• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.144-154
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• 2003

This study investigated the common features of the best practices in the science classroom, which is the core of school education. The underlying assumption of this research is that the fulfillment of school education is possible with substantial instruction of school curricular areas. The substantial learning of any curricular area depends on each classroom lesson. Data from classroom observations in-depth interviews with teachers and a group of students, a collection of instructional materials were used to extract common characteristics of best practices implemented by 10 exemplary secondary-school science teachers. Common features of best science practices were analyzed in terms of (1)reorganization of science content, (2)pedagogical skills, (3)evaluation, and (4)teachers' efforts for professional development. Results indicated that exemplary science teachers adapted curriculum and textbook content according to students' level and learning context, were able to use a variety of instructional methods and strategies, provided cooperative and intellectually challenging learning environment, and improved their instruction based on assessment results. Also, these exemplary teachers not only improved their own classroom practices, but also participated actively in various professional community of science teachers to share their practical knowledge with their colleagues. They took an active role in teachers' in-service education.

• Journal of Korea Game Society
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• v.14 no.6
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• pp.79-88
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• 2014

In this research, we investigated how interactive digital serious games could be used in traditional, offline, school classrooms. We asked four teachers from four different schools to use a job training serious game in their traditional job training curriculum and the teachers used the game in anyway they intended. As a result, the two main ways to integrate gaming into traditional curriculum were gaming within the curriculum and gaming outside the curriculum, although both methods were used to support the main curriculum. When the game was used outside the curriculum, teachers almost always had the students play the game during the computer lab class. Students also played games voluntarily during recess and at home. The factors that affected how the game was used were teacher, student, and location and accessibility of the computer.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.870-885
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• 2010

The purposes of this study are to examine what the participants experienced when developing Content Representation (CoRe) of "molecular motion" for the 7th grade in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher and to investigate how the participants' PCK changed in their classes after developing CoRe. The participants were one experienced chemistry-trained teacher, two physics-trained teachers, and one researcher. The participants were selected by purposeful sampling. For this study, the discussions on developing CoRe was recorded and two physics-trained participants' classes were video-taped, and constructed/semiconstructed interviews were conducted. All data were transcribed for analysis. The participants experienced reflective thinking of their knowledge and previous classes, corrected their own misconception and clarified those conception, recognized the contents and the goals of "molecular motion" class, enhanced understanding of students' preconception during the development of CoRe. Especially, the two physics-trained teacher-participants confessed that they recognized clearly the contents and the goals of "molecular motion" class and identified their deficiency in 'particle viewpoint' in their previous classes. Their recognition was realized in the course of interaction with experienced chemistry-trained teacher. Among the components of PCK, knowledge of science curriculum was most influent on two physics-trained teacher-participants' classes, and they emphasized 'particle viewpoint' and 'molecular motion' in their classes. In addition, they introduced new teaching strategies that were discussed in the course of developing CoRe. The influence on the participants' PCK was different according to their reflective thinking on their own knowledge and previous classes and their affective characteristic. The implication of this study is that, the course of developing CoRe can promote reflective thinking that is essential for increasing teachers' professionalism and significantly influence on PCK. Especially, developing CoRe in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher can identify deficiency in their classes and thereby, improve their classes. And, it takes time and effort to internalize the participant's recognition in their teaching practice.

• Journal of Science Education
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• v.33 no.2
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• pp.173-183
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• 2009

We aimed to examine difference between the brain activation pattern based upon hypothesis-generating and hypothesis-understanding among the pre-service teachers not majoring in biology, the pre-service teachers majoring in biology and the biologists using fMRI. We have designed two sets of task paradigm on the biological phenomena: hypothesis-generating and hypothesis-understanding and thirty six healthy participants (twelve participants per group) performed the tasks. The result was showed that 1) there were significant differences of brain activation patterns in hypothesis-generating on the biological phenomena among three groups, 2) the left middle frontal gyrus in the part of DLPFC region was play an important roles of hypothesis-generating and make a significant differences among three groups. The superior ability of biologists were based upon the activation of middle frontal gyrus which has secondary integration of abstract information, and 3) there were no significant differences of brain activation patterns in hypothesis-understanding on the biological phenomena among three groups. These findings provided that scientist might be skillful in generating a new scientific knowledge.

• 대한공업교육학회지
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• v.33 no.2
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• pp.72-96
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• 2008

This study was done through survey of the school and the small and medium enterprise which participated in "Human resources development program of small and medium enterprise technical high school's customized link", and we researched the problem with the actual condition of the program operation and analyzed the results of them. The analysis results are as follows. Firstly, the teachers recognized the purpose of this program operation as the activation of the occupation education between school and job world, On the other hand, people in charge of the company recognized the purpose of this program operation as the professional human resources supply to the small and medium enterprises. Secondly, the teachers perceived that the students' performative competence had improved through the operation of this program, while the inducement of some excellent students was not always available. Finally people in charge of the company responded that this program was helpful for the manpower guarantee, the profits of the company, the enhancement of the performative competence and adaptability of the high school graduates, and the cooperation of the technical high school and the company. However, they admitted that this program lacked the maintenance and repairing competence of the utilities, ability of grasping problems and the problem-solving skills, and the competence of the functional expertise of the high school graduates. Generally, the teachers of technical high school and people in charge of the company which participate in "Human resources program of small and medium enterprise technical high school's customized link" expressed positive appreciation for efficient management and potential development of this program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.407-416
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• 2019

This study is about a Customized Nursery School where working women can support work - life balance and a reduction in retirement or turnover. The research method is to identify the current status of Customized Nursery services and to recognize the recognition and need of the operation of Customized Nursery School. The importance of securing skilled nurses and preventing them from changing their jobs for the health and safety of people cannot be emphasized enough. A Customized Nursery School must be opened to reduce the retirement or change of jobs of working women nurses and to provide care for continuous work in three shifts from 365days to support the balance between the working mother and family. It is considered that nurses will put their children in relief when using retired nurses who have the ability to work 24hour rotation in a Customized Nursery School and when a Customized Nursery School be ran suited for the condition and demand of working women nurses, it is expected to reduce retirement and the change of jobs, also to give positive effect on marrige and family planning which would make improvement in low birthrate. To activate the Customized Nursery School, Creating a secure learning environment and qualification of educators great effort should be put. A program curriculum based on 'basic life and habits' should be the center of education. Continuous management and effort will need to be placed in continuous development of educators.

• Journal of Nutrition and Health
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• v.57 no.3
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• pp.349-364
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• 2024

Purpose: This study used the Analytic Hierarchy Process to evaluate the relative importance of the factors that school nutrition teachers and dietitians consider during menu planning for school foodservices across various educational levels. Methods: An online survey was conducted from December 2023 to January 2024. The hierarchical structure for school foodservice menu management was developed through content analysis, consisting of five high-level categories and 3-4 low-level factors. Questionnaires were distributed to 395 nutrition teachers and dietitians from kindergarten, elementary, middle, and high schools nationwide. One hundred and sixty-six responses were received, resulting in a 42.0% return rate. These responses were analyzed using Microsoft Excel and SPSS Statistics. Results: The most commonly referenced sources for school foodservice menu planning were 'menus obtained from websites' (19.4%). The most significant challenge encountered was 'incorporating students' preferences' (18.6%). In the hierarchy of categories considered for school foodservice menu management, 'employees and facilities' ranked highest (0.2347), followed by 'preference' (0.2312), 'nutrition balance' (0.2027), 'cooking process' (0.1726), and 'food materials' (0.1588). Within each category, the top-ranked factors were 'employees' cooking skills' (0.3759), 'students' preferences' (0.4310), 'dietary reference intakes' (0.4968), 'foodservice hygiene' (0.4374), and 'food costs' (0.4213). The study also compared the relative importance of factors according to the educational levels, and the top-ranked factors were the same across all educational levels. In particular, 'students' preferences', 'dietary reference intake', and 'food costs' aligned with the top three challenges in school foodservice menu planning. Conclusion: Enhancing working conditions for school foodservice employees and developing menu planning methods that accommodate students' preferences are necessary. These findings will provide foundational data for future school foodservice menu management strategies.

• Journal of dental hygiene science
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• v.15 no.1
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• pp.24-31
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• 2015

This research was conducted in order to examine the effect of tooth brushing room M elementary school in Changwon-city and to provide foundation data for effective project operation afterwards. The subjects were 347 students at the M elementary school where the tooth brushing room was being taught. The control group is 289 students at J elementary school where the tooth brushing room was not being taught. Research and analysis were carried out with structured survey and examination of decayed, missing, filled teeth (DMFT) index, decayed, missing, filled tooth surface (DMFS) index and O'leary index. The data was analysed by IBM SPSS Statistics ver. 19.0 program and the result is as follows: Depends on the tooth brushing room there was difference in statistical significance in filling teeth, sealant tooth surface, filling tooth surface, missing tooth surface, DMFS, O'leary index between the subject and control group. The less the frequency of brushing, the higher the DMFT index. Negative correlation was statistically significant. With incorrect brushing method, the less the frequency, the higher the DMFS index, Negative correlation was statistically significant. When the tooth brushing room was being implemented, O'leary index became low, negative correlation was statistically significant. As a result, in order to continue the effective operation of tooth brushing room, constant supervision and monitoring on students should be acutely needed by a principal, a school nurse and teachers in charge. Also together with a systemized cooperation between a health center and a nearby university's related majors departments, the research proposes to execute constant oral health education and to expand the implementation project of the tooth brushing room at nearby elementary schools.