• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.1-8
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• 2023

The purpose of this study was to examine the achievement of nursing program outcome among nursing students. Data were collected from December 7, 2021 to November 28, 2021, using a questionnaire for 141 fourth-grade college students in G-gun and C-city. The collected data were analyzed using SPSS WIN 23 with limits, mean and standard deviation, t-test, and ANOVA. Results of the Study As for the program outcomes of nursing students' undergraduate degree program in nursing, Understanding the legal and ethical standards of nursing practice was the highest at 4.61 points and Global perception scored the lowest at 3.80 points. It was found that the higher the satisfaction with the department of nursing and the satisfaction with college life, the higher the program outcome achievement. Based on the research results, it is necessary to develop and apply a plan to improve by developing and applying curriculum and extracurricular activity programs in order to improve the global perception program outcome of the graduating year.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.106-115
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• 2009

In this study, classroom instructions of teachers who participate in the science teachers' community were videotaped and analyzed to understand their teaching professionalism. Among the "Standards for teaching evaluation of science instruction" developed by Korea Education Curriculum and Assessment, 12 evaluation elements were selected and used for data analysis. First of all, the results indicate that most of the teachers show the highest teaching level in the interaction between student and teacher, and the lowest in the statement of teaching object as the teaching evaluation element. Second, from the viewpoint of the teaching level, all of the teachers at the superior level were veterans whose teaching careers have spanned longer than 15 years. It was found that they used various teaching materials in class and designed meaningful learning programs for their students. Compared with teachers at the superior level, beginning teachers used limited teaching materials due to their lack of experience. In addition, their instruction falls short of flexible management in teaching. The results show that they tend to teach in a somewhat rigid style that does not have sufficient positive interaction with students.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.618-632
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• 2008

Despite the rapidly growing body of research on science teachers' pedagogical content knowledge (PCK), most of the research has mainly focused on the definition of PCK and its components. The main purpose of this research was to explore the operational definition of PCK and to suggest another form by re-conceptualizing PCK, with the newly defined and conceptualized PCK capable of being used as standards and/or criteria in selecting the curricular content of and deciding the subject area of science teacher education. In this research, the science teachers' PCK was defined as the "practical knowledge and skills that are acquired through the curriculum of science education and in the course of teaching experiences, and which are used in their teaching of secondary school science." The science teachers' PCK was further defined as consisting of two integrated and/or combined dimensions: subject matter and pedagogy, each of which comprises several components. In this paper, the PCK is called science education literacy. The paper also presents the ways to apply the operational definition of PCK and re-conceptualized PCK and a few suggestions for the research on science teachers' PCK.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.129-149
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• 2018

This study has attempted to analyze the achievement standards in the 2015 revised curriculum, based on the revision of Bloom's Taxonomy and aims to identify the knowledge and required competencies in the fourth industrial era. The results of this study are as follows: First, the knowledge dimensions was the highest 'metacognitive knowledge' in middle school, while 'factual knowledge' was the highest in high school, and 'knowledge of specific details and elements' was the highest subtype of all of the knowledge dimensions. The dimensions of the cognitive process, such as the terms 'apply' and 'analyze' in middle school, as 'understand' and 'evaluate' in high school have been treated inattentively. Second, the knowledge dimension and the cognitive process dimension according to key concepts display the metacognitive knowledge and 'understand' in development, the conceptual knowledge and 'understand' in relationship. While the 'metacognitive knowledge' and 'apply' in life culture, the 'procedural knowledge' and 'evaluate' in safety, the 'factual knowledge' and 'apply' in management and the 'metacognitive knowledge' and 'understand' in life design were extremely high. Third, the verbs used in the achievement standards displayed as 'explore', 'understand', 'analyze', 'practice', 'suggest', 'recognize' and 'evaluate'. Since the statement of the action verb is the very basis for determining the performance process, specific competencies may be achieved by reflecting on the actual achievement standards. These standards should provide us with a effective cognitive process for to understand a learner's performance skills and support the direction of the education required, through a strategy that refines the connection between content elements and functions and develop their competences for the future.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.123-136
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• 2024

This study examines the performance expectations (PEs) and clarification statements of each PE in the 2022 revised national science and mathematics education standards from a data visualization competency perspective. First, the authors intensively reviewed data visualization literature to define key competencies and developed a framework comprising four main categories: collection and pre-processing skills, technical skills, thinking skills, and interaction skills. Based on the framework, the authors extracted a total of 191 mathematics and 230 science PEs from the 2022 revised science and mathematics education standards (Ministry of Education Ordinance No. 2022-33, Volumes 8 and 9) as the main data set. The analysis process consisted of three steps: first, the authors organized the data (421 PEs) by the four categories of the framework and four grade levels (3-4th, 5-6th, 7-9th, and 10th grade); second, the numbers of PEs in each grade level were standardized by the accomplishing period (1-3 years) of each PE depending on the grade level; lastly, the data set was represented by heatmaps to visualize the relationship between the four categories of visualization competency and four grade levels, and the differences between the competency categories and grade levels were quantitatively analyzed using the Mann-Whitney U test and independent sample Kruskal-Wallis tests. The analysis results revealed that in mathematics, there was no significant difference between the number of PEs by grade. However, on average, the number of PEs categorized in 'thinking skills' was significantly lower than those in the technical skills (p = .002) and interaction skills categories (p = .001). In science, it was observed that as grade level increased, PEs also increased (pairwise comparison: Grades 5-6 vs. 7-9, p = .001; Grades 5-6 vs. Grade 10, p = .029; Grades 3-4 vs. 7-9, p = .022). Particularly, the frequency of PEs in 'thinking skills' was significantly lower than in the other skills (pairwise comparison: technical skills p = .024; collection and pre-processing skills p = .012; interaction skills p = .010). Based on the results, two implications for revising national science and mathematics standards and teacher education were suggested.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.570-585
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• 2012

The Korean national curriculum for secondary school emphasizes scientific problem solving. In line with the national curriculum, many educational studies have been conducted in relation to science education. The objects of these studies were well-defined and well-structured problems. The studies were criticized for overlooking ill-defined and ill-structured problems. Some research has dealt with problem finding in ill-structured problems, which is related to creativity. There is a need for a study of scientific problem finding process in an ill-structured problem situation, because this study will help teachers wanting to teach scientific problem-finding in an ill-structured problem situation. The objective of this study was to conduct an empirical study on the scientific problem finding process in an ill-structured problem situation. One task of scientific problem finding in an ill-structured problem situation was assigned to 92 university students; thereafter, 32 of them participated in the research through interviews. Results indicated that the scientific problem finding process depended on initial clues and tentative solutions. Initial clues were affected by students' experiences, such as major classes, films, and novels. Tentative solutions were influenced by background knowledge of the tasks. Students screened information browsed on the Internet. They applied some standards for selection, particularly emphasized reliability standards, which are supposed to be studied in other contexts. All the students used assumptions to make their problems appear probable, which could be a useful tool to articulate.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.523-537
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• 2023

This study encompassed the responses of 284 elementary school teachers, focusing on their teaching experiences, readiness, and needs for science education concerning the risk posed by science and technology. The key findings are summarized as follows. First, a significant portion of teachers lacked prior experience in addressing risks associated with science and technology within their science education practices. Second, a greater number of teachers were aware of the inclusion of risk-related content in the 2022 revised science curriculum's achievement standards than those who were not. Third, in terms of teachers' understanding of risk perception, risk assessment, and risk management, they demonstrated a relatively high level of understanding of risk perception but a lower level of understanding of risk assessment. Fourth, most teachers had not undergone any formal education or training related to risk. Fifth, among the 10 objectives of risk education, teachers displayed the highest competence in teaching "information use" and "action skills," while their lowest competence was observed in "interpreting probabilities" and "evaluating risk assessment." Sixth, a majority of teachers believe that it is important to teach about the risks posed by science and technology in school science classes, with "action skills," "information use," and "decision-making skills" being considered the most important and "action skills," "information use," and "influence of mass media" being regarded as the most urgent. However, teachers anticipated difficulties in addressing risk in school science classes, including a lack of relevant educational materials, a lack of understanding of teaching theories related to risk education, and the relationship between science curriculum content and achievement standards. Seventh, as a result of calculating the educational needs for each of the 10 goals of risk education, "influence of risk perception," "decision-making skills," "action skills," and "evaluate risk assessment" were the priority needs of elementary school teachers.

• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.75-94
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• 2008

The purposes of this paper are to describe the newly established reference values of nutrient intakes: to apply the changed dietary reference intakes to the new text book based on the revised curriculum: and to contrive substantial contents in the domain of dietary life(foods & nutrition) of new text book. Dietary Reference Intakes for Koreans(KDRIs) is newly established reference values of nutrient intakes that are considered necessary to maintain the health of Koreans at the optimal state and to prevent chronic diseases and overnutrition. Unlike previously used Recommended Dietary Allowances for Koreas(KRDA), which presented a single reference value for intake of each nutrient, multiple values are set at levels for nutrients to reduce risk of chronic diseases and toxicity as well as prevention of nutrient deficiency. The new KDRIs include the Estimated Average Requirement(EAR), Recommended Intake(RI), Adequate Intake(AI), and Tolerable Upper Intake Level(UL). The EAR is the daily nutrient intake estimated to meet the requirement of the half of the apparently healthy individuals in a target group and thus is set at the median of the distribution of requirements. The RI is set at two standard deviations above the EAR. The AI is established for nutrients for which existing body of knowledge are inadequate to establish the EAR and RI. The UL is the highest level of daily nutrient intake which is not likely to cause adverse effects for the human health. Age and gender subgroups are established in consideration of physiological characteristics and developmental stages: infancy, toddler, childhood, adolescence, adulthood and old age. Pregnancy and lactation periods were considered separately and gender is divided after early childhood. Reference heights and weights are from the Korean Agency for Technology and Standards, Ministry of Commerce, Industry and Energy. The practical application of DRIs to the new books based on the revision in the 7th curriculum is to assess the dietary and nutrient intake as well as to plan a meal. It can be utilized to set an appropriate nutrient goal for the diet as usually eaten and to develop a plan that the individual will consume using a nutrient based food guidance system in the new books based on the revision in the 7th curriculum.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.295-306
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• 2022

This study aims to analyze the aspect of inquiry activity for seven national science textbooks, which were recently authorized and developed for elementary schools. The study reviewed seven of the abovementioned textbooks, which were introduced to the authorized textbook system for 2022 in elementary schools. In-depth analysis was conducted on inquiry activities, which were frequently emphasized since the third curriculum. A chapter entitled "Stratum and Fossils" was selected to analyze the detailed types of inquiry activity using the framework. First, analysis was conducted on six types of inquiry activity. The result indicated that two out of seven inquiry activities different among the national and authorized textbooks. In other words, the two slightly differed from the inquiry activities presented in national textbooks. It was not reasonable that the introduction of the authorized textbook exerted an effect on the increase of autonomy and variety of teaching and learning activities compared with those of national textbooks. Second, science process skills, material, and inquiry process were established as standards for the detailed types of inquiry activity. The study demonstrated a slight difference among textbooks in terms of material and inquiry process, whereas the inquiry activities of the seven authorized textbooks were the same or similar. This finding indicated that students could experience seven types of inquiry activities. Moreover, the study examined inquiry activities related to essential learning contents in detail and found that there were more diverse than types of inquiry activities.

• Journal of Korea Entertainment Industry Association
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• v.13 no.5
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• pp.263-271
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• 2019

The recent phenomenon of job "Miss Match", which is inconsistent with knowledge in the demand of educational training institutes and industries, has spread to an increase in private education costs for reeducation and employment of new hires, resulting in weak individual job competency and poor employment capability, as well as economic and material waste at the national level. To compensate for these problems, the National Competency Standards(NCS), which are available immediately in practice and look for a standard point of national job competency with the aim of fostering human resources sought by industries, were developed, and even the NCS-based qualification system was launched in line with the stream of times. This study is intended to look into the importance and priority of competency units and competency unit elements at the NCS-based qualification L3 level in the skin care field for an overall check of the NCS-based qualification level at a time when educational institutes are organizing and operating the school curriculums according to the NCS and NCS-based qualification level. And it is attempted to provide basic data for the development of curriculum in fostering professional human resources required by industries. To analyze the needs for competency units and competency unit elements at the L3 level, a survey using AHP method was carried out to a group of field experts and a group of education experts. In addition, the SPSS(Statistical Package for Social Science) ver. 21.0 and Expert Choice 2000, an AHP-only solution was used to do statistical processing through the processes of data coding and data cleaning. The findings showed that there was a partial difference of opinion between a group of field experts and a group of education experts. This indicates that the inconsistencies between educational training institutes and industrial sites should be resolved at this time of change with the aim of fostering field customized human resources with professional skills. Consequently, the solution is to combine jobs at industrial sites and standardized educations of educational institutes with human resources required at industrial sites.