• 대한공업교육학회지
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• v.39 no.2
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• pp.101-121
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• 2014

The study aims to develop the NCS based vocational curriculum model for the practical and creative human resources. For effectiveness of the study, the study consists of literature studies of both domestic and international, contents analysis, case study, expert(9samples) consultation and review, and in-depth-interview of the three advisory members. The validity of the developed model is analyzed through mean, standard deviation and contents validity ratio(CVR). The main results of the model development in our study are as follow. First, our NCS based vocational curriculum model for the practical and creative human resources is developed with the analyses of NCS development manuals, training standard utilization and training curriculum organization manuals, NCS learning module development manual and case studies, NCS research report, NCS based curriculum pilot development resources directed toward the high schools and vocational school as well as the domestic and international literature study on career training model like NCS. Second, based on the findings of our analysis in combination with the findings from the consultations with the expert and advisory committee, total 19 sub-factors of each step and domain are extracted. The sub-factors of domain in step 1 are the competency unit, definition of competency unit, competency unit element, performance criteria, range of variable, guide of assessment, key competency; in step 2, they are subject title, subject objectives, chapter title, chapter objectives, pedagogical methods, assessment methods and basic job competence; and in step 2, they are NCS based subject matrix table, NCS based subject profile, NCS based job training curriculum table, NCS based subjects organization flowchart, NCS based job training operation plan. Third, the final model including step 3 NCS based subject profile are developed in association with the linked organizational sub-factors of step 1 and step 2. Forth, the validity tests for the final model by the step and domain yield the mean 4.67, CVR value 1.00, indicating the superior validity. Also, the means of each sub-factors are all over 4.33 with the CVR value 1.00, indicating the high validity as well. The means of the associated organizations within the model are also over 4.33 with the CVR value of 1.00. Standard deviations are all .50 or lower which are small. Fifth, based on the validity test results and the in-depth-interview of the expert and advisory committee, the model is adjusted complemented to establish final model of the NCS based vocational curriculum for the practical and creative human resources.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.85-110
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• 2005

The purpose of this study is to examine the characteristics of visual representation used in problem solving process and examine the representation types the students used to successfully solve the problem and focus on systematizing the visual representation method using the condition students suggest in the problems. To achieve the goal of this study, following questions have been raised. (1) what characteristic does the representation the elementary school students used in the process of solving a math problem possess? (2) what types of representation did students use in order to successfully solve elementary math problem? 240 4th graders attending J Elementary School located in Seoul participated in this study. Qualitative methodology was used for data analysis, and the analysis suggested representation method the students use in problem solving process and then suggested the representation that can successfully solve five different problems. The results of the study as follow. First, the students are not familiar with representing with various methods in the problem solving process. Students tend to solve the problem using equations rather than drawing a diagram when they can not find a word that gives a hint to draw a diagram. The method students used to restate the problem was mostly rewriting the problem, and they could not utilize a table that is essential in solving the problem. Thus, various errors were found. Students did not simplify the complicated problem to find the pattern to solve the problem. Second, the image and strategy created as the problem was read and the affected greatly in solving the problem. The first image created as the problem was read made students to draw different diagram and make them choose different strategies. The study showed the importance of first image by most of the students who do not pass the trial and error step and use the strategy they chose first. Third, the students who successfully solved the problems do not solely depend on the equation but put them in the form which information are decoded. They do not write difficult equation that they can not solve, but put them into a simplified equation that know to solve the problem. On fraction problems, they draw a diagram to solve the problem without calculation, Fourth, the students who. successfully solved the problem drew clear diagram that can be understood with intuition. By representing visually, unnecessary information were omitted and used simple image were drawn using symbol or lines, and to clarify the relationship between the information, numeric explanation was added. In addition, they restricted use of complicated motion line and dividing line, proper noun in the word problems were not changed into abbreviation or symbols to clearly restate the problem. Adding additional information was useful source in solving the problem.

• 대한공업교육학회지
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• v.33 no.1
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• pp.149-168
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• 2008

The purpose of this study is to verify the effect of PSpice instruction on academic achievement in 'Combination logic circuit' unit of 'Digital Logic Circuit' in industrial high school. Three kinds of null hypotheses were formulated. Two classes of the third grade of C technical high school in Gyeong-buk were divided into experimental group and control group in order to verify null hypotheses. In the experimental design, 'Non-equivalent control group pretest-posttest' model was utilized. This experiment was conducted for six classes, the experimental group was applied to PSpice instruction method before the circuit traning while the control group was applied to traditional lecture oriented method before the circuit traning. Window SPSS 10.0 korean language version program was used for the data analysis and independent sample t-test was used to identify the average of each group. Significance level was set to .05 level. The results obtained in this study were as follows; First, PSpice instruction had not an effect on academic achievement according to a group type. However, these instruction had an effect on the following sub-domains; the psychomotor domain. Second, PSpice instruction had not an effect on academic achievement according to a studies level. However, these instruction for middle and low level students had an effect on the cognitive and psychomotor domain, and for middle level students had an effect on the affective domain. Third, PSpice instruction had not an effect on shortening of a training requirement. However, this instruction for low level students had an effect on shortening of a training requirement. The study results of simulation instruction was chiefly efficient in the psychomotor domain. We could know that simulation instruction is efficient as went to a low level students than an upper level students. Thus, We may make the study effectiveness in various instruction method.

• Journal of Korean Academy of Dental Administration
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• v.5 no.1
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• pp.22-30
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• 2017

Objective: The purpose is to study the factors to impact on the satisfaction of field practice among dental hygiene students and to provide the basic data for the quality improvement of the field practices for dental hygiene students. Methods: A self-reported questionnaires were filled out by 108 dental hygiene students in C city. Questionnaires were composed with the general characteristics, satisfaction to major, and satisfaction to field clinical practice. The data was analyzed by chi-square statistics using SPSS 20.0 program. Results: The higher satisfaction to communication with professor or seniors in department was associated with the higher satisfaction to field clinical practice (p<0.05). The higher satisfaction to field clinical practice hours per week was associated with the higher satisfaction to field clinical practice (p<0.05). The higher interest to major subjects and the satisfaction to the laboratory environment were associated with the higher satisfaction to field clinical practice (p<0.05). Conclusions: The higher satisfaction to major was associated with the higher satisfaction to field clinical practice. Therefore, the systematic curriculum development is needed to improve the satisfaction with major and clinical practice.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.204-217
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• 2008

This study analyzed the inquiry activities appearing in the astronomy sections of elementary, middle and highschool level science textbooks according to the five essential features of inquiry in the classroom as proposed by the National Science Education Standards (NRC, 2000), and SAPA (Science-A Process Approach). On the basis of this analysis, it is clear that the science textbook inquiry activities released the limitation to meet the goal of science education, namely scientific literacy, as it has been laid out by the 7th Science Educational Curriculum. This study revealed that the features of scientific inquiry which are most frequently used in the astronomy sections of science textbooks are 'data collection' and 'form explanation', whereas the features of 'oriented-question', 'evaluate explanations' and 'communicate and justify' rarely appeared. The analysis of inquiry activities by SAPA showed that the basic inquiry skills of 'observing', 'communicating' and 'manipulating materials' were used with increasing frequency according to grade level, and the integrated skills of 'investigating', 'creating models', 'interpreting data' and 'experimenting' were more emphasized in the textbooks. Therefore, it is suggested that students be provided with more opportunities to experience all the features of scientific inquiry and scientific processes as envisioned by the 7th Science Educational Curriculum in order to achieve the stated goal of scientific literacy. Science educators should be required to develop new lesson modules which will allow students to experience authentic scientific inquiry. It is crucial for science teachers to reflect upon and develop their understanding and teaching strategies regarding scientific inquiry through professional development programs in teacher education.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.389-401
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• 2012

The focus of the present study is on examining a research trend of teachers' professional development in mathematics. In do this, this study investigated the meaning and standards of professional development about mathematics, examining the characteristics of successful mathematics education professional programs, and looking for the processes of teachers' professionalization about mathematics. The findings of this study point out as follows: Teachers' professional development about mathematics implies the improvement of the quality of mathematics instruction following improving the quality of mathematics learning through well-structured mathematics teacher education programs. To do this, teachers need to have shared vision about how to teach mathematics, to have profound knowledge related to the mathematics subject, and to actively participate in teachers' professional development programs in mathematics. The results suggest the common characteristics of successful programs of mathematics teachers' professional development. The results of this study suggest that teachers need to have passion and efforts to improve teachers' professionalization about mathematics, and research on teacher professional development should be based on understanding about teachers. Also, more teacher-researchers to connect educational theories with educational practices are recommended, and a model for teachers' professional development program of mathematics appropriate to the context of Korea needs to be developed.

• The Journal of Korean Association of Computer Education
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• v.16 no.2
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• pp.9-18
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• 2013

In secondary education, learning a computer science subject has the purpose to improve creative problem solving ability of students by learning computational thinking and principles. In particular, learning algorithm has been emphasized for this purpose. There are studies that learning algorithm has the effect of creative problem solving based on the leading studies that learning algorithm has the effect of problem solving. However, relatively the importance of the learning algorithm can weaken, because these studies depend on creative problem solving model or special contents for creativity. So this study proves that learning algorithm has the effect of creative problem solving in the view that common problem solving and creative problem solving have the same process. For this, analogical reasoning was selected among common thinking skills and divide-and-conquer algorithm was selected among abstractive principles for analogical reasoning in sorting algorithm. The frequency which solves the search problem by using the binary search algorithm was higher than the control group learning only sequence of sorting algorithm about the experimental group learning divide-and-conquer algorithm. This result means that learning algorithm including abstractive principle like divide-and-conquer has the effect of creative problem solving by analogical reasoning.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.47-62
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• 2016

Cultivating mathematical creativity is one of the aims in the recently revised mathematics curricular. However, there have been lack of researches on how to nurture mathematical creativity for ordinary students. Perspective of Realistic Mathematics Education(RME), which pursues education of creative person as the ultimate goal of mathematics education, could be useful for developing principles and methods for cultivating mathematical creativity. This study reanalyzes RME from the points of view in mathematical creativity education. Major findings are followed. First, students should have opportunities for mathematical creation through mathematization, while seeking and creating certainty. Second, it is vital to begin with realistic contexts to guarantee mathematical creation by students, in which students can imagine or think. Third, students can create mathematics in realistic contexts by modelling. Fourth, students create the meaning of 'model of(MO)', which models the given context, the meaning of 'model for(MF)', which models formal mathematics. Then, students create MOs and MFs that are equivalent to the intial MO and MF given by textbook or teacher. Flexibility, fluency, and novelty could be employed to evaluate the MOs and the MFs created by students. Fifth, cultivation of mathematical creativity can be supported from development of local instructional theories by thought experiment, its application, and reflection. In conclusion, to employ the education model of cultivating mathematical creativity by RME drawn in this study could be reasonable when design mathematics lessons as well as mathematics curriculum to include mathematical creativity as one of goals.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.7
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• pp.3349-3357
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• 2013

The purpose of this study was to verify the effectiveness of an integrated nursing curriculum based on simulation with problem-based learning (PBL) by comparing the clinical competence and the self-confidence of newly graduated nurses. A non-equivalent control group post-test design was employed to compare the clinical competence and the self-confidence in the clinical performance examination using standardized patients between 39 newly graduated nurses with the traditional nursing curriculum and 35 with the integrated nursing curriculum. Data analysis involved Fisher's exact test, t-test, Pearson's correlation coefficient, and ANCOVA with the SPSS 19.0 program. The total clinical competence mean score graded by the standardized patients was not different between the two groups. However, the total clinical competence mean score graded by faculty was significantly higher in the integrated curriculum group than the traditional curriculum group. The mean self-confidence score was significantly higher in the integrated curriculum group than the traditional curriculum group. Active teaching-learning strategies including simulation or PBL in the nursing curriculum could benefit for nursing students by inducing favorable clinical competence and self-confidence. Longitudinal follow-up studies based on observation are needed to explore the patient outcomes in addition to the learner outcomes in clinical settings.

• Journal of dental hygiene science
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• v.11 no.2
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• pp.129-134
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• 2011

The purpose of this study was to examine the professors, who teach the dental hygiene program in Korea, their Awareness on authors determined among research ethics. Three hundred and six full time professors and four hundred and eighty four part time professors in seventy eight universities all around Korea were surveyed. The following are the results that the collected data was carried out statistical analysis by using SPSS 12.0 program. The results was as followed. 1. The present study's author makers, 95 respondents (55.6%) experienced advising professor and 67 respondents (39.2%) experienced personally. 2. As recognition about range and order decision of the authors, they expressed the biggest recognition that person who did the interpretation of the results or gave important information doesn't always become the first author of the article($2.81{\pm}.485$). 3. Between general characteristics and authorship recognition level, they were statistically significantly different with number of articles published as the first author(p<0.05). 4. Regarding the correlation between students who helped with collection of data and references also have the right to be the author of the research article and Person who did the rough draft translation also has the right to be the co-author of the research article had a statistically significant correlation of .433 which was the highest correlation factor (p<0.01). Conclusions, rules and regulations on research ethic should be more publicized through educational institutions.