• 컴퓨터교육학회논문지
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• 제22권3호
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• pp.25-35
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• 2019

2015 개정 교육과정에서 제시한 백워드 디자인은 목표와 평가의 일관성을 고려하고, 지식의 본질을 강조하고 있다. 그러나 기존의 수업 설계 방식과 달라서 현장의 교사들이 적용하는데 어려움이 있다. 이에 본 연구는 정보과의 관점에서 교사들에게 익숙한 교육목표분류학과는 어떤 차이가 있는지 비교하기 위한 목적이 있었다. 분석 결과, 백워드 디자인에서 어려워하는 '이해'의 6관점은 수준(hierarchy)이 없다고 했지만, 교육목표분류학에서 제시한 6단계의 수준(a hierarchy of six levels)과 유사한 것으로 논의되었다. 새로운 이론이 제시될 때, 해당 지식을 받아들이고 적용하는 것은 매우 어려운 일이다. 본 연구는 새로운 이론에 대해서 충분한 분석을 토대로 받아들여야 한다는 것, 현장 적용성을 높이기 위해 노력해야 할 부분을 제시했다는 점에 의의가 있다.

• Journal of Chest Surgery
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• 제54권1호
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• pp.25-30
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• 2021

Background: Life-long anticoagulant therapy is mandatory for patients who undergo heart valve replacement with implantation of a mechanical prosthesis. The aim of this study was to investigate the effects of a nurse-led patient educational program concerning oral anticoagulant therapy intake after heart valve replacement surgery on patients' knowledge of important parameters of anticoagulant administration. Methods: In this single-center study, 200 patients who underwent surgical implantation of a mechanical prosthesis were divided into 2 groups. The control group received the basic education concerning oral anticoagulants, while the intervention group received a personalized educational program. Results: Personalized education was correlated with a better regulation of therapeutic international normalized ratio (INR) levels and adequate knowledge among patients. Therapeutic levels of INR were achieved in 45% of the patients during the first month, 71% in the third month, and 89% in the sixth month after discharge in the intervention group, compared to 25%, 47%, and 76% in the control group, respectively. Patients' satisfaction with the information was higher in the intervention group than in the control group. The percentage of satisfaction reached 80% for the intervention group versus 37% for the patients of the control group. Conclusion: The implementation of the nurse-led educational programs was associated with improved clinical results and increased adherence to oral anticoagulant treatment.

• 한국과학교육학회지
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• 제14권2호
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• pp.159-169
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• 1994

The purpose of this study was to establish the goals of Science Pedagogy as a subject curriculum. This study is served as the criterion for syllabus of teacher's university which instruct the preservice science teachers. To perform this study, by a premise of Science Pedagogy, the domains and the categories of science eduactional goals ware pursued by review of literature. In this study, the sources to establish science educational goals are national educational ideology, nature of science, interests and cognitive levels of children, and social demands. According to these sources, the domains of science educational goals are as follows; 1.cognitive domain 2.inquiry process domain 3.manual skills domain 4.creativiry domain 5.science attitude domain 6.S-T-S domain These six domains are essential to school science educational achievement. Therefore, these domains are surely reflected in the course of science preservice teacher's training. On the base of these domains of science educational goals, 1 general goal and 10 specific objectives of Science Pedagogy are proposed.

• 보건교육건강증진학회지
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• 제21권4호
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• pp.51-62
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• 2004

The purpose of this study was to assess whether the osteoporosis preventive educational program has changed the middle-aged women's knowledge on osteoporosis. A one group pretest-posttest design was used. A total of 27 women (at pretest) and 27 women (at posttest) who were volunteers participated. The intervention program content included lecture and exercise entitled The Prevention of Osteoporosis. This program design consisted of one 3-hour session per week and lasted over 4-week period. Osteoporosis Knowledge Questionnaire (OKQ) was used. The OKQ contains 20 true-false items to measure the knowledge levels about osteoporosis. The Kuder-Richardson test (KR 20), used as an estimate of internal consistency for knowledge, was .7783. Overwhelming majority of the participants (96.2％) were ranging in age from 40 to 60. About half of the participants were college graduates and the majority of them (77.8％) had no jobs. The educational program significantly increased osteoporosis knowledge in middle-aged women. Results of this study shows that educational program is effective in increasing knowledge of osteoporosis. Further study using the same program with different age group is needed to measure knowledge, behavior and attitude on osteoporosis.

• International Journal of Advanced Culture Technology
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• 제12권3호
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• pp.441-448
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• 2024

The purpose of the study was to examine the effects of pre-service early childhood teachers' pedagogical content knowledge in mathematics and constructivist educational belief on mathematics teaching efficacy. The subjects were 187 pre-service early childhood teachers who enrolled in universities majoring early childhood education. We used self-reporting survey questionnaires to measure the major variables and utilized the SPSS 28.0 Program to analyze the collected data. Cronbach's alphas were calculated and the descriptive statistical analysis were conducted. To investigate the research questions, Pearson's correlation analysis and multiple regression analysis were done. As results, the higher the levels of pre-service early childhood teachers' pedagogical content knowledge in mathematics and constructivist educational beliefs, the higher their mathematics teaching efficacy. In addition, both pedagogical content knowledge in mathematics and constructivist educational belief were validated as the predictors of increased mathematics teaching efficacy of pre-service early childhood teachers.

• Journal of Preventive Medicine and Public Health
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• 제51권4호
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• pp.196-204
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• 2018

Objectives: To determine urinary mercury levels in e-waste workers in Southern Thailand and the airborne mercury levels in the e-waste shops where they worked, to describe the associations between urinary and airborne mercury levels, and to evaluate the prevalence of mercury exposure-related health effects among e-waste workers. Methods: A cross-sectional study was conducted by interviewing 79 workers in 25 e-waste shops who lived in Nakhon Si Thammarat Province, Thailand. Information on general and occupational characteristics, personal protective equipment use, and personal hygiene was collected by questionnaire. Urine samples were collected to determine mercury levels using a cold-vapor atomic absorption spectrometer mercury analyzer. Results: The e-waste workers' urinary mercury levels were $11.60{\mu}5.23{\mu}g/g$ creatinine (range, 2.00 to $26.00{\mu}g/g$ creatinine) and the mean airborne mercury levels were $17.00{\mu}0.50{\mu}g/m^3$ (range, 3.00 to $29.00{\mu}g/m^3$). The urinary and airborne mercury levels were significantly correlated (r=0.552, p<0.001). The prevalence of self-reported symptoms was 46.8% for insomnia, 36.7% for muscle atrophy, 24.1% for weakness, and 20.3% for headaches. Conclusions: Personal hygiene was found to be an important protective factor, and should therefore be stressed in educational programs. Employers should implement engineering measures to reduce urinary mercury levels and the prevalence of associated health symptoms among e-waste workers.

• 한국과학교육학회지
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• 제24권2호
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• pp.357-374
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• 2004

본 연구에서는 선진국의 주요 자연사 박물관에서 제공하는 교육 프로그램의 유형 및 특징을 살펴보았다. 미국(AMNH, FM, SM), 영국(NHM), 호주(AU), 캐나다(RTM)의 자연사 박물관의 웹사이트에 소개되어 있는 교육 프로그램, 박물관 간행 책자, 홍보자료, 연간 보고서를 수집하여 분석에 사용하였다. 연구 결과, 자연사 박물관의 교육 프로그램을 크게 열 가지 유형-이동식 박물관, 워크삽, 강좌/강연, 페스티발/(특별)이벤트, 탐구활동, 과학적 활동/연구 프로젝트, 필드트립, 청소년 학예원/인턴 과정, 대여 자료, 캠프/투어-로 나누고, 각 유형에 따른 프로그램의 예를 제시하였다. 또한 개별 프로그램을 교육적 측면에서 볼 수 있는 몇 가지 특징인 주제, 참여 수준, 전시와의 연관성, 학교교육과의 연계, 활동 수준에 관하여 살펴보았다. 본 연구의 결과는 세 가지 측면에서 과학교사, 박물관 교육담당자 및 학예원에게 도움이 될 것으로 보인다: (1) 교육 프로그램 유형과 내용을 개발하고 실행하는데 유용하며, (2) 교육 프로그램을 평가하고 개선하는 지침으로 이용될 수 있고, (3) 일반 대중에게 다양한 과학적 측면과 소장품을 소개하거나 학교 교육과정과 연관한 과학 교수 학습에 효과적으로 활용될 수 있다.

• 대한수학교육학회지:수학교육학연구
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• 제10권2호
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• pp.161-182
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• 2000

This study is to develop assessment framework, test items and questionnaire for the National Assessment of Educational Achievement(NAEA), which administered in the elementary and secondary schools across the country in this year(2000). According to the first year study result of the NAEA, the test was administered in two core subjects, Mathematics and Social Studies. In this study, test items and sets of questionnaire and administered pretest were developed in the last year. In this year, the NAEA was administered with the adjusted test items and questionnaires and the results was analyzed and would be reported to the public. NAEA was developed on the basis of national curriculum, especially of the nature and objectives of subject curriculum in Mathematics (and also Social Studies). In the framework of assessment, we set up four differentiated levels of student achievement: 'under basic', 'basic', 'intermediary', and 'advanced'. Here 'the intermediary level' means the level of educational achievement in which students can understand average content of subject curriculum. 'Advanced level' indicates the level of educational achievement in which students master all the content of subject curriculum and apply basic concepts and principles to a variety of situations. 'The basic level' means the level of educational achievement in which students do not achieve the intermediary level. Students who do not understand average content of subject curriculum are classified as belonging to the basic level. Finally, this study would explain how to administer and analyze the test in the future. The test result was analyzed to report students' educational achievement according to regions, content areas, behavioral characteristics, and etc. This study would show how to report test result\ulcorner and how to set up students' academic achievement.

• 한국지역사회생활과학회지
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• 제21권4호
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• pp.559-569
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• 2010

This study investigated the educational status, students' recognition, educational needs and degree of difficulty on the food and nutrition section of Technology Home economics subject in middle schools. It was carried out through questionnaires. The subjects were 503(boys; 246, girls; 257) middle school students in 3rd grade in the Daejeon area. The results were as follows. The students' preference for food and nutrition section was 58.5% of boys and 72.0% of girls. On the educational status of this section, The highest cooking frequency was once a year(52.3%), but 12.9% of students had never done cooking practice. Generally, practice education was not enough in subjected schools. The education of food and nutrition section was mainly conducted by lecture. For the behavioral change of students after learning this section, 'I can cook some simple foods' was the most(36.8%) than the other. The contents of high educational needs in this section were 'cooking foods' and ‘basic cooking methods'. A average degree of difficulty in this section was 2.89 points of the likert scale(1~5 point), particularly, 'change of food components by cooking' was the highest at 3.17 points of likert scale(1~5 point) in this degree. In relation to demographic background, the difficult degrees of this section were significantly higher than the other, when their parent's education was under middle school and their fathers' had no occupation. It suggests an increase in cooking frequency, complementing contents needed in life and using various audio-visual education aids are necessary for the education of food and nutrition section.

• 교육녹색환경연구
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• 제4권4호
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• pp.25-38
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• 2004

Schools have focused so far on a student-oriented education. As the roles of schools, however, have been increasingly emphasized in the information society, community-centered functions are now additionally required. Beyond simply allowing communities to utilize selected facilities, schools can conduct re-education programs for community residents and actively use their facilities for such purposes. As explained above, schools must continuously evolve to meet current needs and demands, such as by offering special classes and utilizing learning facilities in the elementary levels to promote learning in ever-changing societies. This study analyzed the functions of school facilities to communities, as well as the educational functions involved in teaching-learning processes, in light of the advent of a knowledge and information society. Through analysis, the types of information facilities in elementary schools were derived. On the basis of such derived types, systematic and reasonable methods to estimate the scope were suggested.