• Journal of vocational education research
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• v.37 no.3
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• pp.85-111
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• 2018

The purpose of this study is to derive the competence of nursing teacher in Specialized vocational high school. The knowledge, skills, and attitudes required for the nursing teachers were verified and the competency groups and sub-competencies were verified and priorities were suggested. To do this, 23 nursing teachers who were currently working in the Specialized vocational high school were selected as expert panels and the study was conducted using Delphi and Layered Analysis(AHP) technique. The results of this study were as follows. First, the competency group of the nursing teacher in Specialized vocational high school showed teaching and learning methods & techniques, student guidance, curriculum development and operation, school management support, industry-academy cooperation, self-development and professionalism improvement. The total number was 6. Second, the sub-competency is composed of knowledge and skills related to the curriculum, planning and preparation of instruction, instruction operation, guidance of experiment and practice, instruction evaluation, development and utilization of teaching and learning medium, instruction environment, guidance on student education activities outside the curriculum, career guidance, life guidance, class management, guidance of technology and qualification, development of school curriculum, organization and operation of school curriculum, planning and operation of field practice, work planning, school management support, teacher evaluation and personnel management support, leaning support(practice place and equipment), establishment and operation of industry-academia cooperation, strengthening community cooperation, public relations in the school(department), field research for improvement of educational activities, participation in conferences and training, exploration of new knowledge and technology, The total number was 26. The most important of the relative importance was the curriculum development and operation. The subordinate competencies that have a high priority in each competency group were guidance of experiment and practice, guidance of technology and qualification, planning and operation of field practice, leaning support(practice place and equipment), management and work planning, establishment and operation of industry-academia cooperation, exploration of new knowledge and technology. The competency system derived from this study will be applied to the training and evaluation of nursing teachers in the future and can be used as basic data for related research.

• Journal of dental hygiene science
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• v.17 no.6
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• pp.508-515
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• 2017

This study was conducted to investigate the optimal management interval in 33 healthy adults by observing changes in oral health on the basis of the plaque control index and gingival index. When plaque control score was compared according to the period, it was found that oral hygiene management was the best in the fourth visit (p<0.05). Improved oral hygiene status was observed during the 3- and 6-month follow-up (p<0.05). Regarding gingival index, the fourth visit showed the healthiest gingival status (p<0.05). At the 3-month follow-up, the gingival index worsened, but a healthy gingival status was attained by 6-month follow-up (p<0.05). The plaque control score according to interest in dental health showed that the 'interested' group had good oral hygiene management (p<0.05). As a motivation for oral hygiene status and gingival health, examination with a 'phase contrast microscope' in the first visit and calculation of the 'evaluation index' in the follow-up visit tended to improve the patients' ability for oral hygiene management (p>0.05). The questionnaire survey showed, that the optimal management interval was 1, 3, and 6 months. As a result, with the effective management interval for the preventive management program focused on professional mechanical tooth cleaning, which was administered weekly, the maximum ability for oral hygiene management was attained at the fourth visit. The effective management period was 1 month. The use of a phase contrast microscope and the calculation of the evaluation index for oral hygiene management could influence the motivation to improve oral hygiene management.

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.101-122
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• 2006

In this study, selecting process for scientifically gifted students was investigated and analyzed to science education institute for the gifted in university and was compared with foreign education institute for the gifted. The number of science education institute for the gifted was unequality located to the regions, comparing with the ratio of students. Therefore it is necessary for balancing location of science education institute for the gifted according to the ratio of students to let various students have the gifted education. Comparing with the ratio of gifted students between elementary school students and middle school students, the shape of ratios seems to be a inversed-pyramid. It is necessary to select students with the shape of the pyramid, supporting them to be educated, systematically and officially. The gifted students were selected through the procedures of creative test, intelligent test and individual interview in science education institute

• Journal of Engineering Education Research
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• v.8 no.3
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• pp.36-48
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• 2005

Recently, developments of engineering technology are too fast change to educate the students in the college of engineering. The lag between the innovation of the technology and the education of the college of engineering becomes larger and larger. In this situation, the appropriate education update system is needed to change the curricula for the updated engineering education. In this paper, the job analysis method which is used in the technical service area is transformed to design the curriculum of the general higher education area. The job analysis method which is used in the technical service area derives the competence too detail and complex to used in the higher education area. for the higher education area, the social activity analysis of the alumni is needed to extract the representative jobs of the area. Also using this representative jobs, the job analysis and competence derivation is conducted. If needed, the regular expert meeting is held to converge the job-site opinions of the graduate and industry people. This curriculum changing process is provided as a part of the circular self-improve education system of the Electrical Engineering of the MyongJi University.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.157-170
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• 2017

Mathematics was the main domain of PISA 2012, and both paper-based and computer-based assessment of mathematics (CBAM) were conducted. PISA 2012 was the first large-scale computer-based mathematics assessment in Korea, and it is meaningful in that it evaluated students' mathematical literacy in problem situations using dynamic geometry, graph, and spreadsheet. Although Korea ranked third in CBAM, the use of ICT in mathematics lessons appeared to be low. On the other hand, this study focused on Singapore, which ranked first in CBAM. The Singapore Ministry of Education developed online programs such as AlgeTools and AlgeDisc, and implemented the programs in classes by specifying them in mathematics curriculum and textbooks. Thus, this study investigated influential factors on computer-based assessment of mathematics by comparing the results of Korea and Singapore, and aimed to provide meaningful evidence on the direction of Korea's ICT-based mathematics education. The results showed that ICT use at home for school related tasks, attitudes towards computers as a tool for school learning, and openness and perseverance of problem solving were positively associated with computer-based mathematics performance, whereas the use of ICT in mathematics class by teacher demonstration was negatively related. Efforts are needed to improve computer use and enhance teaching techniques related to ICT use in Korean math classes. Future research is recommended to examine how effectively teachers use ICT in mathematics class in Singapore.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1567-1579
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• 2012

This study carried a survey to investigate teacher's cognition on preference and actuality about science laboratory and class environment targeting 262 science teachers. The results of this study are as follow: First, the actuality cognition of science teachers on science laboratory and class environment was lower than preference (p<.05). Second, there were no differences between preference and actuality regardless of gender (p<.05). However, the cognition on all of subordinates of preference appeared higher in females than males (p<.05). Third, at all levels of schools, preference is higher than actuality for science laboratory and teaching environment (p<.05). In case of preference, all of the subordinates indicated the difference between elementary and high school teachers (p<.05). On the other hand, in actuality there was a difference between elementary and middle school teachers in 'science laboratory facilities condition' domain only (p<.05). Fourth, the preference was higher than actuality in all school locations (p<.05). And in case of preference, there was no difference in all subordinates regardless of school sites. Whereas the cognition of small-medium city teachers was lower than metropolitan in actuality on the three domains of 'science laboratory facilities condition,' 'teaching condition and service support,' and 'staff policy and practice' (p<.05). As a result, this study informs that upgrading is necessary to achieve inquiry activity in science class in overall teaching environment including science classroom and laboratory.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.663-686
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• 2017

The purpose of this study was to identify the effects of convergent approach of mathematics education on students' problem-solving ability and self-efficacy by designing and applying mathematics curriculum based on STEAM. The results are as follows. First, the test results between the two groups did not show any statistically significant difference in terms of problem solving ability, but the experimental group showed a higher average score than the comparative group. Compared with the standard deviation of the experimental group, It can be seen that the level of difference between students is great. This suggests that STEAM-based mathematics lessons have a positive effect on the problem solving ability of low-level students. Second, the results of the self-efficacy t-test of STEAM-based mathematics class showed statistically significant results at a 5% significance level. In the sub-domain, the preference for the difficulty of the mathematics task, except math self-confidence and the math self-regulation efficacy, were statistically significant at a 5% significance level. This study shows that STEAM-based mathematics classes have a positive effect on the students' positive aspects. Through the STEAM program, students learn that mathematics is connected with other fields, and it provides an opportunity to explore on their own, and they more became interested, motivated, and achievement. Also, through the results of the STEAM-based mathematics class, it can be seen that the expressive power and self-confidence are increased by using the non-formal representation outside of the existing formal representation center. The result of this study can be summarized as follows: A STEAM-based mathematics class has a positive effect on problem solving ability and self-efficacy. Therefore, it is interpreted that the application of the STEAM program focusing on mathematics accounts for education effectives.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.564-579
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• 2009

The purpose of this study was to examine the change in the classes of the beginning science teachers through a cooperative mentoring program that induces the practice of reflective thinking. Participants in this study included three mentor-teachers, two teachers in doctorate or masters courses, one university professor, and three mentee-teachers who had less than four years of teaching experience. We collected data such as video recordings of mentee-teachers' classes and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor's and mentee's journals, and RTOP class observation reports. RTOP was used for the class analysis, and the cognition and changes in mentee-teachers' classes were determined from their journal entries and one-on-one mentoring interview materials. According to mentee-teachers' recognition of changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching styles, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classes through their reflective practice and improvement. Based on the result of this study, however, the teachers' reflection was not all accompanied with reflective practice even if the beginner science teachers made some partial changes in reflective practice by reflection. This means that it is hard to instill a reflective practice in mentee-teachers through mentoring in a short period. Therefore, we consider that more systematic and long-term mentoring is necessary for beginner science teachers.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.155-175
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• 2020

The purpose of this study is to analyze the 2015 revised Science Curriculum and Environment Curriculum, and to provide implications for the correlation and complementarity between the two standards. For the analysis of the curriculum, the contents system of the two standards was reorganized based on the four categories of knowledge, attitude, inquiry, participation and practice, which are common literacy elements of science and environment, based on previous studies. Content Analysis was performed on content elements and detailed performance expectation. As a result of this study, there was a difference in terms of the core competencies and goals. The Environment Curriculum emphasized sustainable development and social participation while the Science Curriculum emphasized scientific inquiry and literacy. The contents system analysis results according to the four literacy factors are as follows. First, in terms of attitude, both standards deal with research ethics in common. However Environment Curriculum values learners' values and views on the environment more than Science Curriculum which emphasizes the science attitude as science investigators. Second, there was a serious problem in the knowledge linkage between two standards. In same grade groups, the level of content knowledge dealt in two standards was not consistent. Third, in the inquiry aspect, the Environment Curriculum deals with interdisciplinary topics in the purposefully designed inquiry unit, whereas the Science Curriculum presents various research activities based on related science concepts in every unit. Fourth, in the participation and practice aspect, the Environment Curriculum focused on participation and practice while the Science Curriculum focused on sustainable science and technology development and improvement, scientific interest and decision-making ability. This study provide implications for education for sustainable development(ESD) by providing the complementary potentials between Science Curriculum and Environment Curriculum.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.1-15
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• 2007

This study was conducted to analyze recognition, applicability, class satisfaction, and needs as well as students' attitudes for eating behavior by 1st and 3rd graders of a mixed middle school located in Gyeonggi area in relation to food and nutrition section of the Technology and Home Economics curriculum and thereby provide basic data for development of strategies of educational effect maximization of food and nutrition in the curriculum. 522 questionnaire were collected and statistically processed. Findings from this study are as follows. Both 1st and 3rd graders were found to exhibit relatively low preference for technology and home economics curriculum. While 1st graders were more interested in the subject than 3rd graders, the frequency of practical use of the food and nutrition section in every day life was higher in 3rd graders than that in 1st graders. For food and nutrition section of the subject, preference level of the 1st graders was higher than 3rd graders. The 1st graders were higher than 3rd graders in the needs for food and nutrition section as well as in usefulness in every day life of the unit. The applicability in every day life of the unit was found to be generally higher, with 1st graders having a higher level of applicability than 3rd graders (p<0.001). Class satisfaction of the unit was higher in 1st graders than 3rd graders, with the most satisfactory unit being 'basics and practice of cooking' both for 1st and 3rd graders. Needs for food and nutrition unit were higher in 1st graders than 3rd graders, with the unit highly needed being 'basics and practice of cooking' both for 1st and 3rd graders. Regarding interrelation of the degree of preference, need, applicability and class satisfaction, as the preference was high on food and nutrition, the degree of need, applicability, and class satisfaction was high. As respondents recognized food nutrition section necessary, they were more satisfied and showed high applicability for the section. Therefore, contents of food and nutrition section should be improved with re-organization of educational and subject contents so that they will be best fit for students by grade, to increase preference, applicability and necessity in every life. In addition, to maximize the applicability of the subject in everyday life, sufficient class-time should be assigned for the purpose of experiment- and practice-based education, and a wide range of teaching strategies are needed to increase students' interest in the subject.