• Journal of Korean Society of Forest Science
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• v.110 no.4
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• pp.689-710
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• 2021

The purpose of this study was to analyze contents of the elementary school textbooks on 'Forest Education' based on the 2015 revised curriculum. This study is designed to determine the status of forest educationrelated content in the curriculum. Thetypesofforesteducationintextbooksweredividedintoanalysis. In addition, the standards of achievement of the curriculum were analyzed into the areas of forest education curriculum to determine the similarities between the curriculum and the achievement of forest education. This study shows that, first, the field of knowledge in forest education was included in all subjects and grades except mathematics. It noted that the curriculum includes areas of knowledge that directly convey knowledge related to forest education. This showed that the forest education knowledge area is linked to various courses. Second, the types of forest education included in the curriculum appeared differently depending on age. In the lower grades, there was the most information on the tools and sensibilities of forest education, and in the higher grades, the more knowledge and value-related areas were addressed. As the school year increases, so do forest education levels. Third, when analyzing the achievement criteria in the curriculum, the curriculum achievement criteria included key points in forest education. Thus, this study confirmed the link between the curriculum and forest education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.4
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• pp.195-205
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• 2021

As Coronavirus disease 2019 (COVID-19) became a pandemic, most nursing departments in Korea implemented online non-face-to-face practices rather than the existing practice method. This study was a qualitative study that analyzed the reflection diaries written by participants to understand what they experienced in the online non-face-to-face adult nursing practice process. The online non-face-to-face adult nursing practice was 90 hours for two credits and nine hours per day for a total of 10 days. This online practice consisted of computer-based simulation practice, computer-based nursing skills practice, video and educational material production, real-time online quiz, online lecture video, and discussion. As a result of analyzing the reflection diary, six categories, 13 subcategories, and 33 codes were derived. The six categories were 'Experience of various situations', 'Experience of new study', 'Fulfillment for the clinical practice', 'Building relations with professors', 'Fear of being a pre-nurse', and 'Ambivalence for the non-face-to-face practice'. These results are significant in that in the post-corona era, adult nursing practice was conducted as a non-face-to-face practice rather than a clinical practice institution, and various educational methods were operated. This study is expected to provide important basic data for the development and operation of non-face-to-face adult nursing practice.

• Journal of vocational education research
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• v.35 no.6
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• pp.21-38
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• 2016

The purpose of this study is to analyze an experience of field practice perceived by vocational teachers. Data for analysis were collected from 689 vocational teachers who participated in the training at the Center for in-service teacher education in the School of Agriculture and Life Sciences, Seoul National University and at the Center for in-service teacher education of Chungnam National University. After screening, 685 responses were used in the analysis. As a result, it turned out that only 112 vocational teachers(16.5%) participated in the field practice for more than 4 weeks when they were in pre-service education. However, vocational teachers seemed to perceive that experience of field practice was generally required in pre-service education(average 4.07). In-depth questionnaire was conducted on 143 respondents who replied that they participated in field practice program for more than 4 weeks and those who participated in the program for less than 4 weeks but completed the paperwork. Most of vocational teachers who participated in field practice were placed in small and medium sized enterprises, stayed at home or relatives' home and commuted by the bus or subway. In this research, 34.8% of the vocational teachers who participated in field practice received financial compensation and 80.3% of the teachers got credit recognition. The perception of satisfaction on field practice program was found to be moderate(average 3.51).

• Journal of Digital Convergence
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• v.17 no.3
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• pp.1-11
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• 2019

This study is aimed to analyze university students' learning experiences in K-MOOC by conducting a survey of university students' perception of K-MOOC, who are the major users of K-MOOC. Also it intended to use them to develop a specific strategy for continued use of K-MOOC. The study was conducted on 155 university students who attending university course and experienced K-MOOC's course within a year. The survey was conducted on online and provided with multiple questions about sustainability and satisfaction. Also survey provided with a subjective items about reason of satisfaction and dissatisfaction with the K-MOOC, and expectation about the future K-MOOC. The analysis found that the main motivation for university students was the convenience of online learning, which was the highest in questions asking why they were satisfied. For reasons of dissatisfaction, the decrease in academic volition and lack of interaction, and the technical problems of K-MOOC system were pointed out. University students learners are expecting improvements in course content and K-MOOC system. Based on these results, this paper suggests instructional strategies to help K-MOOC university students for becoming lifelong learners of K-MOOC.

• Journal of vocational education research
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• v.37 no.5
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• pp.1-23
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• 2018

The purpose of this study was to explore the direction of school system reorganization in order to strengthen the educational competitiveness of Meister high school. Specifically, the first one was to review prior research related to the school system reorganization of vocational education at the secondary level, and to propose school system reorganization plans of Meister high school. And second one was to analyze the perceptions of related parties about this reorganization plans and to derive important implications. The results of this study were as follows. First, based on the results of the analysis of precedent research, school system reorganization plans of Meister high school was composed of (1) introduction of credit system, (2) introduction of 3-semester system, and (3) expansion of school year. Second, as a result of the questionnaire survey conducted by 138 Meister high school teachers and 185 Meister high school graduates, both group seemed to agree on the necessity of school system reorganization of Meister high school. In addition, the necessity of introducing the proposed reorganization plans was more than a certain level, but the applicability was recognized as somewhat lower than the necessity of introduction. Third, the results of the FGI analysis on industrial personnel showed a positive response, especially regarding the operation of advanced course due to the expansion of school year. Based on this results, it was proposed to design a more systematic reorganization model and provide policy support, to examine the whole scale expansion through pilot application, and to collect opinions more systematically from industrial field experts on school system reorganization plans.

• Journal of vocational education research
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• v.35 no.4
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• pp.47-61
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• 2016

The purpose of this study is to analyze student and university features affecting outcome in labor market after university graduates. For accomplish this, multi-level analysis modeling with HLM(Hierarchical Linear Modeling) was adopted. GOMS(Graduates Occupational Mobility Survey) 2013 data were used for this study, and we added the Information Service of Education data for university information. The result of analysis were as follows. (a) Factors affecting outcome in labor market after university graduate were both student and university features. Significant features were house income, gender, academic major, GPA, and satisfaction in view point of student level. In university level, there were significant variables likes foundation, location, education costs, school type, and satisfaction. (b) We found the different significant variables between student and school level in the participations on the university career program. Significant features were job-experience and job-exhibition in student level, but there were no significant after adding variable in school level. In the school level, there were significant in subjects related career and job, job-exhibition, and consulting.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.57-69
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• 2019

Objective: The purpose of this study is to identify the strengths and problems of the current in-service education system, and suggest ways to improve it in the future by looking at the current status of in-service education to strengthen the expertise of teachers and directors of childcare centers. In particular, I would like to search the current status of in-service education, including on-line special job competency education, which is responsible for one of the pillars of in-service education, and present the problems and measures to improve them. Methods: To that end, the present study conducted an analysis of issues based on the previous research on in-service education of childcare teachers' education, and conducted a literature examination focusing on laws, policies, and foreign cases related to in-service education. Results: In-service education for childcare teachers was categorized into educational process diversification and professionalism, educational method diversification, qualification management, and educational support, which were again organized into 14 core tasks. In addition, as a recent phenomenon that has not been discussed in detail in the preceding study, the phenomenon of increased participation in on-line special job competency education at the site of in-service education was analyzed and the problems were presented. Conclusion/Implications: Based on the results of this study, I proposed development measures such as changing the term 'in-service education' and recognizing the diversity of job competency education, the credit rating banking system for job competency education, the provision of on-line job competency education curriculum (basic courses/enhancing courses) for collective education courses, the expansion of education support for promotion to a higher grade courses and the conversion of the mandatory evaluation system for in-service educational institutions.

• Convergence Security Journal
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• v.18 no.1
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• pp.143-155
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• 2018

The purpose of this study is to extract the failure attributions to identify the failure factors of the security guards and to derive the risk factor factors through failure cases analysis. Failure attributions were prepared by using semi-structured questionnaires(17) and closed questionnaires(179) starting from the fully open questionnaires(8), and processed through SPSS 21.0 and AMOS 21.O statistical packages. As a result of summarizing the causal relationship between the failure attribution and the failure case (patrol failure pattern factor), In Park Jung-Hee's assassination, lack of experience(2), negative mind(1), lack of work ability(1), lack of experience(2), organizational non-system activeness(2), lack of awareness of mission(1) Failure(2), lack of consciousness(2), and 14 failure patterns were found. Aung-San National Cemetery explosion occurred in eight failure patterns including insecurity(1), negative mind(1), lack of work skills(2), lack of experience(2), individualism(1), There were eight failure patterns in the case of Mr. Yook Young-Su 's sniping, including insincerity(2), negative mind (1), lack of experience(2), lack of awareness of mission(2) and failure to share work(1).

• Journal of Korean society of Dental Hygiene
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• v.19 no.1
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• pp.19-31
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• 2019

Objectives: The aim of this study was to propose a standardized guideline for clinical training courses among dental hygiene departments of colleges in Korea. This study comparatively evaluated periods and durations of the curricula and specific domains, credits and hours of clinical training classes, and institutions providing practical lessons, and calculated the total credits and hours. Methods: From August 15 to September 15, 2017, a literature review was conducted in dental hygiene departments of 82 schools around the country in order to investigate the current conditions of clinical training in each educational system. Furthermore, 5 colleges were selected from each type of educational system, and their credits and hours for clinical training were analyzed in subjects of practical training for clinical dental hygiene, practical training for dental clinic, practical training for local community dental health, clinical training, and pre-clinical level practical training. The total credits and hours were calculated on the basis of analysis results. Results: The findings revealed that the hours of clinical training classes and hours per credit for practical training in the dental hygiene departments as well as the practical training institutions varied between the colleges. In some cases, the hours of practical training were not indicated. Standardized clinical training in the dental hygiene department was allotted 675 hours, whereas practical training in local community dental health studies was allotted 105 hours, which totaled to 780 allotted hours. Conclusions: There was a significant difference among the colleges in terms of the current conditions of clinical training in the dental hygiene department. The literature review revealed that a total of 780 hours was allotted to clinical training, and this was significantly more than the standard (500 hours) set by the. Moreover, these clinical training hours were lower than in advanced countries or other health and medical treatment occupations. Therefore, efficient improvement is required in order to provide a timely guideline for clinical training.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.372-379
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• 2019

This study analyzed the thoughts of college life of students enrolled in each admission process to determine the level of academic competency. The satisfaction level of university life was analyzed among university students who studied at Dongguk University in 2012-2017 and the results were compared with the difference in importance and concentration of university life. Finally, the differences in scholastic ability around GPA were analyzed and compared. The results showed that students with pre-school grades were more satisfied with their college life than those with regular admissions. Although satisfaction with education is high during college life, it has been shown to be unsatisfactory regarding scholarships that are closely related to life. In terms of the difference between importance and concentration of college life, the greatest concern was with finding employment after graduation, but in reality the students could not focus on the current situation, but focused only on the current situation of grades and teamwork. The final admission GPA also showed that pre-school students were higher than regular students, and were able to adjust quickly to their school life and affect their satisfaction. Overall, education policies and programs are needed to understand the overall thoughts of university life and supplement them.