• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.401-414
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• 2021

The purpose of this study is to explore the cognitive achievement characteristics by group of achievement levels in the PISA 2018 science domain compared to the results of the PISA 2015, and to compare and analyze the 'epistemic' knowledge in the revised curriculum 2009 and in the revised curriculum 2007. The average correctness rates in PISA 2015 and PISA 2018 were analyzed by sub category of the evaluation frame in the PISA scientific domain. In the competencies domain, especially, the average correct answer rates of 'evaluating and designing scientific inquiry' were the lowest in medium and lower groups, but the rates rose in all achievement groups compared to PISA 2015, which is encouraging. Although the answer rates were low for both 'living system' knowledge and 'epistemic' knowledge in the knowledge domain, the average answer rates of the upper and middle groups increased in 'epistemic' knowledge compared to PISA 2015. The changes in the curriculum experienced by students participating in PISA were analyzed in relation to the 'evaluating and designing scientific inquiry' competency and 'epistemic' knowledge, which increased in average correct answer rates. In terms of understanding science, the "What is science?" unit that explicitly presents epistemic knowledge, and nature of model in inquiry activities, were explicitly presented in the revised curriculum 2009. In terms of understanding the process of justifying scientific knowledge, the number of inquiry activities increased, scientific explanations based on experimental results strengthened, and the "Science and Human Civilization" unit was introduced to help students to understand STS while simultaneously conducting arguments. These findings confirm the educational performance of groups by achievement level in the PISA 2018 scientific domain and suggest that the direction of education relates to epistemic knowledge in Korea's Science curriculum.

• The Journal of Korean Philosophical History
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• no.25
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• pp.71-71
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• 2009

This study aims to provide a theoretical base for making a character education program on "how primary school students to cultivate their own right and good-minded characters." This study consists of three approaches: 1) an integrative approach based on the social and emotional learning, 2) development of integrative programs articulating three key domains directly and indirectly influencing students' character formation - school, family and local community(society), 3) maximum use of the educational institutes' moral education curriculums and the potential curriculums in the surrounding environment. In concrete, by specializing "social awareness and relationship skills" from various social and emotional ones, this study suggests an integrative program for the character education based on the theory of virtue in the Eastern philosophy. To develop such an Eastern philosophy-based integrative program for the cultivation of the social awareness and personal relationship skills, this study applies some virtue items of Eastern Ethics: for examples, 'rectification of the name(正名)' to improve skills for rational choice on the awareness and performance of social roles, 'empathy(忠恕)' to enhance the ability to share another person's feelings and emotions as if they were my own, 'reflect and seek in oneself(反求諸己)' to solve conflicts in peace and self-reflection, 'difficulty with countenance(色難)' to respond to others by understanding their situations and characters, 'select and follow good qualities of others and reform their bad qualities(擇其善者而從之, 其不善者而改之)' to make good results from various forms of personal relationship, and 'keep same respect as at first to old acquaintance(久而敬之)' to maintain good and emotional relationships. In particular, by underlining 'rectification of the name(正名)' and 'reflect and seek in oneself(反求諸己)', this study attempts to develop an alternative integrative program articulating three domains of school, family and local community.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.313-334
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• 2022

The purpose of this study is to analyze the changes in mathematical learning through applying STEAM education according to social needs for out-of-school youth. For this purpose, we developed a teaching and learning model and program for mathematics and music STEAM education, and we implemented and analyzed the changes of affective area and problem-solving strategies. The analysis results of characteristic in affective area are as follows: first, the activity-oriented class of mathematics and music STEAM education aroused interest in mathematics. Second, providing opportunities for mathematics and music STEAM education instilled a positive perception of the value of mathematics and STEAM education. Third, the autonomous communication-oriented learning environment of mathematics and music STEAM education improved confidence and motivation to learn in mathematics. The analysis results of the characteristic in problem-solving strategy are as follows: first, through the STEAM education with mathematics and music, a conceptual understanding of internally and externally dividing points was formed, and a given problem was expressed and solved in a formula. Second, the functional correspondence relationship was understood, and the given problem was described and solved with symbols associated with the function. The suggestions of the study are as follows: first, based on the teaching and learning model and results of this study, various STEAM education programs for out-of-school youth should be developed and expanded to foster future competencies and provide new changes for out-of-school youth. Second, it can be used for research on the development of teaching and learning materials for convergence elective subjects in the high school credit system by referring to the mathematics and music convergence STEAM program of this study. As the subjects and fields of STEAM education are diversified and organized, students in need of receiving educational opportunities will be reduced, and there will be a world where the name of out-of-school youth and alternative education will not be necessary. Therefore, it is expected that development of teaching and learning programs created by interest in education of out-of-school youth will be used as an innovative idea in school education to achieve a virtuous cycle.

• Journal of Navigation and Port Research
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• v.46 no.1
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• pp.1-10
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• 2022

This study aims to investigate changes in the demand for ship officers in response to changes in the shipping industry environment in which Maritime Autonomous Surface Ships (MASS) emerge according to the application of the fourth industrial revolution technology to ships, and it looks into changes in the skill of ship officer. It also analyzes and proposes a plan for nurturing ship officers accordingly. As a result of the degree of recognition and AHP analysis, this study suggests that a new training system is required because the current training and education system may cover the job competencies of emergency response, caution and danger navigation, general sailing, cargo handling, seaworthiness maintenance, emergency response, and ship maintenance and management, but tasks such as remote control, monitoring diagnosis, device management capability, and big data analysis require competency for unmanned and shore-based control. By evaluating the importance of change factors in the duties of ship officers in Maritime Autonomous Surface Ships, this study provides information on ship officer educational institutions' response strategies for nurturing ship officers and prioritization of resource allocation, etc. The importance of these factors was compared and evaluated to suggest changes in the duties of ship officers and methods of nurturing ship officers according to the introduction of Maritime Autonomous Surface Ships. It is expected that the findings of this study will be meaningful as it systematically derives the duties and competency factors of ship officers of Maritime Autonomous Surface Ships from a practical point of view and analyzed the perception level of each relevant expert to diagnose expert-level responses to the introduction of Maritime Autonomous Surface Ships.

• Journal of Korean Dental Hygiene Science
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• v.6 no.2
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• pp.79-89
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• 2023

Background and Objectives: The prevalence of dementia is steadily increasing each year, and preceding studies continue to explore the association between dementia and oral health. Dental hygienists require specialized competencies to provide appropriate dental healthcare services, necessitating the development of a tool for the objective measurement of their knowledge levels. This study aimed to develop a knowledge assessment tool for dental hygienists concerning considerations for dental care for patients with dementia. Methods: The study constructed preliminary items based on a literature review and then conducted expert validation, a pilot survey, and the main survey. The main survey was conducted among 220 dental hygienists. Validity and reliability analyses were conducted with the collected data to select the final items, and the correctness rates for each selected item were verified. Results: As a result of the analysis of the collected data, 18 items were eliminated out of a total of 40 preliminary items, leaving a total of 6 factors and 22 items. The Cronbach's α value for the selected items was 0.791. The six factors are as follows: 'Considerations during dental treatment for dementia patients' (5 items), 'medication side effects in dementia patients' (4 items), 'oral care methods for dementia patients' (4 items), 'communication with dementia patients' (4 items), 'psychological reactions of dementia patients' (3 items), and 'guidance for dementia patients' (2 items). The item with the highest correctness rate was item 2 of the 'guidance for dementia patients' category at 98.6%, while the item with the lowest correctness rate was item 2 of the 'psychological reactions of dementia patients' category at 5.9%. Conclusion: This study validated the reliability and validity of the knowledge assessment tool, which lays the foundation for future research on dental hygienists and dementia. It contributes essential data for ongoing education, development of educational programs, and establishing operational guidelines in healthcare institutions.