• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.783-790
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• 2024

This study aimed to investigate the impact of arthritis self-management education on changes in arthritis-related knowledge levels and arthritis-specific self-efficacy among elderly individuals at a senior center. This study was conducted with one group pre-test and post-test design. The participants included 48 elderly individuals who utilized four senior centers, and they received arthritis self-management education for three weeks. Data analysis used a paired t-test to compare the effects before and after education. The results of the study showed that arthritis self-management education significantly increased arthritis-related knowledge (t=9.17, p<0.001) and arthritis-specific self-efficacy (t=3.96, p<0.001). There were significant differences in knowledge and self-efficacy levels by age group, with the results varying among participants aged 85 and above. These findings suggest that a three-week education program is appropriate for improving arthritis-related knowledge and self-efficacy among the elderly, and that education should be tailored to different age groups.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.683-692
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• 2024

This study aimed to examine the effects of integrated simulation practice education for nursing college students on their communication skills, self-efficacy in learning, clinical reasoning ability, and clinical performance through a pre-post quasi-experimental design with a single group. The participants were 41 fourth-year nursing college students from a university located in G City, and the intervention took place from September to November 2023 over a period of nine weeks. The collected data were analyzed using SPSS 23.0, and the research findings are as follows. First, after simulation practice education, significant effects were observed in self-efficacy in learning (t=-2.21, p=.033), clinical reasoning ability (t=-2.97, p=.005), and clinical performance (t=-2.84, p=.007), but no significant difference was found in communication skills (t=-.224, p=.824). Second, after simulation classes for nursing students, clinical performance showed significant positive correlations with communication skills (r=.650, p<.001), self-efficacy in learning (r=.440, p<.001), and clinical reasoning ability (r=.824, p<.001). Based on these results, integrated simulation practice education for nursing students appears to be an effective educational method for enhancing their self-efficacy in learning, clinical reasoning ability, and clinical performance. To improve nursing students' clinical performance, it is necessary to operate simulation practices with various scenarios.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.269-283
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• 2024

This study compared the characteristics of an experiment f or determining whether gas occupies space presented in elementary school science textbooks to examine the validity of the experiment, identify and improve problems in its presentation, and verify its effectiveness. This study interviewed third-year elementary school teachers who had experience teaching this experiment to students. Based on teachers' opinions and observations, this study identified issues with the current experiment, developed an improved experiment, and determined its effectiveness. Through this analysis, three key findings emerged. First, the study found that the original experiment on gases was presented in the same or highly similar manner in 5 of 7 textbooks (71.4%). Thus, while various textbooks have been developed with the aim of promoting diversity and creativity in scientific literature, most experiments presented in these books are identical. Second, the existing experiment was not suitable for its target audience (third-year elementary school students) and was difficult to observe directly. The interviewed teachers also deemed the validity of the experiment to be considerably low. Finally, the original experiment was improved; this improved version was determined to be highly valid, showing a statistically significant difference compared with the original experiment. The improved experiment was effective for students as it involved activities suitable for their intellectual level and was directly observable through the senses. Thus, the study analyzed and improved an existing science experiment f or elementary students, providing insights into the 2022 revised science authorized textbooks and implications for future textbook development.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.108-121
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• 2024

In this study, we developed a sustainability education program employing a project-based learning strategy for prospective teachers and investigated its effectiveness. A total of 23 senior students from a university of education participated in the study. The investigation involved a pretest on their pro-environmental behavior and attitudes, followed by a five-week implementation of the program, during which students individually engaged in energy-saving projects. Following the program, a post-test, which used the same questionnaire as the pretest, was administered. In addition, we conducted individual interviews with nine students who actively engaged in the projects. We analyzed the interview contents, portfolios, and reports; identified sub-concepts related to the program's effectiveness and its causes; and then organized them into subcategories. Then, we extracted recurring relationships among the subcategories to formulate a tentative explanatory model. The results indicate that the program positively impacted students' pro-environmental behavior and values/attitudes. Notably, the students' "sense of achievement gained through success" emerged as a significant factor influencing their pro-environmental behavior. Furthermore, some causes were found to indirectly affect pro-environmental behavior through pro-environmental values and attitudes.

• Journal of the Korea Society of Computer and Information
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• v.29 no.3
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• pp.137-146
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• 2024

The purpose of this study was to determine the effects of 12 weeks of WB-EMS training on body composition and heart rate variability based on BMI Level in Women. The subjects of the study were premenopausal women, and they were classified into the BMI-N(n=15) group for BMI<25, the BMI-1(n=16) group for BMI=25~29.9, and the BMI-2(n=9) group for BMI>30. And then, WB-EMS training was performed of 3 times a week for 12 weeks. Body composition and HRV were measured before and after the participation in exercise, which were subjected to a repeated-measures two-way ANOVA. In the case of a significant interaction between time and group, paired sample t-tests were conducted for a post-hoc analysis within each subject group. Tukey's method was used for post-hoc testing of differences between groups, and the significance level was set at 0.5. The results were as follows; First, The effect of WB-EMS training was found in all variables of body composition. In particular, Weight, BMI, FFM, and FM decreased the most in the BMI-2 group, followed by the BMI-1 and BMI-N groups. %BF and VF decreased the most in the BMI-2 group. Second, There was a difference in BPM in all groups, and the BMI-2 group showed the greatest decrease. There were differences in SDNN and RMSSD for each group, and there was no difference according to obesity level. There was no difference in LF, HF, and LF/HF ratio. In conclusion, it was confirmed that WB-EMS training can be an exercise therapy that has a positive effect on the body composition change and cardiac circulatory system in women with a high level of obesity.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.393-405
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• 2006

The purpose of this study was to analyze the effects of Semantic Network Program (SNP) instruction on learning achievement and motivation in high school biology classes. For this study, a SNP was designed by applying the recommendations in regard to student attention and satisfaction factors in Keller's ARCS theory. SNP instruction was conducted with an experimental group and a control group, each consisting of 62 high school biology class student. A pretest-posttest control group design was employed. The pre-test was used to analyze the learning achievement test, learning motivation test, and semantic forming test. For 4 weeks the experiment group was instructed using the developed SNP which centered on Keller's attention and satisfaction factors, and the control group was instructed via teacher-centered lectures based on the textbook. It was found that SNP instruction efficiently increased students' biology learning achievement (p<.001). It was also discovered that SNP instruction was effective in increasing Keller's motivation strategies on attention and satisfaction factors (p<.001). In addition, SNP instruction positively affected students' semantic formation (p<.001) and learning content retention (p>.05) in the heredity unit by aiding students in the area of active multimedia learning. An in depth interview with students in the class using SNP instruction showed that material learned via this method in biology had longer retention of problem-solving methods. Consequently, SNP instruction according to motivation strategies may high school biology teachers with meaningful teaching-learning methods strategies for the unit on heredity.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.518-526
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• 2006

Science career education is for every student as well as for students who want to become scientists. In this study, we developed and applied science career education materials using TV programs which showed successful application of science in industry and business. The effects of the programs were surveyed mainly by questionnaire on 'Science Career Orientation', which have four categories.Video materials using TV programs were effective in changing science career orientation (p<0.05) of junior high school students, but only when the teacher added some cognitive explanation on the scientific concept involved. Providing only video materials were not enough to make meaningful change on science career orientation. The results implied science career education should be linked with science teaching and learning. It also showed the possibility and the way of using informal education like TV program in science career education.

• The korean journal of orthodontics
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• v.34 no.3 s.104
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• pp.253-260
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• 2004

Frictional force between the orthodontic bracket and arch wire during sliding tooth movement is related to many factors, such as the size, shape and material of both the bracket and wire, ligation method and the angle formed between the bracket and wire. There have been clear conclusions drawn in regard to most of these factors, but as to the effect of bracket width on frictional force there are only conflicting studies. This study was designed to investigate the effect of bracket width on the amount of frictional forces generated during clinically simulated tooth movement. Three different widths of brackets $(0.018{\times}0.025'\;standard)$ narrow (2.40mm), medium (3.00mm) and wide (4.25mm) were used in tandem with $0.016{\times}0.022'$ stainless steel wire. Three bracket-arch wire combinations were drawn on for 4 minutes on a testing apparatus with a head speed of 0.5mm/min and tested 7 times each. To reproduce biological conditions, dentoalveolar models were designed with indirect technique using a material with similar elastic properties as periodontal ligament (PDL). In addition, to minimize the effect of ligation force, elastomer was used with added resin, which was attached to the bracket to make up for the discrepancies of bracket width. The results were as follows: 1. Maximum frictional force for each bracket-arch wire combination was: Narrow (2.40mm): $68.09\pm4.69gmf$ Medium (3.00mm): $72.75\pm4.98 gmf$ Wide (4.25mm): $72.59\pm4.54gmf$ 2. Frictional force was increased with more displacement of wire through the bracket slot. 3. The ANOVA psot-hoc test showed that the bracker width had no significant effect on frictional force when tested under clinically simulated conditions(p>0.05).

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.105-124
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• 2011

To achieve this objective, practical problem-teaching lesson plans and instructor-led teaching and learning plans were developed and integrated into the Technology Home Economics, and Human Development curricula at both academic and vocational high schools. The impact of these plans was examined, as were connections between the teaching methods and types of schools. As part of this study, a survey was conducted on 1,263 students in 46 classes at 6 randomly selected high schools: 4 academic and 2 vocational. A total of 9 teachers conducted classes for both experimental and comparative groups between October 2009 and November 2010. Pre- and post-tests were used to study the impact of the lessons on the experimental and comparative groups. In terms of data analysis and statistics processing, this study implemented mean and standard deviations, t-test, and analysis of covariance using the SPSS 12.0 program. The results of this study are as follows. The practical problem-teaching lessons produced more positive results in the students than the instructor-led lessons, in terms of their image of the elderly, their level of knowledge about them, their understanding of their need for welfare services, and preparation for Successful aging. When comparing the results by type of school, the experimental groups at academic high schools appeared to have a more positive image and better understanding of the elderly and their need for welfare services, and were better prepared for Successful aging than during their previous lessons. They also showed an increase in independence from their children in aging. As for the comparative groups, students at academic high schools showed an increase in preparation for Successful aging compared to the previous lessons. Finally, as for future research on preparation for aging in high schools, more schools should include this subject in their regular curriculum for Technology Home Economics, Human Development and Home Economics in order to generalize the results, and they need to evaluate the content. Additionally, this study suggests that new high school curricula should include lessons on preparation for aging so that students can deal successfully with our aging society.

• Journal of dental hygiene science
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• v.6 no.4
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• pp.295-302
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• 2006

This study was conducted to study the effects of the TA Theory and the TA Program, an educational testing tool developed to improve functional communication skills for dental hygienists. The results taken from the experiment using the TA program has been verified by Examination Tool for Personnel Communication developed by Chung(2001). 44 in two experimental groups and 16 in control group took part in TA Program training sessions. The experimental Group I received TA technique training session for 12 hours per day in a period of three days and Group II for 6 hours per day in a period of two days. From this experiment, the following conclusion was obtained. The results are as follows: 1) As it can be seen from the results of the examination taken prior to the experiment, the subjects of the control group and experimental groups were homogenous in all categories including self-disclosure, awareness, evaluation and acceptance of feedback, self-expression, coping with feelings, clearness, avoidance, dominance, handling of differences, and perceived acceptance. 2) After the training of TA Program was completed on Group I and II, the examination results are as follows: Control Group (1.5158), Group I (1.8260) / Control Group (1.4684), Group II (1.9985). The results of Group I and II (1.7970 and 1.9985 respectively) therefore showed a meaningful difference. 3) From the results of the experiment it is shown that dental hygienists' communication skills improved after receiving the TA Program training. Therefore TA Program may be used as an effective tool for such purpose. 4) As it can be observed from the data, Group I and II showed difference in the degree of improvements. Therefore, there needs to be a further investigation on the effects of the difference in training period. 5) This program is not only limited to the education of dental hygienists but may be widely applied to various forms of education and teaching methods.