• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.109-116
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• 2020

The effects of mentoring education bring positive effects such as mentees' capacity building, knowledge improvement and positive attitude. The major difficulties that nursing college students experience in clinical practice are low adaptability, lack of confidence, etc. Therefore, this study developed mentoring education program to improve the problem-solving ability, learning attitude, and confidence in nursing skill before clinical practice for nursing college students and evaluated their effectiveness. In order to develop the program, a group of experts consisting of professors and clinical nurses selected 11 topics after discussing nursing skills and knowledge, which were most required in clinical practice. The program involved 14 mentors who operated practice, counseling, video clips, and contextual discussions for two days to a group of 9 to 10 people. Nursing college students who received the mentoring education program showed a significant increase in learning attitude and confidence in performance of nursing skills, but there was no statistically significant difference in problem-solving ability. This study is meaningful in that it has improved the educational effect by using mentoring methods, away from formal in-school practice education. In the future, it will be necessary to evaluate whether the mentoring education program affect the problem-solving ability of nursing students by applying it before, during, and after clinical practice rather than in a short period.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.353-363
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• 2018

According to the Digi Capital forecast, the global augmented reality market is expected to grow rapidly by 2020 to reach 150 billion dollars. In particular, high value added effects are expected in education. As ICT advances, digital textbooks are also leading innovative education by adding interactive functions. Advanced countries, including the U.S., are already using digital textbooks that use augmented reality technology in their classes. In line with this technological outlook, the ministry proposed a design plan that applies augmented reality technology to middle school science 1 digital textbooks. A study on middle school science 1 digital textbooks showed that each unit provided short videos. In addition, an investigation into the augmented reality class case showed that it was difficult to establish experimental equipment, lack of equipment (devices), and 3D design contents that did not continue despite the excellence of learning effects. Based on this demand, we designed an augmented reality scenario and system configuration to be applied to the instrument-specific experiments of middle school science 1 digital textbooks to explore and explore the contents of augmented reality by students. This research will replace the dangerous experiments and time consuming experiments for teachers and students by applying augmented reality to science subjects that are essential for the development of digital textbooks.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.1-23
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• 2009

Science field trip is a comprehensive learning activity in which students can solve problems by themselves, whose importance is emphasized in learning for the gifted. But because not much study has been done yet on this, and convergent activities such as solving too many problems or requesting given answers have generally been done, it has been criticized for not being enough to develop the abilities of gifted Students. Therefore, this study attempted to analyze the activity process of the gifted through field trip to which open inquiry is adapted so that the demands of the gifted can be met, and the abilities of the gifted can be brought out. The study focused on 18 gifted elementary science students at Institute of Science Gifted Education, Cheongju National University of Education, and in the field trip process of the students, analyzed the types of establishment of inquiry problems and inquiry process, and the behavioral characteristics of gifted science students shown during field trip activity through field trip proceedings, transcript contents, poster materials, questionnaires, etc. As a result, more inquiry problems were established after than before inquiry, and the level of inquiry problems was also higher after inquiry. The solution process for inquiry problems of the gifted science students were done in the following order: planning, inquiring, follow-up inquiring and consolidating. But it proceeded to open inquiry process, the next stage being decided according to circumstances. Also, in the inquiry that the students did, diverse factors were revealed such as basic and integrative inquiries, and especially, the students were competent in analyzing the results after transforming and interpreting them. And the analysis of the interaction among the students showed many behavioral traits of talented science students.

• Korean Journal of Heritage: History & Science
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• v.47 no.2
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• pp.32-45
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• 2014

The aim of this study is to raise a cognition and necessity of effective geoheritage education for pre-service teachers. We conducted a survey research of 190 elementary and secondary pre-service teachers in Chung-buk province, 2013. The survey showed that pre-service teachers did not recognize and explain geoheritatges well due to lack of education even though they have heard about 'geoheritages' through broadcast media. Although most pre-service teachers were not trained for geoheritage courses, some of them were educated from their elementary and middle school teachers. However, even the trained pre-service teachers have insufficient cognition for geoheritages, either. Some of pre-service teachers recognized the significance of geoheritages and responded to a necessity of geoheritage education. The pre-service teachers recognized that education for geoheritages is not included in present elementary and secondary curriculum, even though education of geoheritages by teachers at school would be the most effective approach. Furthermore, the pre-service teachers answered that elementary school curriculum should raise much curiosity and provide effective learning for geoheritage education even though negative views are present such that students may have to spend considerable time for geoheritage education. Finally, the pre-service teachers expect to experience with field activities for geoheritage education as a present curriculum, and responded that they would prefer video aids for education provided from professional geoheritage organization. As a result of this investigation we provide strategy for introducing to Pre-service teachers about value and preciousness of geoheritage.

• The Journal of the Convergence on Culture Technology
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• v.10 no.5
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• pp.803-808
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• 2024

As a service that creates graphic work images with AI, DALL-E2, Midjourney, Stable Diffusion, BING image generator, and Playground AI are widely used. It is that graphic also enables learner-led customized education. With this, it is worth studying detailed design customized learning materials and methods for designing efficient design in future 2D graphic work, and it is necessary to explore the areas of application. The current situation is that it is necessary to develop a design education system that can indicate the lack of AI technology through text security and questions. In this study, a successful proposal for a process that is produced through a process of creating AI design work through proxy work can be presented as a conclusion. Design, advertisement, and visual content companies are already using and adapting, and the trend is to reflect the AI graphic utilization ability and results in the portfolio along with interviews when hiring new employees. In line with this, detailed consideration and research on visual and design production methods for AI convergence between instructors and learners are currently needed. In this paper, proposals and methods for image quality production were considered in the main body and conclusions, and conclusive directions were proposed for five alternatives and methods for future applications.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.437-447
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• 2014

Learning progressions (LP), which describe how students may develop more sophisticated understanding over a defined period of time, can inform the design of instructional materials and assessment by providing a coherent, systematic measure of what can be regarded as "level appropriate." We developed LPs for the nature of matter for grades K-16. In order to empirically test Korean students, we revised one of the constructs and associated assessment items based on Korean National Science Standards. The assessment was administered to 124 Korean secondary students to measure their knowledge and submicroscopic representations, and to assign them to a level of learning progression for the particle nature of matter. We characterized the level of students' understanding and models of the particle nature of matter, and described how students interpret various representations of atoms and molecules to explain scientific phenomena. The results revealed that students have difficulties in understanding the relationship between the macroscopic and molecular levels of phenomena, even in high school science. Their difficulties may be attributed to a limited understanding of scientific modeling, a lack of understanding of the models used to represent the particle nature of matter, or limited understanding of the structure of matter. This work will inform assessment and curriculum materials development related to the fundamental relationship between macroscopic, observed phenomena and the behavior of atoms and molecules, and can be used to create individualized learning environments. In addition, the results contribute to scientific research literature on learning progressions on the nature of matter.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.658-672
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• 2022

The unique teaching and learning difficulties of speed-related units in elementary school science are mainly due to the student's lack of mathematical thinking ability and procedural knowledge on speed measurement, and curriculums and textbooks must be constructed with these in mind. To identify the implications of composing a new science curriculum and relevant textbooks, this study reviewed the structure and contents of the speed-related units of three curriculums from the 2007 revised curriculum to the 2015 revised curriculum and the resulting textbooks and examined their relevance in light of the literature. Results showed that the current content carries the risk of making students calculate only the speed of an object through a mechanical algorithm by memorization rather than grasp the multifaceted relation between traveled distance, duration time, and speed. Findings also highlighted the need to reorganize the curriculum and textbooks to offer students the opportunity to learn the meaning of speed step-by-step by visualizing materials such as double number lines and dealing with simple numbers that are easy to calculate and understand intuitively. In addition, this paper discussed the urgency of improving inquiry performance such as process skills by observing and measuring an actual object's movement, displaying it as a graph, and interpreting it rather than conducting data interpretation through investigation. Lastly, although the current curriculum and textbooks emphasize the connection with daily life in their application aspects, they also deal with dynamics-related content somewhat differently from kinematics, which is the main learning content of the unit. Hence, it is necessary to reorganize the contents focusing on cases related to speed so that students can grasp the concept of speed and use it in their everyday lives. With regard to the new curriculum and textbooks, this study proposes that students be provided the opportunity to systematically and deeply study core topics rather than exclude content that is difficult to learn and challenging to teach so that students realize the value of science and enjoy learning it.

• Journal of Korean Society of Transportation
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• v.29 no.5
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• pp.7-17
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• 2011

Traffic problems caused by drunk drivers have been steadily raised from the past. Even though the previous researches have focused on the development of countermeasures for preventing drunk driving, the number of drivers violating the DUI (Driving-Under-Influence) regulation is still increasing. Many studies seek countermeasures for preventing drunk driving by comparing the differences between general and drunk drivers. However, few researches have investigated focusing only on the characteristics of drunk drivers. It is well known that characteristics of general drivers are different from those of drunk drivers, and also habitual drunk drivers have different characteristics from non-habitual drunk drivers. Motivated by this fact, only the drivers who have violated DUI regulation are considered in the analysis. This study primarily aims to provide alternative solutions for reducing habitual drunk drivers who are highly inclined to do drunk driving repeatedly. For the analysis, various types of variables potentially effecting drunk driving behavior were investigated, and then truncated count data models were developed to analyze the effects of the variables selected on drunk driving. The results showed that 1) a truncated negative binomial model is better fitted to the data; and 2) five variables including experiential learning, the lack of self-control, self-reflection, the fear of crackdown, and the level of dependence on vehicles were found to be statistically significant.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.30-45
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• 2012

Educational communities around the world have concentrated on integrative efforts among science, technology, engineering and mathematics (Science, Technology, Engineering, and Mathematics: STEM) subjects. Korea has focused on integrative education among STEAM (Science, Technology, Engineering, Arts, and Mathematics) school subjects to raise talented human resources in the fields of science and technology. The purpose of this study was to analyze secondary school science, technology, and mathematics teacher's perceptions and needs toward integrated education and integrative STEM education. A total of 251 secondary school teachers from all areas of the country who have taught science, mathematics, and technology were surveyed by using a self-reported instrument. The findings were as follows: First, teachers have used little integrated education in their classes due to insufficient time in the actual preparation of the integrated education and the lack of expertise, teaching experience, and teaching-learning materials for the integrated education, while they have positive thoughts about the need of integrated education. Second, they presented several needs to facilitate the integrated education: development of a variety of integrated programs, school administrative and financial support, and in-service teachers' training. Third, overall perception toward integrated STEM education was not sufficient, but most teachers perceived the need toward integrated STEM education due to students' development in their creativity, thinking skills, and adaptability. Fourth, they perceived that it was imperative to develop the various integrated STEM education programs, distribute the materials, and help STEM teachers' understanding toward integrated STEM education. Fifth, they perceived that the most relevant method to integrate STEM subjects was the problem solving approach. In addition, they appreciate that the integrated STEM education is highly efficient in not only developing integrated problem solving skills and STEM related literacy, but also in positively impacting the rise of talented human resources in the fields of science and technology. In order to increase the awareness of STEM-related secondary school teachers and vitalize the integrated STEM education, it is necessary to develop and spread a variety of programs, effective teaching and learning materials, and teachers' training programs.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.247-260
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• 2023

In this study, when applying the 'geological structure' content element of high school earth science I developed according to the 2015 curriculum to the STEAM program using a web-based expert system using 3D data of Google Earth and drones, the creative problem-solving ability of high school students, attitudes toward STEAM, and the results of this study are as follows. First, after applying the STEAM program, high school students' creative problem-solving ability showed meaningful results at the p<.001 level. Second, STEAM attitudes showed a significant value at the p<.001 level, confirming that they had a positive impact on high school students' attitudes towards STEAM. It was judged that web-based class activities using Google Earth and drones were useful for integrated thinking such as learners' sense of efficacy and value recognition for usefulness of knowledge. High school students' satisfaction with the STEAM program was 3.251, showing a slightly high average. It was confirmed that web-based class activities such as drones and Google Earth had a positive impact on learners' class satisfaction. However, it was interpreted that the lack of time for class activities limited the ability of the learners to increase their interest in class. The proposal of this research is as follows. First of all, in consideration of the production of presentation materials and practical training in the STEAM program, activities such as block time and advance instruction for class understanding before class are necessary. Secondly, in order to revitalize STEAM education in the high school curriculum, we judge that research on the development of various integrated education programs that can be applied to the high school grade system is necessary.