• Journal of Korean Public Health Nursing
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• v.13 no.2
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• pp.26-44
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• 1999

The study was done to improve the job training course for Community Health Practioners (CHPs) by evaluating the level of help that the training provided to the CHPs in carrying out their work and to analyze the management activities of the CHPs in order to develop a more effective CHP training program. The methodologies used in the study were a questionnaire survey. The survey results were analyzed using SPSS Windows. The study results are as follows. 1. The total average level of help from the job training(Theory. Practice and Field Practice) for carrying out the CHP work was found to be $3.04\pm.53$ (of a possible 4), which indicates a high level of help. The average for clinical practices was $3.16\pm.60$. for theory. $3.11\pm.40$ and for field practice. $2.84\pm.60$. 2. For the theory content of the job training courses. the help level was low in the area of mother and child health management/family planning with an average of $2.65\pm.62$ and in the area of health information system development with an average of $2.62\pm.83$. The reason for these deficiencies were. in order of frequency. few opportunities to apply learning. training content that was inadequate. training methodologies which were incongruent with content. improper training items and insufficient class hours. For the practice. the clinical work in rehabilitation/orthopedics departments and in ENT/Opthalmology departments had averages of $2.96\pm.86$ and $2.97\pm.80$ respectively. This low level resulted from the lack of direct experience. lack of sincerity during the practice time. lack of practice guidance. insufficient time and lack of practice equipment. in that order. For the field practice. the delivery management averaged $2.06\pm.90$ as the lowest help level. In this case 68% of respondents replied that there were no relevant reasons for this deficiency. 21% responsed that there was a lack of direct experience, 7%, a lack of practice guidance and 4.8%, insufficient time. 3. There were significant differences for several demographic variables when comparing the help level of the clinical courses (practice and Field Practice). A higher help level was reported by older nurses as compared to younger ones, experienced nurses as compared to scholarship nurses, and married over single. Also for nurses who had finished more other programs and were qualified or licensed in several areas the level was high. Although it was not statistically significant the level was higher if the work area was in a rural county, not a city, and if one had more recently completed the job training(P<,05). 4. Of the respondents 58.6% replies stated the period of job training for the CHP was adequate, but 51.7% reported that the period for theory courses was too short while an other 48.3% responded that it was sufficient. For practice locations, 50% responsed that it was good to practice in medical institutions(primary, secondary and tertiary) at the same time. While 48.3% agreed that doing theory and practice simultaneously was good, and 56.9% agreed that field practice should be done after completing theory and practice training. Hence, the development of new field practice guidelines suitable for changing environments of health management are required in place of the existing ones which were considered low in help level to the practical work of the CHPs.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.323-339
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• 2011

The expansion of exponential law as the law of calculation of integer numbers can be a good material for the students to experience an extended configuration which is based on an algebraic principle of the performance of equivalent forms. While current textbooks described that exponential law can be expanded from natural number to integer, rational number and real number, most teachers force students to accept intuitively that the exponential law is valid although exponent is expanded into real number. However most teachers overlook explaining the value of exponent of rational number or exponent of irrational number so most students have a lot of questions whether this value is a rational number or a irrational number. Related to students' questions, most teacher said that it is out of the current curriculum and students will learn it after going to college instead of detailed answers. In this paper, we will present several examples and the values about irrational exponents of a positive rational and irrational exponents of a positive irrational number, and study the recognition and fallacy of would-be teachers about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.487-497
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• 2010

The purpose of this study was to investigate how a teaching approach influences student's ability of classification at the brain level. Twenty four healthy and right-handed college students participated in this study, which investigated a brain plasticity associated with category-generation and -understanding in classification learning. The participants were divided into one of two groups, one each for category-generation and -understanding learning programs, which were composed of twelve topics taught over a twelve-week period. To measure the change in student competence and brain activations, a paper and pencil test and an fMRI scanning session were administered before and after the training programs. Unlike the understanding group, the generation group showed significant changes in classification ability quotients and learning-related brain activations (cerebral cortex and basal ganglia were increased and prefrontal cortex and parahippocampal gyrus were decreased). Nevertheless, the understanding group showed an increased activation in the cerebral cortex and parahippocampal gyrus and a decreased activation in the right prefrontal cortex and cerebellum. Therefore, it can be concluded that teaching styles could influence students' brain activation patterns and classification ability. The results might also be used to develop a brain-compatible science education curriculum.

• Journal of the Korean Applied Science and Technology
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• v.35 no.3
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• pp.963-974
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• 2018

This study was done to compare cultural competence(CC) and psychological well-being(PWB) in nursing students(NS) and non-nursing students(NNS). Participants were 251 NS and NNS at college in S and I city. Mean score(range:1~5) of CC in NS was 3.35 and NNS, 3.23 and PWB in NS was 3.53 and NNS, 3.37. Thus, mean score of CC and PWB of two group were above the average and NS significantly higher than NNS. Significant relationship were in NS CC, cultural awareness, knowledge, sensitivity, skill and experience, PWB, self-acceptance, environmental mastery, positive relations with others, autonomy, purpose in life, personal growth. Therefore, it is necessary to develop cultural competencies and to provide nursing considering cultural diversity in PWB through extracurricular activities, lectures related to multiple cultures and the placement of multi-cultural subjects in the curriculum.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.339-347
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• 2007

Along with developments of information and communication technologies, internet has spread not only all over the society, but also our everyday life deeply. Recently, requirements for e-learning using internet in the educational aspect have a great influence on the changes of school educations. Cyber Home Learning System, in particular, has been implemented throughout the nation for the purpose of reducing private expenditure for education and promoting substantial improvements in quality of public education. However, there have been exposed many problems with respect to quality of operations and managements of the system comparing to its quantitative growth, and so, at this point in time, researcher conducted analysis of actuality of perceptions of both elementary and middle school teachers with a focus on the case of S System in K province. To test this, total 278 participants were sampled from the elementary schools (139 teachers) and the middle schools (139 teachers) located in K province and were asked to complete a survey and the results therefrom were analyzed accordingly. Results from the analyses revealed that elementary school teachers responded more positively than other respondents in the most areas, including supply of a variety of learning contents of S System, quality of contents, and providing for helps insomuch as to complement school works, etcetera. In addition, researcher has found out that, to make the system become all the more efficient, it shall be required to establish a strategy in order to induce students' interest in the system, as well as to construct infrastructure for facilitating the use of computer. And that there are also needs for continuous supports from both the school and the education authority concerned, and for method of flexible operation of curriculum.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.587-598
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• 2018

In this study, we investigated the characteristics of pre-service science teachers' curriculum design for lessons using self-generated analogy. Three pre-service science teachers at a college of education in Seoul participated in this study. After a workshop on lessons using self-generated analogy, they planned and demonstrated lessons. All of the teaching-learning materials were collected, and their lessons were observed and videotaped. Semi-structured interviews were also conducted before and after their lessons. The characteristics of lessons using self-generated analogy were analyzed in the perspectives of PCK. The analyses of the results revealed that they used various strategies to promote students' generating analogies. They lacked understanding of the stages of the lessons and the role of teachers. Although all of them considered assessment, they used limited assessment methods and assessment dimensions. Some actively considered students' misconceptions, and specifically anticipated analogies that students could generate. They determined topics for lessons considering various aspects such as the level of self-generated analogy and the characteristics of scientific conceptions. On the bases of the results, we suggest some educational implications for pre-service science teacher education.

• Journal of Oriental Neuropsychiatry
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• v.26 no.2
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• pp.103-116
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• 2015

Objectives: Medical students suffer from mental health and academic problems due to academic stress. We investigated academic stress and exhaustion along with psychological issues caused by medical education during the years in the School of Korean Medicine. Methods: Two hundred fifty-one university students from the School of Korean Medicine, Pusan National University, were asked to complete the Medical Stress Scale (MSS), Maslach Burnout Inventory-Student Survey (MBI-SS), Positive Affect and Negative Affect Schedule (PANAS), and State-Trait Anxiety Inventory (STAI) three times during each semester for two years from 2013 onwards. We analyzed the influence of school term and vacation on educational stress and negative affect with the T-test. The Pearson's correlation analysis and regression analysis were used to predict changes during the first semester or first years of study in the School of Korean Medicine. Results: Academic stress and burnout increased steadily until the first semester of third grade, which was measured with MSS and MBI-SS. The anxiety level was highest when the students started the first grade and it decreased significantly after the first semester. Negative affect repeatedly increased significantly after each school term; however, it reduced after each vacation. In the first grade, 19.5% of the last measure of MSS can be explained with the first measure of MSS. Discussion: This study extensively reviewed the trends and characteristics of four years of academic stress and its related psychological influence, and discussed its importance for developing a more efficient academic curriculum for traditional Korean Medicine.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.1-10
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• 2020

The pneumatic control circuit is an important basic element that constitutes factory automation in the era of the 4th Industrial Revolution, and the ability to design and fabricate pneumatic control circuit at the university level is one of the most important educational courses. In this study, it introduced collaborative learning by group, and capstone design technique applied to the subject of design and fabricate of pneumatic control circuit. In addition, it intends to contribute to the innovation of practical engineering education by examining the learning achievement of students. It was investigated analytical skill differences by applying cooperative learning to the experimental group and by applying traditional lecture methods to the comparison group. The experimental group that conducted cooperative learning showed higher academic ability than the comparison group that conducted only traditional lectures, and the t-test results of the significant level p<0.05 also confirmed that there were significant differences between the two groups. It was also responded 13 survey questions in four experimental groups and analyzed the results, showing a high satisfaction level of 4.731 on average. Through this study the design and fabrication of the pneumatic control circuit is more effective in improving students' learning achievement when applying the capstone design technique than when operating as a normal subject and expected to use as a basic material for the development of the curriculum of Capstone design in the future.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.681-691
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• 2016

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

• Journal of Digital Convergence
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• v.14 no.12
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• pp.377-388
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• 2016

This study was done to compare consciousness of biomedical ethics in nursing and general students. Participants were 382 nursing and general students at a college in S city. Mean score of consciousness of biomedical ethics(range:1~4) in nursing students was 3.04 and general students, 3.12. Thus, mean score of consciousness of biomedical ethics of two group were above the average and general students significantly higher than nursing students. Life-respect consciousness, perceived ethical values in nursing students were shown as significant predictors on consciousness of biomedical ethics and life-respect consciousness, sexual attitude, value regarding child rearing in general students. The most influential predictor of two groups was life-respect consciousness. To establish desirable biomedical ethics of nursing students, it is necessary that subjects related to biomedical ethics should be mandatory, and it is necessary to raise the proportion of credit for the curriculum.