• The Journal of the Korea Contents Association
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• v.9 no.9
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• pp.226-234
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• 2009

This study aims to research the influencing factors of field education outcome. This study is to help the social welfare subject find out the field education orientation. Following is the result brought out from the research. First, it was found that the evaluation of field manager, field agency and field education outcome working in social welfare agencies had no meaningful statistical difference. Second, the results of regression analysis showed that the evaluation of field manager and field agency had influenced on field education outcome. Along with major of the study, implications for expanding opportunities of continuing educations for managers in non-profit organization are discussed.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.205-211
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• 2009

이 연구의 목적은 3D 가상공간인 세컨드라이프에서 예비교사의 성공적인 수업실습을 위한 수업실습장을 개발하는 것이다. 이를 위해 본 연구에서 수행한 내용은 다음과 같다. 첫째, 수업실습 관련 이론 탐색 및 문헌 연구를 통해 세컨드라이프에서의 수업실습의 가능성을 탐색하였다. 둘째, 가상공간의 특성에 대한 문헌 연구를 통해 가상공간에서 예비교사의 수업실습이 성공적인 경험이 되기 위한 조건들을 탐색하였다. 셋째, 이 조건들로부터 세컨드라이프에서의 수업실습 절차를 개발하였다. 넷째, 세컨드라이프에서 수업실습을 위해 필요한 실습장을 설계하고 개발하였다. 마지막으로, 세컨드라이프내의 교실 안에서 예비교사의 수업실습을 수행하였다. 이 수행결과에 기반하여 실습장의 구성요소를 수정.보완하여 개발을 완료하였다.

• Journal of Korean Library and Information Science Society
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• v.45 no.3
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• pp.321-348
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• 2014

The purpose of this study is to examine in depth the personal experience of Pre-Service Librarian Teacher during Student Teaching Practice. This helps us understand the overall process and diverse environment of Student Teaching Practice. We conducted in depth interview with participants who had recently experienced. and data analysis was undertaken using the phenomenological method devised by Giorgi. The significance of Pre-service Teacher Librarian experiences during Student Teaching Practice can be summarized in five categories as follows: 'the formation of Pre-service Librarian teacher's awareness about library and librarian through growth process', 'concretization and Strategy Implementation about Career Planning', 'Self-growth Need through experience of student teaching practice', 'Understanding of Organizational Culture Perception of Communication', 'Face reality about library and librarian'. These constituents can be understood in the context of time sequence. The result of this study may contribute for improving the overall environment at Student Teaching Practice.

• Journal of the Institute of Electronics and Information Engineers
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• v.51 no.9
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• pp.223-228
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• 2014

In this paper, a curriculum-based electronic design project with a improved training kit is discussed. Students can raise the practical ability for comprehension and analysis of electronic circuits by the design and assembly of electronic components and measurement practice and learning the process closely. The products of this paper can be utilized as hands-on training for increasing confidence in the improving education for creative practical electronic design ability.

• The Journal of the Korea Contents Association
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• v.10 no.1
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• pp.59-67
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• 2010

Laboratory works for embedded system courses are usually performed with hardware based experimental kits that equipped with an embedded board and software development tools. Hardware-based kits have demerits such as high initial setup cost, burdensome maintenance, inadaptability to industry evolution, and restricted educational outcomes. This paper proposes using virtual experimental environments to overcome the demerits of hardware-based kits and describes the design and implementation of a simulation-based virtual experimental kit. With ARM's ARMulator, we developed the kit by adding hardware IPs and user interface modules for peripherals. The developed kit is verified with an experimental program that uses all the augmented software modules. We also ported MicroC/OS-II on the virtual experimental kit for real-time OS experiments.

• Journal of Engineering Education Research
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• v.10 no.2
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• pp.5-18
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• 2007

This paper presents a concept of training coursework for engineers in cooperation with the industry combining system, comparing Korea with France. The students, after first two years in a university for the foundation/basic courses, will be centered in the industry, rather than at an academic institution, where field training engineering coursework will be offered in structured or capstone design(problem based learning) formats through the industry. This study on the improvement of the concept has several advantages including the followings ; 1) Industry hiring local-area students who have the potential to be long-term employees; 2) Industry's immediate access to employees with developing engineering skills; 3) On-the-job training reduced industry training costs after graduation; 4) More effective learning through observing complex operations; 5) Students and industry input for continuous improvement of the curriculum; 6) Greater amenability on the part of industry to actively participate in research and development; 7) Increasing in the flow of real research problems for engineering. Finally, the implications for student quality, accreditation, assessment of partnership, academic freedom, and fundraising for scholarships and researches are discussed briefly.

• Journal of Industrial Convergence
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• v.22 no.3
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• pp.79-89
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• 2024

This study is a one-group pre-post experimental design that investigates the effects of a practice-based learning program with multiple components on the clinical competence of nursing students, and clinical decision-making. From May 4 to 29, 2020, a total of 60 third-year nursing students with no clinical practice experience were divided into two teams and participated in multi-component practice-based education for two weeks each, and the data of the final 51 students were included in the analysis. Following the practicum, there was a significant increase in clinical competence (t=-4.74, p<.001) and self-confidence in clinical decision-making (t=-8.41, p<.001), and a decrease in anxiety related to clinical decision-making (t=2.54, p=.014). The findings suggest that a multi-component, practice-based learning approach for nursing students can enhance their clinical competence, reduce preclincal anxiety and increase confidence in clinical decision-making in patient care.

• 대한공업교육학회지
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• v.39 no.2
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• pp.19-36
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• 2014

The purposes of this study are to grasp industry vocational subject student-teachers' instruction area, compare cognitive level of cooperating teacher and student-teachers for the importance of instruction area and secure base data required to develop educational practical area of professional teachers in specialized high school. To achieve this, instruction area of instruction teacher in charge of industry vocational subject pre-teacher education was developed by document consideration and expert verification and differences of importance cognition for the area was compared between educational practice insturction teacher and student-teacher. The results are as the following. First, for the instruction areas that educational practice instruction teachers should teach student-teacher, there are 7 categories, 17 mid-fields and 85 subsections. Especially expert group suggested an opinion that areas of teacher's values and personality formation should be added to pre-teachers. And, they judged that category of school business showed low validity for educational practice instruction teacher's instruction area. Second, educational practice instruction teacher importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. On the other hand, they cognized 'development and management of curriculum', 'support on educational activity', 'industrial-educational cooperation and tie with local community' and 'specialty improvement' less importantly. Student-teachers cognized 'class activity', 'student instruction and class management', 'specialty improvement', 'development of desirable view of education attitude' importantly. They cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' relatively less importantly. Third, both educational practice instruction teachers and student-teachers importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. However, student-teachers importantly cognized, but educational practice instruction teachers didn't importantly cognized 'specialty improvement'. Both two group cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' less importantly.

• Journal of Digital Convergence
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• v.18 no.12
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• pp.469-479
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• 2020

This study was attemted to grasp the factors affecting the caring efficacy of senior nursing students. Data were collected from 173 nursing students at J university in G-do. Analysis was done using t-test, ANOVA, Pearson correlation coefficient, and Multiple regression with IBM SPSS WIN/25.0. Caring efficacy was positively correlated with clinical learning environment (r=.42, p<.001), field practice adaptation (r=.53, p<.001), nursing professionalism (r=.42, p<.001), and negatively correlated to clinical practice powerlessness (r=-.46, p<.001). The most influential factor on the subjects' caring efficacy was field practice adaptation (β=.330, p<.001), followed by nursing professionalism (β=.188, p=.005), clinical learning environment (β=.176, p=.015), introvert (β=-.146, p=.018), and extrovert (β=.134, p=.035). The explanatory power was 41.8%. Therefore, systematic nursing programs that can enhance caring efficacy are needed. Also, the following data can be utilized as basic data to help develop caring efficacy programs.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.231-251
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• 2016

The goal of the study was to examine pre-service teachers' emotional experiences, especially during student teaching. The following questions guided this study. First, during student teaching, what are the characteristics of emotional experiences of pre-service science teachers? Second, what are used as the emotional rules and strategies by student teacher? In this study, we tracked nine pre-service science teachers over a four-week period of the student teaching. The data sources were lesson observations, interviews, emotional journals, and video-recorded classroom lessons. Results showed that student teachers experienced various 25 different types of emotions which were reported as the primary emotions of Koreans. The main subjects for interaction for positive emotions were students. For negative emotions, students, teachers and student teachers themselves all resulted in such negative emotional experiences. When the student teachers experienced negative emotions, they followed the emotional rule that their emotions should not be expressed in front of the students. Because of this, they tried various strategies for controlling emotions, such as 'understanding students', 'finding the positive side', 'seeing good students', 'ignoring', 'holding back', 'evading', and 'giving up'. Finally, suggestions for teacher education were discussed.