• The Korean Nurse
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• v.32 no.4
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• pp.48-62
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• 1993

This study was done for the purpose of analyzing the job-satisfaction and its depressive factors in human relation of operating room nurses of university hospital. Therfore, it makes an offer the basic data to help the resolution and prevention of the problems in operating room nurses. Furthermore, this study was conducted in order to find out some kinds of scientific data for the better control of depressive factors of job-satisfaction expressed by the operating room nurses. The structred questionaire reports of 246 operating room nurses who were employed in 5 different university hospitals which have over 1, 000 beds located in Seoul, Korea were used, which wer collected from August 24th to August 30th of 1992. The author visited supervisors of operating room in each university hospital and explained the aim of this study. The most of them(90.0%) answered to the questionaires. Analysis of the collected data were done by mean, standard deviation, percentage, t-test, F-test, Q-test, correlation analysis, one-way ANOVA.and stepwise multiple regression analysis. Major findings of this study were as follows: 1. The job of the operating room nurses were remarkably related with the satisfaction in human relation, which was defined as the behavioral job with thoughtful action rather than with mechanical action. However, the degree of satisfaction in human relation with personnel in other departments was found to be the lowest and its the main depressive factors were appeared due to the absence of interaction and uncooperative attitudes. Therefore, it was required that the members of other job need more cooperative attitude to the actual works in the operating room nurses. 2. The depressive factors in the satisfaction degree of human relation with offical seniors wer significantly related with their irresponsibility and partialness. Moreover, the job attitude of the operating room nurses is abundantly required to be improved, 3. The depressive factors in the satisfaction of human relation with medical doctors were significantly related with their insincerity and the class-consciousness. It is clearly suggested that the medical doctors do more cooperative behaviors for the jobs of the operating room without the suggested that the medical doctors do more cooperative behaviors for the jobs of the operating room without the superiority feeling of class-consciousness. 4. There was a significantly positive association between the satisfaction degree of human relation of the nurses with the following charateristics. (1) The registered nurses which had a tendency to be satisfied about the registered nurses' job. (2) The registered nurses which had a tendency to be a technique-aptitued in the motivation of the registered nurses'job. (3) The registered nurses which had a tendency to be satisfied about the total hospital working carrier and the aspects of old ages. Finally, these findings indicated that the operating room nurses should require the professional education courses associated with a high-development techniques and setisfaction in their jobs.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.635-657
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• 2015

The current society characterized by knowledge-based information technology and multiculturalism put more emphasis on problem-solving skills, creative thinking, and communication skills than any other periods did. In response to the demand of the current times, multidisciplinary, or convergence courses and majors are being created and conducted in college education, yet, with the lack of specific teaching and learning model for the convergence courses. In this context, this study aimed to examine PBL as an instructional model for the convergent approaches in classroom, since PBL has been regarded as a model for fostering the 21st century learning capabilities for student coupled with the learning principles of authentic tasks, learner-centeredness, collaborative learning. This study, after conducted a PBL course for the general art education during the summer semester of 2014, analyzed the result using data collected from students' reflective journals, in-depth interviews, and SNS posts among the students. The result presented students' enhanced self-respect, increased interest in their learning and communication skills, and their recognition of the value on diversity and empathetic attitudes toward each others. In conclusion, PBL showed its potential as an alternative instructional model for the multidisciplinary and convergent learning in college education.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1063-1073
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• 2017

This study analyzed the difficulties elementary school students have in role-playing analogy activities for concept learning of heat transfer. Eleven fifth graders were given an orientation class on role-playing analogy activity, a class for concept learning of heat transfer as presented in a textbook, and then they performed the role-playing analogy activity with concepts of heat transfer. After the classes, researchers investigated the difficulties students encountered through questionnaires and interviews. The following are results of the research: Difficulties that students faced in role-playing analogy activity can be classified into five types. First, students encountered difficulties in expressing the analogy. The students who had difficulties in expressing the analogy focused on expressions outside the science concepts or lacked understanding of the science concepts. They also had difficulties in expressing the analogy because they lacked the expressiveness of analogy or abilities in mapping errors. They had difficulties in expressing the planned role-playing analogy in a narrow space. Second, students also experienced difficulties in performing activities due to lack of understanding on activities or lack of experience. Third, students experienced difficulties in selecting roles because they preferred the specific role or unwanted the specific roles. Fourth, the members of group experienced difficulties in group activities because they did not concentrate on activities, failed to perform roles, or showed attitudes of an onlooker. Fifth, they experienced difficulties in communications due to unilateral communication, conflicts of opinions, and lack of opinions.

• Education of Primary School Mathematics
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• v.11 no.1
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• pp.39-57
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• 2008

The purpose of this study is to affirm what influences the lessons applied by reorganizing the ratio-graph unit of level 6-A on the basis on Realistic Mathematics Education(RME) give on mathematical scholastic achievements and mathematical preferences.In order to achieve the purpose of this study, the experimental study was exerted by making two classes of 6 grades in J elementary school located in Gumi city, Gyeongbuk province as subjects. In this study, test of degree of the mathematics learning ability of student, multiple-choice test and descriptive test of the learning dispositions of student were exerted and the results were t-test officially. The results and the conclusions of this study were as follows: First, the results acquired by officially t-test the levels of the mathematics learning ability of student of the group taught by lessons according to the teaching materials reorganized on the basis of RME and the group taught by lessons according to the 7th curriculum show a meaningful difference(p=.007). This means that the lessons according to the teaching materials reorganized on the basis of RME showed meaningful influences on the improvement of degree of the mathematics learning ability of student. Second, the results acquired by officially t-test the learning dispositions of student multiple-choice test of the group taught by lessons according to the teaching materials reorganized on the basis of RME and the group taught by lessons according to the 7th curriculum show a meaningful difference. Especially in the factors of 'mathematical will'(p=.017) and 'mathematical value'(p=.029) were meaningful differences. Also in the descriptive test of the learning dispositions of student, the experimental class showed that it had the potential possibility to have more positive attitudes meaningfully in comparison with the compared class. This means that the lessons according to the teaching materials reorganized on the basis of RME showed meaningful influences on the learning dispositions of student.

• The Journal of the Korea Contents Association
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• v.6 no.3
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• pp.93-101
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• 2006

The purpose of this study is to design internet CEDA(Cross Examination Debate Association) debating model for the internet-based learning. Comparing to open discussion model that is widely spreaded in regular classes, the CEDA model can enhance learner's thinking skills, logicality, analytic skills, and judgement ability. In the first study, 196 students were provided the specific CEDA model guideline and participated debate activities through the internet. The results of the students' debate were analyzed based on the evaluation criteria. The results showed that the students' evaluation scores were high overall. They favored the CEDA model over the open discussion model, and showed positive attitudes and perceptions on the CEDA internet debate activity. In the second study, another 200 students were participated in two different tutor supporting CEDA debating groups, one is advanced tutor strategy group and the other is general tutor strategy group. The results showed that the advanced tutor supporting group had significantly high scores on the cross examination and providing evidence on debating. This study finally suggests the CEDA internet model for general use. In conclusion, this study also suggests the next steps to elaborate the CEDA internet model not only for the university settings, but also for general school settings. The user manuals should be developed to assist instructors, students, and tutors to guide better debate activities through the internet CEDA class. Also further research should be conducted to provide various debate models and applications for the variety of learning environments, and so the schools to use the CEDA model more widely in the internet classes.

• 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.21 no.1
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• pp.22-29
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• 2001

The purpose of this study is to investigate the effects of lessons adopting portfolio assessment regarding feedback on elementary school student's scientific knowledges, inquiry abilities and their perceptions of it. For this study, two classes of 5th grade elementary school in suburb were selected. As an experimental group, one class was selected to apply the lessons adopting portfolio assessment regarding feedback, and the other class as a control group was selected to apply the lessons adopting portfolio assessment without feedback. The investigator taught and assessed both group students. The results showed a significant difference in scientific knowledge between the experimental group and the control group (p<.05). More detailed analysis of scientific knowledge found that the feedback effect was statistically positive in the memory and the understanding domain, but there was no effect in the application domain. No statistical difference was identified in inquiry abilities. The results of the questionnaire on the perceptions of portfolio assessment showed that students of the experimental group had higher positive responses on the 'perception about the effects of lesson' and on the 'perception in scientific attitudes' than the control group. However, the control group students had higher positive responses on the 'perception about self-evaluate of their own portfolio' and the 'perception about need of feedback' than the experimental group.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.169-192
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• 2018

This study aims to investigate the changes of their recognition and childcare practices before and after the training for disability awareness targeting class teachers in inclusive childcare setting. Subjects of this study were 9 teachers and the data was collected from 3 focus group (3 persons per group) and personal interviews in case of study needs. The results of this study are as follows: childcare teachers appealed ignorance and fear of children with disabilities before learning to improve their disability awareness, and have learned from the non-prejudiced attitudes of non-disabled children. The need for understanding and knowledge of children with disabilities was high, and they voluntarily and actively participated in the education for the improvement of disability awareness. Since participating in education, teachers have shown changes in perceptions of children with disabilities and changes in the way they practice childcare for disabled children. As regards cognition, teachers have become more interested in and understanding of children with disabilities and have tried to treat them equally with non-disabled children. Regarding the practice of childcare, they practiced the integrated program together with the non-disabled child and the disabled child through cooperative partnership. They also provided the disability awareness education to the non-disabled children and provided the partial integrated childcare program flexibly in one class according to the situation. The results of this study were analyzed and discussed about the general childcare teachers' experience related to the education for improving disability recognition and caring at childcare setting.

• Journal of the Korean Society of Food Science and Nutrition
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• v.40 no.1
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• pp.137-147
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• 2011

This study investigated the perception and attitude to leftover food at school food service by the questionnaire survey of the elementary school students in Gwangju area. The school food service satisfaction was neutral and school food service cost and quality was satisfactory. The dissatisfaction of school food service was shown as unkind staffs and a shortage for fruit and beverage. The kinds of leftover food were seasoned vegetables and kimchi. The reasons for leftover food were unfavorite food and the frequency was shown as once or twice a week. For the order of eating food, the subject first ate food they had tried. The highest kind of an unbalanced diet was beans and minor grains. To reduce food waste, many students perceived that tasty food, education by a class teacher in class that it could pollute environment and do us damage, recycling as livestock feed, 'No Plate Waste Day' organized by school would be a feasible method to reduce food waste. The nutrient intake of eaten food was significantly higher for all nutrients in the group receiving food waste education than the control group (p<0.001).

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.513-523
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• 2019

The purpose of this study is to investigate the perception of pre-service secondary English teachers on peer feedback in English composition. For this purpose, a total of 37 students who took the English composition class for 15 weeks participated in the survey. After completing the survey, data were analyzed to find out the students' perception on peer feedback performed in their English composition class through frequency analysis and descriptive statistics. The findings of this study are as follows: First, the students showed positive attitudes towards on peer feedback activities. Second, the participants had received considerable help in the content, ideas and organization of their composition. Third, noticing that they all have made similar mistakes in their writing, the subjects were relieved to know that they are not falling behind their other colleagues. Fourth, the subjects did not trust the feedback contents among the peers, which were found in both the feedback giver and receiver. In particular, feedback from peers who had low English proficiency was rarely helpful. Fifth, the students were afraid that their relationship might become uncomfortable with peers when they pointed out peer's writing errors or made specific suggestions about their peer's writing. Finally, pedagogical implications were discussed based on the research findings.