest in geology and rocks. Second, the pre-service teachers were able to gain confidence after the geological field trip. This reason is interpreted as the fact that they were able to gain confidence in geological exploration by exploring and experiencing the sites of the Geopark for each group.

• Journal of Science Education
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• v.37 no.1
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• pp.142-156
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• 2013

The purpose of this study was to analyze observation characteristics through eye movement according to cognitive style. For this, developed observation task that can be shown the difference between wholistic cognitive style group and analytic cognitive style group, measured eye movement of university students who has different cognitive style, as given observation task. It is confirmed the difference between two cognitive style groups by analysing gathered statistics and visualization data. The findings of this study were as follows; First, Compared observation sequence and pattern by cognitive style, analytic cognitive style group is concerned with spider first and moving on surrounding environment, whereas wholistic cognitive style group had not fixed pattern as observing spider itself and surrounding area of spider alternately or looking closely on particular part at first. When observing entire feature and partial feature, wholistic cognitive style group was moving on Fixation from outstanding factor without fixed pattern, analytic cognitive style had certain directivity and repetitive investigation. Second, compared the ratio of observation, analytic cognitive style group gave a large part to spider the very thing, wholistic cognitive style group gave weight to surrounding area of spider, and analytic group shown higher concentration on observing partial feature, wholistic cognitive style group shown higher concentration on observing wholistic feature. Wholistic cognitive style group gave importance to partial features in surrounding area, and wholistic feature of spider than analytic cognitive style group, analytic cognitive style group was focus on partial features of spider than wholistic cognitive style group. Through the result of this study, there are differences of observing time, frequency, object, area, sequence, pattern and ratio from cognitive styles. It is shown the reason why each student has varied outcome, from the difference of information following their cognitive style, and the result of this study help to figure out and give direction to what observation fulfillment is suitable for each student.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.778-793
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• 2013

The purpose of this study is to analyze observation characteristics through eye movement according to cognitive styles. To do this, we developed observation tasks that show the differences between wholistic cognitive style group and analytic cognitive style group, measured eye movement of university students with different cognitive styles after being given an observation task. The difference between two cognitive style groups is confirmed by analysing gathered statistics and visualization data. The findings of this study are as follows: First, to compare fixation time and frequency, we compared the average value of total time used in the observation task by the wholistic cognitive style group and analytic cognitive style group. The numbers of Fixation (total) and number of Fixations (30s), is based on the fact that the wholistic cognitive style group has more numbers of fixation (Total) and number of fixations (30s) means the wholistic cognitive style group can observe more points or overall features than the analytic cognitive style group, in contrast, the analytic cognitive style group tend to focus on a particular detail, and observe less numbers of points. Second, to compare observation object and area by cognitive style, the outcome of analysing visualization data shows that wholistic cognitive style group observes the surrounding environment of spider and web on a wider area, on the other hand, the analytic cognitive style group observes by focusing on the spider itself. Through the result of this study, there are differences in observation time, frequency, object, area, and ratio from the two cognitive styles. It also shows the reason why each student has varied outcome, from the difference of information following their cognitive styles, and the result of this study helps to figure out and give direction as to what observation fulfillment is more suitable for each student.

• Journal of dental hygiene science
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• v.12 no.2
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• pp.181-188
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• 2012

The purpose of this study was to examine effect of locus of control and self-efficacy on stress of selected dental hygiene students. This study provides basic data to develop a method to reduce stress. The students of A women's college in Kyungi province majoring in dental hygiene were asked to answer the locus of control scale, self-efficacy scale, and stress level. As a result, this study concluded the following findings: 1. Locus of control scale was 8.77 and it meant the students used internal control. Self-efficacy scale was beyond median. In stress level category, mean of stress was 2.32, stress with friends was 2.05, stress with money was 2.33, stress with course in life was 2.29, stress with family members was 2.24, stress with study was 2.95. 2. Stress had negative relations with locus of control and self-efficacy. There was a positive relation between locus of control and self-efficacy. 3. Effect of self-efficacy on stress was significantly negative but effect of locus of control on stress was insignificant. In subscale, effect of self-efficacy and locus of control on stress with study was insignificant. 4. Indirect effect of locus of control on stress was statistically significant. The students with internal locus of control showed high self-efficacy and the students with high self-efficacy showed low stress level. In conclusion, educators should make an effort to reduce stress of students and understand the factors related to stress.

• Journal of dental hygiene science
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• v.7 no.4
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• pp.295-302
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• 2007

The purpose of this study is to make formulated examination and analysis about major two factors of dental hygienic students' satisfaction at clinical training, i.e. the contents of clinical training and their duties satisfaction, so that it can provide a basic reference material for more efficient clinical training and education. This study conducted a questionnaire survey for 427 students who were taken via simple random sampling from sophomore and junior dental hygienic students, who already experienced in clinical training courses, at some universities(and colleges) in Metropolitan and province areas. The data collected from this survey were analyzed using SPSS WIN 11.5, in parallel with t-test, one-way ANOVA and ${\chi}^2$(Chi-square) test. It was found that our students didn't feel so much satisfied at clinical training(satisfaction level = 3.34). Overall, they didn't show any significant satisfaction with the contents of training and the experiences in clinical training duties. Our dental hygiene students showed relatively low satisfaction with the contents of clinical training as well as satisfaction at clinical training duties, which ie that current clinical training in dental hygienics still remain at the level of simple assistance for dental treatment.