• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.11
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• pp.653-661
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• 2018

This study was conducted to determine the impacts of perceived stress and empathy ability on altruistic behavior of freshman nursing students. Data were collected from 160 freshman nursing students between 24 November and 9 December 2016. A total of 154 questionnaires were analyzed using descriptive statistics, t-tests, one-way ANOVA, Pearson's correlation coefficient, and Stepwise multiple regression. The results showed that perceived stress had significant negative correlations with altruistic behavior (r=-0.178, p=0.028) as did positive perception, a subfactor of perceived stress (r=-0.347, p<0.001). However, empathy ability was significantly positively correlated with altruistic behavior (r=0.607, p<0.001). The factors influencing altruistic behavior included emotional empathy, cognitive empathy and positive perception, with emotional empathy being the most influential factor (${\beta}=0.320$), followed by cognitive empathy (${\beta}=0.312$), which together had an explanatory power of 41.6%. Moreover, there was a mediating effect of empathy ability in the relationship between positive perception and altruistic behavior. Overall, the results of this study indicate that the management of curricula for nursing college students should search for ways to reduce their perceived stress as well as increase their empathy ability in order to improve their altruistic behavior.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.289-306
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• 2019

The purpose of this study is to compare the contents of chemistry textbooks developed according to the 2015 revised curriculum with the contents of the 2009 revised curriculum to research the change in "the development and use of models". To do this, we analyzed 8 kinds of Chemistry I textbooks and 6 kinds of Chemistry II textbooks from the 2015 revised curriculum and compared them with 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks from the 2009 revised curriculum. The scope of the analysis was the explanations of the textbooks related to aqueous electrolysis experiments. In order to compare the contents regarding electrolytes when the same experiments are interpreted with different models, we analyzed contents of 4 kinds of middle school science textbooks from the 2015 revised curriculum and 9 kinds of middle school science textbooks from the 2009 revised curriculum. As a result of the analysis, the same experiment was explained by different models according to the grade level and unit, and all explanations were limited to a single model. Also, the tendency to limit the kinds of electrolytes for controlled experimental results is more pronounced in the 2015 revised curriculum than in the 2009 revised curriculum. From this results, we suggest that efforts are needed to reflect the "development and use of models" in chemistry textbooks developed according to the 2015 revised curriculum.

• Journal of the Korean Society of Marine Environment & Safety
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• v.23 no.7
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• pp.847-857
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• 2017

The present situations of the education and training systems for the response to marine HNS spill incidents in domestic and foreign countries were reviewed and the plans to improve domestic system were suggested on the basis of the comparison between domestic and foreign education systems. There were almost no private education and training institutions in Korea, and they have not been activated, compared with those of foreign countries such as USA, Canada, Australia and UK. The domestic marine HNS-related education has been implemented uniformly under Korean government initiative. In addition, there were differences in the targets and duration of the education offered by Korea Coast Guard Academy (KCGA) and Marine Environment Research & Training Institute (MERTI) in Korea. Domestic HNS-related curriculum was relatively simple, compared with the curricula of foreign countries, and has not accepted two levels (operational level and manager level) required in HNS model courses of International Maritime Organization (IMO). The domestic education and training period was short relatively to those of foreign countries. The following suggestions were made to improve the education and training system for the response to domestic marine chemical incidents. In the short term, an HNS education and training management consultation body (tentative name) should be established, with both KCGA and MERTI participating jointly while maintaining the current system of the two institutions (KCGA and MERTI) simultaneously. In the more distant and long term, the HNS-related departments of KCGA and MERTI should be incorporated into a National Marine HNS Response Academy (tentative name) as unified system to enable international competitiveness.

• Journal of Science Education
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• v.43 no.2
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• pp.239-257
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• 2019

This study attempts to understand the context of shared learning in the trading zone formed by teachers from different backgrounds and the process in which this shared learning varies in the educational context, focusing on the case of 'Woodwork Science Education Study Group.' To do this, data was collected through in-depth interviews with eight teachers who participated in the 'Woodworking Science Education Research Group' and analyzed their responses based on grounded theory. As a result, the causal conditions of the teachers' research group were 'various contexts of entering the trading zone' and the central phenomenon was 'encounter with learning in the trading zone.' Contextual conditions affecting this phenomenon were 'woodwork as a boundary object and individual transfiguration experience,' and action/interaction strategy was 'various efforts and influences in the field.' The intervention condition was 'practical effort and experience in educational field.' Final result in this model is 'the new practice of learning shared in the trading zone.' In selective coating, it was found that the practice of the teacher's research group appears as four types of' 'Extracurricular creative experience type,' 'career education type,' 'curricula education type,' and 'school management type.' The results of this study suggest that the shared learning and antonymous practice among teachers in the teachers' research group as trading zone do not only meet their learning needs but also lead to various teaching practices in the individual teachers' context of education and improve the diversity and quality of education.

• 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.

• The Journal of the Korea Contents Association
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• v.19 no.5
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• pp.562-571
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• 2019

The expansion of the performing arts market to include new genres of art that combine art and cutting-edge media technology has surpassed the limitations of traditional theatre art elements such as stage, costumes, lighting, sound, and props, allowing free expression of space-time and visual art. It is growing into a wide area with unlimited potential in the performing arts sector. In response to these changes and the demands of the time, there is an increasing demand for multi-talents who can plan and produce arts and technology-converged contents that will contribute to the development of the performing arts industry. As a result, university departments related to theatre art across the country feel that it is urgent to develop curricula that will enhance students' competency by incorporating the latest media technologies such as virtual reality, holography, and interactive motion sensors into the existing performance art visualization process. In this study, the author will examine the process of developing courses in technology-incorporated theatre art (design) through case studies of media technology-converged performances from the past 10 years. Based on the traditional concept of theatre art, the attempt to fuse stage art with media technology will be a cornerstone of attempts to foster a group of talented artists who transcend the limits of creative visual expression and creative value.

• Journal of the Korea Convergence Society
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• v.10 no.4
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• pp.165-173
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• 2019

Recently, a variety of programs for elementary school students that utilize play in their curricula are supported. In this study, we are trying to draw up ways to activate play education based on the elements necessary for the play education to be effectively provided on the field and the current operational status. In order to achieve the research goal, nine participants of play experts and parents were selected for the focus group interview (FGI). The FGI consist of five questions: (1) opinions on the establishment and joint operation of the organization to support play and parents' education; (2) opinions based on experience in participating in existing training programs; (3) activation plan of play & education program; (4) competencies required by members of the organization; (5) evaluation of program for quality improvement. Through the FGI survey, we drew ideas for the operation of play & education programs to promote positive growth and support systemic programs of both preschoolers and elementary students. In order for play & education to be active in the field of education, a center where play & education and parents' education can be conducted at the same time should be established and operated so that the education can be integrated with play. Based on these findings, we proposed follow-up research in the direction of achieving specific goals and enhancing the quality of play education.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.371-378
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• 2020

The purpose of this study is to analyze the relationship between the eight topics in TIMSS 2019 8th grade chemistry domains and the Korea 2009 Revised Science Curriculum and the 2015 Revised Science Curriculum. For this purpose, four elementary and four secondary teachers participated in physics, chemistry, biology and earth science majors, and two science education experts participated in analyzing in which grades the content elements of the TIMSS 2019 science framework are covered in the Korean science curriculum. The study also analyzed whether the content of the Korean science curriculum matches the 246 items of 8th grade in the TIMSS 2019 assessment and reflects in which grades the eight topics are covered. The results of this study are as follows. First, among the TIMSS 2019 evaluation topics, topics not covered at all in the Korean middle school curriculum were periodic table, matter and energy in chemical reactions, the role of electrons in chemical bonds. Second, the topic of "the periodic table as an organizing principle for the known elements" needs to be introduced in the Korean middle school curriculum, and topics such as "familiar exothermic and endothermic reactions" and "factors affecting the reaction rates" need to be discussed in consideration of the flow of international curricula. Third, the next science curriculum should be structured so that the sequence of chemistry contents and scope, especially core concepts to be included in the elementary, secondary, and higher education curriculum is linked to continuity.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.13 no.3
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• pp.17-26
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• 2003

Recently, as the internet is widespread rapidly among the public, people can use a variety of useful information services through the internet. Accordingly, the protection of information supplied by computer networks 5 has become a matter of primary concern on the whole world. To accede to the realistic demands, it has been worked out some countermeasures to cultivate the experts in information security by the government and many educational facilities. Already the government authority has carried out the each kinds of concerning projects under the framed a policy, Five-Year Development Plan for Information Security Technology. Also, many domestic universities perceives such an international trend, and so they frame their plans to train for the experts in this field, including to found a department with respect to the information security. They are ready to execute their tangible works, such as establishment of educational goal, development of teaching materials, planning curriculum, construction of laboratories and ensuring instructors. Moreover, such universities lead to their students who want to be information security experts to get the fundamental knowledge to lay the foundation for acquiring the information security technology in their bachelor course. In this note, we survey and analyze the curricula of newly-established or member-extended departments with respect to information security fields of some leading universities in the inside and outside of the country, and in conclusion, we propose the effective model of curriculum and educational goal to train the students for the information security experts.

• The Journal of Korean Academy of Sensory Integration
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• v.20 no.1
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• pp.26-38
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• 2022

Objective : The aim of this study was to determine the priority competency by analyzing the importance, performance, and educational requirements of occupational therapists to develop a competency in performing sensory integration intervention. Methods : Occupational therapists were surveyed by gender, age, educational background, work location, occupational therapy experience, and sensory integration therapy experience. The difference was investigated through the importance-performance analysis of competency, and the priority of the competency was investigated using the Borich demand analysis method. Results : The therapists recognized professional competency as the most important, whereas performance was the least important. In all sub-competencies, the importance was high, but the performance was low. As a result, the education requirement was highest for professional competency. The importance-performance analysis revealed that professional competency was the area requiring the most urgent improvement. As a result of the Borich demand analysis, statistically significant differences between the importance of all competencies and the actual performance. The most significant difference was found in the professional competency group. Conclusion : The occupational therapists in this study who performed sensory integration interventions recognized professional competency as the most important but most lacking in actual clinical practice. The results of this study will be used as guidelines for developing competency-based sensory integrated intervention curricula.