• Journal of dental hygiene science
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• v.13 no.4
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• pp.510-517
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• 2013

This study was carried out in order to be utilized as basic data necessary for developing dental hygiene curriculum by confirming the difference in propensity level and the variables of having influence upon problem-solving ability of dental hygiene students and by grasping influence of relevant variables at the point of time that requires arrangement of a learning system for promoting problem solving ability aiming to train talents who have ability available for performing successful practical affairs. The influence of factors upon the problem solving ability had statistically significant relationship with academic year, interpersonal relations, school record, and major satisfaction. According to academic year, the problem solving ability of sophomore (B=-0.182, p=0.010) was shown the lower tendency than junior. The problem solving ability was lower in when being bad (B=-0.349, p=0.020) compared to when being good as for interpersonal relations, in when the mark is under 3.0 (B=-0.328, p=0.004) than over 4.0 as for academic achievement, and in when being dissatisfied (B=-0.483, p=0.005) than when being satisfied as for the major satisfaction. Hence, to train competent people who have ability available for performing successful practical affairs, the education is considered to be likely needed that has substantial problem solving ability for reinforcing problem solving ability by grasping a learning problem oneself without the differentiated curriculum, by establishing an alternative plan for solving problem, and by searching for and acquiring necessary data according to factors of having influence upon problem solving ability of dental hygiene students.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.421-436
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• 2014

The purposes of this study were to develop the customized instructional programs by the causes of science underachievement and to identify the effectiveness of these programs. For these, we analyzed the characteristics of underachievers and causes of science underachievement and classified 22 7th grade science underachievers into three different types such as lack of science process skill, lack of science learning motivation, and lack of science learning strategy. They then were divided into the experimental and comparative groups. Instructional programs treated for both groups covered the same topics and were conducted once a week for 60 minutes each time for 15 weeks. Eleven students in the comparative group were treated with an activity-centered science program that dealt with basic science concepts. Unlike science underachievers in the comparative group, those in the experimental group were given customized instructional program. After the treatment, students were administered several tests including a test on awareness of the program, science process skill test, science learning motivation and strategy test, and academic science achievement test. In addition to the results of those tests, worksheets, daily activity reports, and interviews were used to evaluate a customized instructional program that was applied to the experimental group. Results of the study showed that these programs relieved science underachievers from the cause of poor achievement and accordingly help them achieve better performance in academics. In addition, both lack of learning motivation and lack of learning strategy types tended to relieve the other causes of science underachievement. Also, the experimental group showed a high level of satisfaction with the customized instructional programs.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.87-103
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• 2013

This study was investigated to examine the effects of writing activities based on Polya's Problem Solving Stages on Learning Accomplishment and Attitudes. A total of 54 students were selected from two Grade 6 classes of P Elementary School in G City to form an experimental group(n=27) and a control group (n=27). The experimental group was applied to a class which was creating writing activities according to Polya's Problem Solving Stages to problem solving and inquiry activities. The control group was taught by the traditional method to the same activities. The five questions for each area were selected as a descriptive assessment of the second semester of Grade 5 in the area of the Academic Achievement pre-test, developed by the G Education and Science Research. The post-test was selected by a descriptive assessment of the content of the first semester in Grade 6. The same questions were posed for both the pre-test and the post-test of the Mathematical Attitudes assessment. We examined the pre-test at the beginning of the school term, then the students were re-examined after one semester, using the same questions as the pre-test. This research showed that there was a meaningful difference in Learning Accomplishment as a result of T-test in the 5% level of significance. Secondly, there was a meaningful difference in the Mathematical Attitudes as a result of T-tests. It shows that writing activities based on Polya's Problem Solving Stages have an influence on improving Learning Accomplishment and Attitudes.

• Korean Journal of Social Welfare
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• v.68 no.3
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• pp.73-103
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• 2016

In this study, it investigates the life of normal adolescents who have parents with intellectual disability and their difficulties which suggested social welfare meanings of this study. In order to conduct wide and in-depth analysis on cases by utilizing the characteristics of qualitative case studies, it describes and analyzes the intellectual disability parents' normal children in detail from the viewpoint of an insider through in-depth interviews, various sources and diverse data collecting methods. As for the subject of this study, both parents should be persons with intellectual disability and their child shall be non-disabled and at least a high school student or older. Through the intentional sampling, five late adolescents who were in high school, all males participated in the study. The data collection process had been conducted from January 2014 to May, which is commonly utilized for qualitative case studies, and comparative analysis between cases were practiced for analysis. For credibility of the research results, it obtained severity at each stage by meeting the standard. The analysis results were largely divided into "growth story of non-disabled adolescents" and "life of non-disabled adolescents". Nine upper categories analyzed the common features in each case. The nine categories were "no one tells me to study", "advance while learning the sense of academic achievement", "hide into my own space", "having to grown up early", "different parents but same love", "relatives raised me", "have a friend who accepts me as I am", "being pressed by poverty", and "standing on a knife edge of being hurt and taking heart". Based on the in-depth research on normal teens that have intellectually disabled parents, theoretically speaking, this study expanded the prospect of study on intellectually disabled to their normal, intellectual teenage children. As for practical significance, understanding their parents' intellectual disability, parenting technique training, case management from the community level is suggested. Rregular real condition research of the families, allowance system for economic support et al. is suggested in policy aspect.

• Korean Journal of Heritage: History & Science
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• v.48 no.3
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• pp.186-203
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• 2015

This article attempts to examine both the outcome and future task of the art history research on Central Eurasia, better known under the name of "Silk Road". The term Central Eurasia encompasses Xinjiang Uygur, Tibet, Mongolia, former Soviet Republics, the northwest region of India, Iran and Turkey. The article analyzes the 30-year history of the region's art history research and further presents a desirable direction that the study should move towards. Though short in its research period, the ROK's art history study on Central Eurasia has shown eye-catching achievement in several areas such as the northwest region of India and the Xinjiang Uygur, Dunhwang of China. Two factors allowed for this accomplishment. First was the actual improvement of the work environment, where the scholars were finally able to travel to Central Eurasia and explore the historic sites for themselves since 1990. More important was the 'arena of study' for the next-generation scholars made possible by institutions like The Korean Association for Central Asian Studies and the Center for Central Eurasian Studies. Slowly but consistently, the two academic societies induced scholars' attention towards the field and fostered new experts. Circumstances changed, marking 2012 as the starting point. International academic forums held by the government branches surged in number. The intention behind it was to link the ROK with the Silk Road and ultimately to obtain the "Eurasia initiative". As of now, the public has shown heightened interest in the issue. The academia is subsequently riding on this second "wave of interest" following the first wave in the 1980s. However, increased popularity comes with some negative consequences, and this art history research on Central Eurasia is no exception. There are criticisms regarding the objectivity of recent academic forums. Some argue that the aim of the forums are sternly set most of the times, prohibiting the presenters to voice their own perspectives. Still, this heated attention will definitely play its role as a stepping stone for further development. The academia should commit to fostering rising researchers who will systemically and professionally study the field. This is imperative in order for the Korean culture to successfully communicate with the world and take itself to a new level. Without completing this task, the ROK's art history research on Central Eurasia is likely to remain idle.

• Journal of Digital Convergence
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• v.18 no.6
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• pp.81-91
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• 2020

The purpose of this study is to analyze the effect of group co-learning on English reading ability and motivation and the change in group co-learning perception after planning and applying a group co-study class program that can be applied in university liberal arts English class. In order to achieve this goal, the experiment team (34 students) conducted the class from September 2 to December 13, 2019 for 62 freshmen who participated in the compulsory liberal arts English class at the four-year university in North Chungcheong Province, and the control team (28 students) conducted the class as a typical lecture class based on the basis of cooperative learning. The English proficiency of the learners was approached by dividing the area of academic proficiency into English reading skills and the area of justice into English reading motivations. The pre-experimental learners' English reading skills were measured by excerpting the national level educational achievement assessment (high 2). The research results are as follows. First, it was shown that the English reading ability score of a group that applied group cooperative learning and the English reading ability score of a group that did not apply group cooperative learning were statistically significant differences. Second, there was a difference between the English reading motivation score of the group applying the convocation group cooperative learning and the English reading motivation score of the group not applied. Third, the change in the perception of groups applying the convocation group cooperative learning occurred before and after the experiment. This study found that the awareness of English reading, English reading motivation, and cooperative learning increased through cooperative learning among university students during liberal arts English classes, which has a positive effect on self-identity and so on.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.195-205
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• 2018

This study was a descriptive investigation of the effects of nursing students' major satisfaction and professor-student interaction on their adjustment to university life. For this investigation, data were collected from July 22 to August 15, 2017. The collection was made through a questionnaire survey of nursing students in their 1st or 2nd year at one of eight colleges or universities located in B Metropolitan City, U Metropolitan City and G City. Participants were informed of the purpose of the study and agreed to participate in it. Of all the questionnaire sheets collected after the survey, those filled in by 205 participants were finally used for analysis here, with those by others excluded because they were considered to have been inappropriately filled out. The findings of this study can be summarized as follows. Nursing students surveyed in the study were significantly different from one another with respect to adjustment to university life depending on grade, health status, interpersonal relationships, desired career, academic achievement and family life level. Moreover, nursing students who had higher satisfaction with their major and more interactions with their professors were likely to adjust better to university life. In addition, regression analysis revealed that the nursing students' satisfaction with their major had the biggest effect on their adjustment to university life. Taken together, the results suggest that nursing students in their 1st or 2nd year of school should continue to be provided with curricular or extracurricular programs designed to improve their major satisfaction and that they should be given opportunities for communication with or counseling from their advisors or other nursing professors from the onset of university life.

• School Mathematics
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• v.12 no.4
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• pp.473-491
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• 2010

In the TIMSS assessment goal and open TIMSS 2007, Singapore recorded a lower overall achievement level compared with Korea; however, the excellent results shown by Singapore furnished an opportunity for various countries to research into the education in Singapore. This paper conducted a comparative analysis of the "Proportion, Proportional Expression, and Percentile" area out of the three topics involving "Fractions and Decimals", "Proportion, Proportional expression, and Percentile", and "Measurement", in all of which Singapore exhibited a higher percentage of correct answers than Korea. The paper was able to discover the following differences through a comparative analysis of how Korean and Singaporean textbooks deal with the open questions of TIMSS 2007 after looking into them according to four assessment goals. First, the Singaporean textbook introduced the concept of proportion one year ahead of the Korean textbook. Second, the Singaporean textbook repeatedly coped with the topic of "Proportion, Proportional Expression, and Percentile" in depth and by academic year, and its volume was larger than that of the Korean textbook. Third, there was a difference in the introduction and definition of the concept of proportion. Fourth, the way of introducing a proportional expression was also different, and the Singaporean textbook proposed many more questions that utilize this expression in ordinary life. Based on these differences, the paper suggested implications that could be applied to the Korean curriculum and textbook.

• The Journal of Korean Philosophical History
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• no.54
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• pp.9-42
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• 2017

It is as necessary as ever to make constant efforts to overcome the regional strife between the eastern and western parts of Korea and come to a mutual understanding. To achieve this, we must endeavor to correct Korean people's distorted understanding of the history of Korean philosophical thoughts. Ordinary Koreans commonly and mistakenly associate the academic circles of Korean Neo-Confucianism with certain regions by which to divide them into Giho School and Yongnam School and then go as far as associating the schools and parties and pegging them 'Namin'(南人) to refer to as the followers of Yongnam School and 'Seoin'(西人) as the followers of Giho School. Such false notions must be corrected. During the reign of King Seonjo, political factions of Joseon were split into Yongnam and Giho, or East and West. At the time, the two cardinal directions East and West were only used to refer to the eastern and western parts of Seoul, and not Yeongnam(East) and Giho(West) of the Korean Peninsula. Therefore, the factional split at the time has nothing to do with regional cleavages. In fact, a majority of scholars representing Korean Neo-Confucianism maintained a friendly relationship regardless of the school, party, and region. Many leading scholars in the middle of the Joseon Dynasty namely Jo Sik(曺植)/Seong Woon(成運), Lee Hwang(李滉)/Ki DeaSeung(奇大升), Lee Hwang(李滉)/Lee Yi(李珥), Noh Susin (盧守愼)/Lee Yi, the ones in the late Joseon Dynasty -Jeong Gyeong Se(鄭經 世)/Kim Jang-Saeng(金長生), Jeong Gyeong Se(鄭經世)/Song Joon Gil(宋浚吉), and also those at the end of the Joseon Dynasty such as Kwak JongSeok(郭鍾錫) and Kim BokHan(金福漢) deeply respected each other and had a close friendship rooted in their academic commitment. The friendship between the leaders of Giho and Yongnam is a testimony to the high level of their character, academic achievement, and intellect. More than ever, such intangible intellectual and cultural resources drawn from Korean tradition must be utilized to the fullest. From this point on, we need to further promote the friendship and mutual understanding the scholars of Yongnam(Gyeongsang-do), Gyeonggi, Honam (Jeolla-do), and Hoseo(Chungcheong-do) enjoyed, and use them as a cognitive basis for harmony between the eastern and western parts of the country. These invaluable assets can be specifically used in the promotion of exchange between the local autonomous governments of the regions where above-mentioned scholars built an amicable relationship, joint commemorative events, exchange between families of the scholars of both regions, opening of special exhibitions dedicated to the harmony between Yongnam and Giho at museums in the two regions, co-organization of local festivals, joint operation of culture programs, and relationship and exchange between the 'seowons' in both regions, through which to promote the long history of exchange between the scholars of the past and utilize it in joint projects.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.521-537
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• 2022

State curiosity and state anxiety in the science learning have a great influence on academic performance and achievement. Since the levels of state curiosity and anxiety can change at any moment, it is essential to identify the levels of student's state curiosity and state anxiety throughout the course of science learning. Accordingly, we assessed the changes in state curiosity and anxiety levels sensed by 5th- and 6th-grade elementary school students depending on their exposure to the violation of expectation. To this end, we classified science learning into three situations: confronting a scientific task, checking the result, and learning science concepts. As a result, there was no significant difference in state curiosity level of the nVOE group who confronting the result consistent with their expectations in checking the result after confronting a scientific task, but the state curiosity level of the VOE group who facing violation of their expectation increased. In the VOE groups, there was no significant change in the state curiosity level of the VOE-R group who correctly inferred the reason for the result, but that of the VOE-FR group who could not correctly inferred increased. The state anxiety levels of the VOE and nVOE groups decreased after checking the result of the task. The state anxiety level also declined in the VOE-R group. In contrast, there was no significant change in state anxiety level of the VOE-FR group. In learning science concepts of the result after checking the result, the state curiosity of the VOE, nVOE, and VOE-FR group all faded. No significant change was observed in the state anxiety level of the nVOE group, whereas the VOE, VOE-R, and VOE-FR group presented a decreased state anxiety. This study discusses the educational implication of these findings and its outcomes are expected to broaden the understanding of emotional states of students in science learning.