• Journal of Educational Research in Mathematics
• /
• v.23 no.4
• /
• pp.467-490
• /
• 2013

Correlation is a basic statistical concept which is necessary for understanding the relationship between two variables when they change values. In the middle school curriculum of Korea, only informal definition of correlation is taught with two-way data representations such as scatter plots and contingency tables. In this study, we investigated Korean high school students' understanding of correlation using a test consisting of 35 items about interpretation of scatter plot, contingency table, and text in realistic situation. 216 students from a high school in Seoul took the test for 20 minutes. From the results, we could observe the following: First, students did not have right criteria for determining the strength of correlation presented in scatter plots. Most of students could determine if there is correlation/no correlation and if the correlation is positive/negative by seeing the data presented in scatter plots. However, they did not judge by the closeness to the regression line but rather judged by the closeness between data points. Second, when statements about comparing the strength of correlation in the context of real life situation were given in text, the students had difficulty in understanding the distribution-related characteristic of the bi-variate data. Students had difficulty in figuring out the local distribution characteristic of data, which cannot be guessed merely based on the expression 'The correlation is strong' without statistical knowledge of correlation. Third, a large number of students could not judge the association between two variabels using conditional proportions when qualitative data are given in 2-by-2 tables. They made judgement by the absolute cell count and when the marginal sum of two categories are different for explanatory variable they thought the association could not be determined. From these results, we concluded that educational measures are required in order to remove such misconceptions and to improve understanding of correlation. Considering that the current mathematics curriculum does not cover the concept of correlation, we need to improve the curriculum as well.

• The Journal of Korean Association of Computer Education
• /
• v.21 no.3
• /
• pp.11-20
• /
• 2018

One major change in the 2015 revised national curriculum is that computational thinking ability is becoming an essential competency for students. Computational thinking is divided into abstraction, automation, and creative convergence in the curriculum for secondary schools' Information subject. And, the curriculum contains problem solving and programming area. Among the components of computational thinking, data representation emphasizes the ability to structure data and information for problem solving of learners. Pre-service teachers of Information subject at secondary schools also learn how to structure information through diagramming. There are differences in the ability to structure diagrams among students, but the studies on learning methods that help students develop their structuring abilities have rarely been performed. The purpose of this paper is to analyze the differences of abstract thinking disposition and gender perspective among college students. As a result, female students had more concrete thinking disposition than male students. Also, there were gender differences according to the characteristics of diagrams. Differences in abstract thinking disposition also made a difference in structuring diagrams. It is useful for achieving the education purpose of improving computational thinking ability by finding out the differences in thinking tendency between males and females and finding the education method that can complement them.

• Journal of the Korean Chemical Society
• /
• v.55 no.6
• /
• pp.1030-1041
• /
• 2011

We investigated the understanding of pre-service science teacher about the chemistry concept of middle school curriculum using some items in National Assessment of Educational Achievement and analyzed the result according to background variables of pre-service science teacher. The result was that there were some pre-service science teachers who select incorrect answer at all items, pre-service science teachers don't fully understand the concept needed to solve item. And the percentage of correct answer at some items was low regardless of selection of chemistry as an elective subject at CSAT(College Scholastic Ability Test). We found some facts through the depth interviews to find the cause of the result. First, the misconception acquired in middle school days is tend not to change until college student. Second, the formation of misconception is affected by the study habit with which solve problem by simple calculation and memory without essential understanding. Third, the study habit with which solve problem by simple calculation and memory without essential understanding could not replace misconceptions acquired in middle school days with scientific concept regardless of selection of chemistry as an elective subject at CSAT.

• Journal of the Korean Chemical Society
• /
• v.62 no.4
• /
• pp.279-287
• /
• 2018

In this study, we analyzed the explanations and examples of Brønsted-Lowry model in Chemistry I and Chemistry II textbooks of the 2009 revised curriculum. In particular, the definition of the Brønsted-Lowry model, the examples, and the content of experiments were analyzed by the process perspective of chemical equilibrium, emergent process. The analyzed textbooks were 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks in 2009 revision curriculum. As a result, Chemical I textbooks did not adequately show the chemical equilibrium viewpoint when explaining the Brønsted-Lowry model. In the Chemistry II textbooks, the examples of Brønsted-Lowry model were not present emergent process viewpoint, and those were described as sequential viewpoint of Arrhenius model. In addition, examples of experiments to demonstrate the Brønsted-Lowry model of Chemistry II textbooks were insufficient. The experimental examples related to the definition of acid bases were at the level of classification by the color change of indicators. The experimental examples for explaining the strength of acid and base were to compare current intensity or amount of hydrogen gas generated from the reaction with metal. In addition, all textbooks presented the state of aqueous solution when describing the Brønsted-Lowry model, causing problems with differentiation from the Arrhenius model. Therefore, it is necessary to develop examples of experiments to help students understand Brønsted-Lowry model by presenting acid and base reaction in the non-aqueous solution state.

• Journal of Digital Convergence
• /
• v.11 no.10
• /
• pp.537-547
• /
• 2013

A recent rapid change in society drives the colleges and universities into the unlimited competition for satisfying users' demand. The introduction of customized educational system is one of the survival strategies of university that reflected this characteristic. The result of a research on the customized curriculum of the dental hygiene study shows that the managers of dental hospitals and clinics think that the dental assistance field is dental hygienist's major task. On the other hand, though the dental hygienists think that the oral health education is the main task, they just comply with the intention of managers of the dental hospitals and clinics in reality. Hence, the reinforcement of the practicum in the industry field is required to meet the demand from the industry. And there is also a need to offer an opportunity of self-realization through work life by allowing dental hygienists to have stable status within dental hospitals and clinics with enhanced education and training on preventive dental treatment and oral health.

• Korean Journal of Child Education & Care
• /
• v.18 no.4
• /
• pp.65-89
• /
• 2018

Objective: The purpose of this study is to analyze the science concepts and teaching and learning methods presented in the science education-related activities of the Nuri Curriculum teacher guidebooks for ages 3-5. Methods: The research data included 772 activities related to science education in the teachers' guidebook. The analysis of science concepts was based on physical science (force and motion, physical structure, electricity and magnetism, light and shadow, sound properties), chemistry (material properties, material reaction), life science (organizational structure, growth and change, heredity and evolution, animal plant and human relationships), earth science (earth system interaction, earth system structure, and universe), engineering (designed world, engineering design, engineering, technology and society) and ecology (environment preservation). Teaching and learning methods were analyzed according to the types of small and large group activities and of free play activities. Results: Science concepts were mainly presented in the fields of engineering, chemistry, and life science commonly among children aged 3-5, whereas the concepts of physical science were lowly presented in all ages. Science concepts appeared mainly in the daily subjects of 'animal plant and nature', 'life tools', 'environment and life', and 'spring, summer, autumn and winter'. As the teaching and learning method, free paly activities (science area, free outdoor selection activity, math and manipulative activity) were mostly used for the ages of 3 and 4, and small and large group activities (cooking, story sharing, music activity) were for the age of 5. Conclusion/Implications: It is necessary to select the level of science area and concept that can be taught according to the age of children and the timing of the teaching.

• Journal of The Korean Association For Science Education
• /
• v.42 no.5
• /
• pp.525-542
• /
• 2022

The purpose of this study is to comparatively analyze the internal and external frameworks of elementary science textbooks, which first appeared as the authorization system of elementary science textbooks changed from the national government system. In order to confirm the purpose of the authorization system to support the development of diverse and creative textbooks, this study compared 7 authorized textbooks with the national textbook developed as the 'Use of Magnets' unit of the 2015 revised science curriculum. In this study, the textbook's framework was largely divided into an external framework and an internal framework for the 'Use of Magnets' unit of elementary science textbooks, and quantitative and qualitative analyses were conducted in parallel according to each subcategory. According to the research results, in the external framework of textbook units, all textbooks had the same structure: unit introduction, scientific inquiry, creative convergence, unit arrangement, and scientific reading materials. The framework in the 'Use of Magnets' unit of the 7 types of authorized textbooks was found to have some differences according to the textbook development team's interpretation of the curriculum achievement standards and many commonalities that maintained the framework in the national textbooks. In addition, the characteristics of each textbook were clearly revealed in some areas not specified in curriculum such as unit introduction activities and science reading materials, a meaningful change was also found in that the level of inquiry activity was classified and operated in response to the uniform inquiry activity operation of the existing government textbooks.

• Journal of Practical Engineering Education
• /
• v.14 no.2
• /
• pp.267-277
• /
• 2022

Achievement at university is recognized in a comprehensive sense as the level of qualitative change and development that students have embodied as a result of their experience in university education. Therefore, the academic achievement of university students will be given meaning in cooperation with the historical and social demands for diverse human resources such as creativity, leadership, and global ability, but it is practically an indicator of the outcome of university education. Measurement of academic achievement by such credits involves many problems, but in particular, standardization of academic achievement by credits based on evaluation methods, contents, and university rankings is a very difficult problem. In this study, we present a model that uses machine learning techniques to predict whether or not academic achievement is excellent for D-University graduates. The variables used were analyzed using up to 96 personal information and bachelor's information such as graduation year, department number, department name, etc., but when establishing a future education course, only the data after enrollment works effectively. Therefore, the items to be analyzed are limited to the recommended ability to improve the academic achievement of the department/student. In this research, we implemented an academic achievement prediction model through analysis of core abilities that reflect the philosophy, goals, human resources image, and utilized machine learning to affect the impact of the introduction of the prediction model on academic achievement. We plan to apply the results of future research to the establishment of curriculum and student guidance conducted in the department to establish a basis for improving academic achievement.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.1 no.1
• /
• pp.17-23
• /
• 1995

One of the biggest problems of Nursing Education in Korea is the division among nursing education programs of the last 3 and 4 years. To solve this problem, Nursing community must do variable trials to achieve the unity of a 4-year educational program. With this, we need to observe the phenomena and reality of the present 4-year nursing educational program that we have. The object of this study is to analyse and discuss that we have. The object of this study is to analyse and discuss the problems and future strategies of 4-year Nursing Baccalaureate program. 1. Problems as nursing department in Medical School. 1) Many 4-year nursing baccalaureate programs are operating under the medical school as nursing department. So the academic development in nursing department is unprogressive and is not approved as unique discipline. 2) The operating system between nursing and medical department are different even though they are in the same school. 3) Inequality between nursing and medical department : In many case, the nursing professor can not attend administraion committees to discuss the medical school's operation because of many differences between nursing and medical organization. 4) Weakness of the leadership and the student activities in nursing student : The nursing student involvement is usually passive because of the difference of curriculum, less number than medical students and the difference between 4-year and 6-year education program. 5) There is the obscurity of the relationship between department of nursing and other departments in whole university. 2. Problems in nursing itself 1) We need to reconstruct nursing discipline. We must change from the disease centered model to health centered model and life cycle centered model so that we can be distinguished from medicine. We also must change from hospital centered nursing to all population centered nursing, 2) The improvement of curriculum ; When the independent framework of nursing discipline become established, we need to improve the curriculum. 3) The education of clinical practice ; Most nursing school programs are divided into professors who are lecturing the theory and clinical teachers who are teaching the nursing technique in the clinic. So, what is needed in nursing discipline is that the professors have a dual position. In America, The professor is required to be a clinical specialist and to have his or her clinic so that the professor become a good role model, teach the clinical practice effectively, and give the student the practice field. 4) To extend fields of nursing : At first, the school nurse must become the school health educator, a real teacher. The nurse must establish and operate a childern's wellbeing center or nursery school, a disabled people's house or senile's wellbeing center, a mental health center, and a health promotion clinic for healthy people. 5) The name 'nursing department' need to be considered. When the focus is to be changed from the disease model to health improvement model, we take into consideration change 'nursing college', 'nursing department' and 'nursing profession' to 'health science college' or 'health wellbeing college'. 6) We must have highly qualified academic students. Each Nursing educational faculties must have the high qualified students through the development of nursing educational program and the increment of scholarship. The Korean Nurses Association and The Korean Clinical Nurses Association need to make an endeavor for the improvement of work condition and payment of clinical nurses of hospitals who consist of 70% of all nursing manpower. 3. Improvement Strategy 1) All nursing educational program must be changed 4-year program gradually. 2) Nursing department need to try to become nursing college. 3) We need to study many researches for improvement of the problem in nursing discipline and nursing education. We need more interdisciplinary researches, and we need to be granted for that research. 4) We need to have many seminars and workshops thoughout the whole country to expand a sense of nursing education. 5) Drawing up a policies plan for the nursing educational improvement : The Korean Nurses Association, The Korean Academic Nursing Association, Korea Nursing College and department President's Committee, and Korea Academic Society of Nursing Education must try for the development of nursing educational improvement and ask for government frame the policy to develop nursing education.

• The Korean Journal of Health Service Management
• /
• v.2 no.1
• /
• pp.137-154
• /
• 2008

The increase of the supply of medical service and the increase of hospitals have intensified the competition of hospitals, and the advancement towards internationalization in the opening of medical industry has triggered the infinite competition of medical profession. In addition, the high expectation of customers and quality improvement in the medical care in accordance with the improvement of overall income, and the change of active role of medical consumers according to the popularization and the improvement of rights awareness reflect the customer needs and choice in the medical service. Customers wanted to receive the kind and pleasant service under the up-to-date medical service. Therefore, as a solution, hospital coordinators were emerged for the purpose of smooth treatment and customer satisfaction by generalizing all service of hospital. Accordingly, this thesis attempted to investigate the effect of hospital coordinator education curriculum on the education satisfaction and the quality of medical service. In order to solve the purpose of this study, I, author reviewed the existing literatures, established hypothesis, and verified hypothesis by using the variety of statistics techniques such as reliability, validity, frequency analysis, and regression analysis. The verification of hypothesis is as followings: First, among education training factors of hospital coordinators, the quality of instructor significantly affects the satisfaction of hospital coordinator education training. Second, among training factors of hospital coordinator, the attitude of trainee significantly affects the training satisfaction of hospital coordinator. Third, among education training factors of hospital coordinator, education course significantly affects the training satisfaction of hospital coordinator education. As the qualities of instructor are better equipped, the satisfaction of education becomes higher. It indicates that the education method of instructors is important as an index to represent the qualities of instructor such as the appropriateness of education method, preparation, passion, visual materials, the adequacy of education procession, and specialized knowledge, and it has important effect on the satisfaction of education. In order to enhance the satisfaction of hospital coordinator education, the creation of education environment, making trainee concentrate on the education, is required by appropriately allocating programs, arousing interest in education, based on the attitude of trainee, discussion, and preliminary programs, preparation, ahead of enforcement of education. Fourth, the satisfaction of hospital coordinator education training significantly affects the reliability among the qualities of medical service. Fifth, satisfaction of hospital coordinator education training significantly affects hospitality I kindness among the qualities of medical service. If the education satisfaction of trainee is high, it is effective in the practical application such as dealing with complaints, the duty performance for the patients, and so on in offering the medical service, related to reliability and furthermore, we can find the positive change in the attitude change of medical professions related to the reliability of hospital coordinator. In addition, in the process of offering medical services such as the kind explanation on the duty, rapid response to the customers inquiry, and tidy uniform, practical effect was verified. Sixth, the education training factor of hospital coordinator significantly affects the reliability among the quality of medical service. Seventh, the education training factors of hospital coordinator significantly affect hospitality/kindness. In the education of hospital coordinator, the methods to attract the interest of trainee by emphasizing reliability should be sought and for gaining the practical effect of hospital coordinator education, the sufficient preparation and investigation on the education curriculum should be prerequisite and under this condition, intensified discussion on the instructor and education course is needed. In the design of education course, more education hours and subjects should be allocated in the part of hospitality in order to improve the practical application of hospitality. Therefore, it is meaningful in a sense that this study newly approached the components of hospital coordinator education and the need to modify the quality components of medical service in accordance with the study subjects was raised. This study also finds its meaning in that it provides basic materials for the study of future hospital coordinator education by suggesting the system development model of hospital coordinator education through preliminary study of education training. In addition, this study is meaningful in the aspect that it suggested the direction of education training by showing how the hospital coordinator education training would applied to the hospital coordinator course of the Continuing Education Center at Pusan and Kyungnam National University to some extent. Since all investigation of this study was approached from the side of hospital coordinator, the thoughts of patients who are beneficiaries of medical service, and care givers cannot be identified. Therefore, the satisfaction of patients and care givers through the experience of medical service, which is the essential prerequisite of medical service, should be importantly considered and investigated. Accordingly, The study of comparing and analyzing the views of both patients and care givers should be carried out in the future.