• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.337-356
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• 2011

The purpose of this study was to find out the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. For this purpose, this research developed the Astronomical Learning Program Using IIM. This program was totally consisted 7 lessen. There was 7 part in this program. It contained Select the subject (step 1), The aim settings (step 2), Collect the data (step 3), Doing inquiry (step 4), An aim evaluation (step 5), Making a report (step 6), Announcing (step 7). To find the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class(3rd grade) of an elementary school located in Ulsan. First, Science Process Skills test and Scientific Attitudes test was used to find the effect of the Astronomical Learning Program Using IIM. And the results were analyzed by SPSS WIN 18.0. The results of this study were as follows. First, the Astronomical Learning Program Using IIM was a positive effects on Science Process Skills of elementary scientific gifted students (F=4.920, p=.021). Second, the Astronomical Learning Program Using IIM was a positive effects on Scientific Attitudes of the elementary scientific gifted students (F=11.244, p=.001). According to this research, the Astronomical Learning program Using IIM was verified to improve Science Process Skills and Scientific Attitudes on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.657-668
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• 2016

The purpose of the study is to explore the types and coping methods of dilemmas that pre-service science teachers experience during student teaching. For this, we collected 131 dilemma journals that 34 pre-service science teachers wrote during a four-week period of student teaching. Results show that first, there are five categories of dilemmas, they are, 'Which science teacher should I be?', 'What is good science teaching?', 'How should I build relationships with the people around me at school?', and 'Who am I as a student teacher?'. Second, pre-service science teachers' status as a students-teachers made them cope with dilemmas passively. Third, when they cope with the dilemmas, student-teachers considered the dilemmas as conflicts of irreconcilable alternatives rather than opportunities of conciliation and compromise, therefore, most pre-service science teachers choose just one alternative and only 20% of dilemmas are resolved by compromise choice. Finally, dilemmas which showed the features of science teaching are the dilemmas related to scientific inquiry teaching and science teaching-learning model. Based on the results, we discussed the implications for teacher education.

• Journal of Digital Convergence
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• v.14 no.8
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• pp.319-329
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• 2016

This study aimed to identify nurses' participation motivation, its influence factors, and their job training need. A survey was conducted on 345 nurses of general hospitals in Gyeonggi-do. Data was collected from October 5th to 18th, 2016 and was analyzed through t-test, ANOVA, Bonferroni post-test, and multiple regressions using SPSS 21.0. Participation motivation was high in 'expertise capability improvement and development' and low in personal gain and job stability. Job training need was the highest in nosocomial infection management and CPR and was the lowest in hospice and rehabilitation nursing. Participation motivation had significant differences depending on age, marital status, educational level, and clinical experience, and was influenced by the job training need of professional nursing and medical knowledge for disease treatment. Therefore, it is necessary to plan medical educational programs to enhance job training effectiveness, establish a strategy to increase participation motivation; and expand various job training support.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.487-502
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• 2010

The purpose of this study was to examine the effect of SSC(Small-Scale Chemistry) lab program applying to scientifically gifted students' classes. The participants were 15 the middle school scientifically gifted students selected and enrolled in science-gifted education center of university. SSC lab program was applied for 3 month with 5 topics. The research design was one group pretest-posttest design, the data were analyzed using the PASW 18 statistics program. The results of this study were as follows: First, the scientific attitude of scientifically gifted students was improved significantly(p<.01) after applying SSC lab program. Especially, there were significant difference between pre-test and post-test in the scores of cooperativity, spontaneity, perseverance, which were the sub-region of scientific attitude. Second, the creative personality characteristics of scientifically gifted students showed statistically significant improvements(p<.01) after applying SSC lab program. Especially, there was significant difference between pre-test and post-test in the scores of adhesion, which was a sub-region of the creative personality characteristics. Third, there were no significant differences in the science inquiry skills between before and after applying the SSC lab program in the scientifically gifted students' classes(p>.05). The results suggest that SSC Lab program is an effective program in scientifically gifted students' classes.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.164-172
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• 2018

This study explores how to implement a learning experience-based professionalism program for a medical students and evaluates its program through effectiveness and usability test. This study aims to provide practical implications for experience-based learning in an undergraduate level. Seventy four first-year medical students enrolled in PDS1(Patient-Doctor-Society 1): professionalism, one-week block (30 hours), one-credit program based on a experience-based learning model. All of the students were given six learning themes and learning resources and supporting tools, and conducted stepwise learning activities; preparation, organization, sharing, reflection and evaluation of experiences. The effectiveness of learning was evaluated by comparing the pre and post results of student's self-assessment on 24 questionnaire items about professionalism. After the course, the students and instructors conducted a usability evaluation of the program through questionnaires or group interviews. Learners' self-assessment results of professionalism such as leadership, self-directed learning, professional attitude, and social accountability all showed significant differences between the pre- and post-test. Satisfaction of the program was distributed to 3.58~3.78 according to items. Instructors and learner interviews confirmed practical usability throughout the course design, implementation and students evaluation. The results of the study showed the feasibility of implementing learning experience-based professionalism program in medical school. This study provides practical implications to develope and evaluate the learning experience-based professionalism program in medical education.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.180-192
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• 2018

Purpose: This study is aimed to identify the ethical issues and needs for ethical education of nurses in long-term care hospitals. Methods: Data were collected in 2015. Participants were 142 nurses working in nine long-term care hospitals. The Ethical Issues in Clinical Practice Tool was used. Data analysis was performed using SPSS WIN 24.0. Results: The degree of experienced ethical issues was 1.23 out of 3, and 'Providing care with a possible risk to your health' was an ethical problem most frequently experienced in nurses. In addition, the ethical problem that the nurse most disturb was identified by 'Determining when death occurs'. The degree of needs for ethical education was 3.11 out of 4, and the highest ethical topic was 'Legal/ethical issues in the use of restraints'. Ethical issues and needs for ethical education were not statistically significant differences according to the characteristic of participants. Conclusion: In this study, we identified the ethical problems and necessity of ethics education experienced by nurses working in long-term care hospitals. The results of this study can be used as basic data for the development of customized ethical education contents for nurses in long-term care hospitals.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.446-457
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• 2016

The purpose of the study was to understand the various aspects of learning experiences of Korean university students on K-MOOC. Analyses on the major motivation of the enrollment in a certain MOOC class, the actual learning experiences in the class and the perception of the achievement of the class were the three main foci of the current study. The study employed inductive content analysis as a major analysis tool. Reflective journals from 94 students who enrolled in K-MOOC classes were collected and analyzed at the end of the semester. The result of this study indicated that most of students selected the specific K-MOOC classes based on their general interests on the topics the class offered. Other factors such as intellectual curiosity, practical reasons for their study or work and popularity were also influential on the selection of MOOC classes. Watching videos, taking quizzes and taking tests were the three major sources of the students' satisfaction. Most students felt that K-MOOC is technically satisfactory. However, some students reported on simple errors and absence of advanced functions in the platform. Students perceived positively on their academic achievements of obtaining knowledge(remembering and understanding), attitudes (receiving), and skills through K-MOOC. This study ultimately showed a new awareness of learning experiences around K-MOOC from the perspective of the students. Future research is needed to understand the relationships between the students' learning experience and the students' performance in MOOC classes.

• Proceedings of the Korean Society of Postharvest Science and Technology of Agricultural Products Conference
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• 2003.10a
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• pp.202.2-203
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• 2003

전통주의 계승발전을 위해 전통주의 개선과 재현의 필요성이 높아짐에 따라 지난날 맛 좋았던 우리의 전통주의 연구와 개발이 활발히 진행되고 있다. 또한 최근 미곡의 과잉생산으로 인한 과잉쌀 생산에 대한 수요체 창출을 위한 쌀가공품의 개발이 매우 시급한 실정이다. 최근 알콜농도가 낮은 술을 선호하는 경향과 전통주의 특수한 풍미로 인하여 현재 전통주는 많은 사람들로부터 각광을 받고 있어서 현재 몇몇 지역에서 민속주와 토속주가 허가되어 시판되고 있다. 진양주는 전남 해남지역의 전통민속주로서 해남지역에서 생산되는 찹쌀을 원료로 하여 상온에서 발효시키는 독특한 방법으로 제조되는데 이 진양주는 발효과정에서 외부환경의 영향을 많이 받게 된다. 그중 외부온도는 진양주의 품질에 직접적인 영향을 미치게 되는데 아직까지는 진양주제조과정에서 최적발효온도에 대한 연구는 보고된 것이 없다. 본 연구에서는 발효온도를 2$0^{\circ}C$와 $25^{\circ}C$로 하였을 때 발효과정에서 술의 품온, pH, 당도, 알콜함량, 총산의 변화를 조사하였으며 관능검사를 통하여 종합적인 기호도를 평가하여 최적의 발효온도를 탐색하고자 했다. 발효과정에서 술의 품온은 온도계를 사용하여 측정하였고 pH는 pH-meter로 측정하였으며 당도는 당도계를 이용하여 측정하였다. 알콜함량과 총산은 국세청의 주류분석규정에 따라 증류법과 중화적정법을 사용하여 측정하였다. 관능검사는 식품공학과 대학원생과 학부생 10명을 대상으로 종합적인 기호도에 대하여 5단계 평점법으로 실시하였다. 2$0^{\circ}C$에서 발효시 품온은 20.2~23.8$^{\circ}C$사이에서, $25^{\circ}C$에서 발효시 품온은 25.2$^{\circ}C$~28.2$^{\circ}C$사이에서 변화되었고 pH는 2$0^{\circ}C$ 발효시 3.47~4.62 사이에서, $25^{\circ}C$ 발효시 pH는 3.28~4.65사이에서 변화되었고 최종 pH는 2$0^{\circ}C$에서 발효시 3.71로써 $25^{\circ}C$ 발효시 3.58보다 높았다. 최종당도는 2$0^{\circ}C$, $25^{\circ}C$ 발효시 각각 10.2。Brix와 8.4。Brix 였고 알콜농도는 2$0^{\circ}C$발효시 13.8%로 $25^{\circ}C$ 발효시 14.8% 낮았으며 총산은 2$0^{\circ}C$ 발효시 1.32%로 $25^{\circ}C$ 발효시 1.62%보다 낮게 나타났다. 관능검사를 통한 종합적인 기호도는 2$0^{\circ}C$에서 발효시킨 진양주가 4.2로써 $25^{\circ}C$에 발효시킨 진양주 3.5보다 높은 것으로 나타났다. 관능검사시 $25^{\circ}C$에서 발효한 진양주는 신맛이 많이 난다는 결과로 볼 때 최종 pH가 3.58로 낮고 총산이 1.62%로 높아서 나온 결과라고 생각된다. 결론적으로 진양주를 제조할 시 발효온도는 2$0^{\circ}C$가 발효온도 $25^{\circ}C$보다 더 적합하다고 생각된다.

• The Journal of the Korea Contents Association
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• v.15 no.5
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• pp.426-435
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• 2015

The aim of this study was to investigate the effects of an one-to-one fall prevention education on the falls and fall factors of adults who have had a stroke. 17 adults who have had a stroke were recruited and a total of four sessions of weekly one-to-one fall prevention educational program was developed considering the stroke population's cognitive abilities. Each sessions were composed of different fall-related subjects of introduction of fall, fall prevention exercise, fall prevention assistive device, and fall prevention environment modification. Dependent variables were the number of fall and fall danger in the recent month, balance ability, fear of falls, fall efficacy and depression. After four sessions of one-to-one fall prevention education, participants showed significantly positive changes in all dependent variables except for the balance ability(p<.05). An one-to-one fall prevention education to adults with stroke could decrease the number of fall and fall danger, fear of falls, depressive symptoms and fall efficacy. In order for the stroke adults to remain safely in their community and hospital, an one-to-one fall preventive education considering their cognitive level is needed.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.68-69
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• 2010

본 연구의 목적은 서울시 소재 과학영재교육원에서 운영하는 프로그램에서 개발된 일부 모듈들에 구현되어있는 과학탐구과정 및 사고과정의 특징이 과학영재프로그램의 목적에 따른 목표를 성취할 수 있는지를 평가하고, 과학탐구과정이나 사고과정의 각 항목을 구현한 탐구의 실제를 알기 위한 것이다. 또, 본 연구의 결과를 토대로 모듈들에 대해 반성하고 개선점을 찾으려는 것이다. 연구 참여자들은 13명이며 연구 목적을 위해 첫째, 영재교육과정 및 평가에 관한 문헌을 근거로 과학영재프로그램의 목적과 목표를 설정, 둘째, 목적과 목표를 근거로 문헌에 제시된 분석틀들을 수정 개발, 셋째, 참여자들이 각자 모듈을 1개 선정하여 분석하고 이를 수정한 후 다시 분석하여 해석, 넷째, 분석결과의 해석을 토대로 반성을 하였다. 각 단계마다 각자 해결한 내용을 공개하고 모든 참여자들이 공개된 내용에 대해 비판하면서 합의하는 과정을 거쳤다. 합의 도출에 의해 첫째, 과학영재프로그램의 목적은 '탐구적 사고과정을 함양하고 지역사회에 유익한 새로운 지식을 창출한다.', 이에 대한 목표는 '자기 주도적인 탐구 계획 능력을 향상한다.'와 '숙달된 탐구 기능을 사용하여 실제문제를 해결할 수 있다.'로 설정하였다. 둘째, 분석틀은 '과학탐구과정' 과 '사고과정'의 두 범주로 구성하였으며, '과학탐구과정'에 해당하는 항목은 '사전탐구, 탐구방법, 해석적 탐구기술, 의사소통능력, 탐구평가, 과학의 본성'으로, '사고과정'에 해당하는 항목들은 '논리적 사고, 창의적 사고'로 구성하였다. 셋째, 선정된 모듈들을 분석한 결과 모듈들은 대체로 탐구방법과 해석적 탐구기술을 많이 강조하였는데, 수정된 모듈들에서는 이 두 항목이 더욱 강조되었다. 특히, 해석적 탐구기술에서 의사소통능력, 탐구평가, 과학의 본성, 창의적 사고를 강조하는 탐구의 실제가 증가하였다. 수정후 증가된 항목들은 앞에서 설정한 두 가지 목표에 도달하는데 도움이 되는 항목들이라고 합의 선정되었던 것이므로, 이에 따라 수정 전 모듈보다 수정 후 모듈이 보다 더 영재프로그램의 목표에 도달하기에 적합한 것으로 판단하였다. 넷째, 연구결과를 토대로 반성한 점은 '목표' 에 '창의적 사고'와 '과학의 본성'에 대한 강조가 부족하다는 것, '목표'에서 '실제문제를 해결'할 수 있어야 한다는 것에 비해 '모듈'에서 다루는 주제는 '실제문제'가 아니라 학문적인 질문에 치우쳐 있다는 것, '자기 주도적인 탐구 계획 능력'을 향상시키는 탐구의 실제가 대체로 적게 제시되어 있다는 것이다. 이러한 반성을 영재프로그램의 각 모듈에서 모두 구현할 수 있는 것은 아니지만 본 연구에서 설정한 목적과 목표에 따라 프로그램을 개발하는 경우 이러한 반성점을 고려하여 모듈을 개발한다면 영재프로그램 전체적으로 볼 때는 모두 구현되어 있을 것이다. 본 연구는 서울시에 소재하는 과학영재교육원들에서 개발하여 사용하는 많은 모듈 중 극히 일부를 대상으로 하였으므로 연구 결과를 모든 과학영재프로그램에 적용하기에는 한계가 있다. 그러나 본 연구처럼 프로그램이나 모듈을 평가하려는 연구자들에게 일련의 평가단계에 대한 시사점을 제공할 수 있을 것으로 생각한다.