• Journal of Korean Society of Industrial and Systems Engineering
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• v.20 no.44
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• pp.377-391
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• 1997

We consider the characterized curriculum of industrial engineering for training the excellent technician. We classified many kinds of jobs in the industry and information society and compared them with the curriculums of 13 junior colleges sampled randomly. Also we inquired the degree of relation of the technique qualification for graduates from industrial engineering to the current major subjects. For fostering the cultured individuals the community demands, we amended and looked into the current liberal arts course to supplement it. We analyzed the opinions of students, professors and experts from various circles through questionnaires, and then we set up the direction and the priority order for developing the curriculum for training the technician. According to the analyzed results, we presented the curriculum centering around customers and demanders and introduced it in detail. We are going to utilize developed curriculum, teaching methods by computers and practice methods step by step, and make expansion to industrial engineering of other colleges. Then we are planning to apply to the reeducation for graduates and the social education that contains the industrial human resources and the ordinary persons.

• Journal of Korean Academy of Nursing
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• v.41 no.3
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• pp.423-431
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• 2011

Purpose: The study was designed to determine the discriminating ability of a Bayesian network (BN) for predicting risk for pressure ulcers. Methods: Analysis was done using a retrospective cohort, nursing records representing 21,114 hospital days, 3,348 patients at risk for ulcers, admitted to the intensive care unit of a tertiary teaching hospital between January 2004 and January 2007. A BN model and two logistic regression (LR) versions, model-I and .II, were compared, varying the nature, number and quality of input variables. Classification competence and case coverage of the models were tested and compared using a threefold cross validation method. Results: Average incidence of ulcers was 6.12%. Of the two LR models, model-I demonstrated better indexes of statistical model fits. The BN model had a sensitivity of 81.95%, specificity of 75.63%, positive and negative predictive values of 35.62% and 96.22% respectively. The area under the receiver operating characteristic (AUROC) was 85.01% implying moderate to good overall performance, which was similar to LR model-I. However, regarding case coverage, the BN model was 100% compared to 15.88% of LR. Conclusion: Discriminating ability of the BN model was found to be acceptable and case coverage proved to be excellent for clinical use.

• Journal of Veterinary Clinics
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• v.16 no.1
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• pp.203-209
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• 1999

A 4-year-old female Shih-tzu with severe episcleral congestion and buphthalmos in left eye was referred to the Veterinary Teaching Hospital, Chonnam National University in October 1998. During two months in local veterinary clinics, the dog had been treated unsuccessfully with tarsorrhaphy and antibiotics. By history taking, cause of the glaucoma was ascertained as accidental nonpenetrated cornea trauma by owner, Ophthalmic examination revealed that the left eye was buphthalmic with severe episcleral congestion, pain and fever. The direct pupillary light response could not be evaluated in the left eye, but right eye had normal reaction. The intraocular pressure was 4.5 mmHg in the right eye and 33 mmHg in the left eye, as measured with a Schiotz tonometer, Ultrasonographic finding revealed hyperechoic vitrous body and central echofree material. The Schirmer tear test showed 20 mm in the left eye and 8 mm in the right eye. The hematologic examination revealed monocytosis. The initial medical treatment was admitted, but there was no response. Transpalpebral enucleation in the left eye under inhalation anesthesia with enflurane 1.2 vol% in oxygen was performed. The day after operation the left eye ravealed no exudate, and pain, and the systemic vital signs were normal. The prognosis is excellent.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.44-54
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• 2005

The emphasis in environmental education for children should be on awareness, appreciation, and sensory experiences. By offering children opportunities to experience the elements of nature that surround them, teachers elevate children's comfort level and familiarity with the natural world. But many children have little contact with nature, because of urban living, hurried schedules, TV's attraction, and the low value most schools place on outdoor activities. So, teachers have to expand the real out-of-door experiences into the classroom by sharing and making accessible books focusing on nature and the natural environment. Namely, quality children's literature is an excellent vehicle for extending a particular experience or introducing new ones. Building on outdoor experiences through stories encourages children to explore more deeply what they have observed and experienced-concepts are reinforced, new knowledge gained, vicarious experiences provided. There are three-fold classification of environmentalism, especially environmental ethics, and three-aspects of the history in children's literature. The analytical results of this study are as follow. The environmental ideology in elementary Korean textbooks varies from 'egocentrism-didacticism' to 'ecocentrism-fantasy'. This finding has implication for selecting children's books and teaching environmental contents in elementary school. Therefore teachers and parents need to get ready to receive ecocriticism.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.603-612
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• 2011

This study suggested an educational curriculum(12 class periods) in order for higher level elementary school students to learn programming in discretionary activity hours using a line tracer and evaluated achievement level based on the outcome of learning by class period to assess the possibility of success. As a result, it could confirm that the programming learning using the line tracer was more excellent in creativity than the computer programming learning. In addition, it has been found that the programming learning method using the line tracer had a potential to be successful as a new creative tool that could replace the computer.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.193-205
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• 2014

This study examined the effect of coaching based on private tutoring on students' learning ability and academic achievement in university mathematics education. Those in the coaching group showed statistical significance in academic achievement compared to those in the non-coaching group. In addition, the coaching was found to be more effective for those with poor academic performance or women than those with excellent academic performance or men respectively. Due to limitations on survey time and number of respondents, it is difficult to draw a general conclusion about the effect of coaching in university mathematics education. Still, it is significant that the study applies coaching as a method to teach students university mathematics for the first time and the results are in consistent with those of previous studies on other subjects.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.69-80
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• 2022

In this study, the application of flipped learning methodology to thermodynamics in mechanical engineering was examined, and how university students view flipped learning and the effects of flipped learning were analyzed. To analyze the effects of flipped learning, pre-class survey, assessment on learning in pre-class, team activities during class, and post-class survey were conducted. The analysis was also conducted on 33 students who took the thermodynamics course in mechanical engineering, and the PARTNER flipped learning model was applied to the class. The results of this study are as follows; In the preliminary survey, the students expected that the flip-learning class with team activities and teaching between team members would be helpful in improving their learning. In addition, students recognized that cooperative learning through a team was helpful for learning. The case reflecting the result of pre-learning evaluation to the subject grades showed higher pre-learning evaluation results than the case not reflecting the result of the pre-learning evaluation to the subject grades, and it was found that the pre-learning evaluation was acting as a factor to promote learning in pre-class. In post-class survey, the satisfaction with the flipped learning class was high, indicating that the effectiveness of the flipped learning class applied to the thermodynamics class was excellent.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.38-58
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• 2001

This study aims to illustrate T. H. Huxley's life and activities as a pioneer of British school science education which have been relatively little known than other aspects of him (e.g. Darwin's Bulldog). Undoubtedly, Huxley was one of the great scientists of the Victorian era, but he was also an active reformer of scientific enterprises and school science education through his strong engagement in various governmental and non-governmental positions and through his talents of delivering speeches and of writing books. He joined as a member to various royal commissions (esp. Devonshire Commission), became a president of several important scientific societies (e.g. Royal Society, BAAS) and published many well known books (e.g. Science and Culture, Selected Essays). As a science educator, Huxley himself taught biology and physiology for thirty years and known as an excellent teacher, participated in several historical education reform activities (e.g. a member of Devonshire Commission and of London School Board), worked as a science teacher trainer and as a DSA science examiner for the improvement of the quality of science teaching, and wrote a number of textbooks (esp. Physiography, The Crayfish) for various levels of schooling including elementary and secondary, imprinted his new idea on science teaching. His great role as a pioneer of school science education followed by a more professional successor, Prof. H. E. Armstrong who was better equipped with a more theoretical framework on the activities of learning science.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.545-564
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• 2009

TPACK (Technological Pedagogical Content Knowledge) adds the technological knowledge to PCK (Shulman 1986), completing the combination of three kinds of knowledge, i.e. teacher's content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). In this study, I seek to design methodological ways to improve TPACK for preservice mathematics teachers by developing and analyzing team project-based classes with technology in a class of the first semester 2009 in a teacher's college in Seoul, South Korea. The goal of the team project is to design classes to teach mathematics with technology by selecting technology tools suitable for specific mathematical concepts or mathematics sections. In the early stage of the class in the college, the confidence levels among the preservice mathematics teachers were relatively low but increased in the final stage their mathematics teaching efficacy up to from 3.88 to 4.50. Also, the pre service mathematics teachers answered the team project was helpful or very helpful in developing TPACK; this result proves that lectures with technology which based on team project are excellent tools for the teacher to design classes with technology confidently. Considering the teacher's TPACK is one of the abilities to achieve the goals required in the information technology era, the preservice mathematics teachers are asked to plan and develop the lectures with technology, rather than just taught to know how to use technology tools or adapt to specific cases. Finally, we see that national-wide discussion and research are necessary to prepare customized standards and implementable plans for TPACK in South Korea.

• Journal of Korean society of Dental Hygiene
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• v.4 no.1
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• pp.119-132
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• 2004

The purpose of this study was to introduce PBL to dental hygienist education in an effort to raise a question about the inauthentic and inappropriate curriculum. PBL is one of learning methods to enhance the problem-solving ability of learners, and it's attempted to develop a PBL package focusing on dental hygienist roles to lay the foundation for producing competent and expert dental hygienists with a good problem- solving ability. The literature concerned was reviewed from November 2002 through January 2003 to determine whether or not PBL was applicable to dental-hygienist course, and that turned out to be effective for dental hygienist education. And then a PBL package was developed to train students to be knowledgeable and have a knowhow and excellent problem-solving skills. The characteristics of the PBL package could be described as follows: First, that focused on dental hygienist roles to serve the purpose of this study to remedy the current unrealistic and improper curriculum and improve the problem-solving skills of learners. Second, time factor was taken into account. In this four-week course for two credits, there are four classes a week, and it's required to take six or eight weeks to apply the PBL package, which is expected to demotivate students. Therefore, it's planned to conduct more weekly classes to make a proper progress. Third, a wide variety of teaching aids were put to use, and learner would be encouraged to be more interactive and utilize teaching aids properly, and eventually, they could have an opportunity to better express themselves. Fourth, online real-time learner discussion would be attended by this researcher. Learners would have a discussion in real time in the Internet cafe chat room, and different discussion time would be allocated to each team. This researcher would take part in each team's discussion once or more. Fifth, learners would prepare one or more journal(s) about four-hour Internet cafe learning. They have to make it twice a week at least, and it would be a good opportunity for learners to look back on themselves and their teams, and their learning effect would be greater. Specific rules were presented to help them make a successful self-examination. Sixth, there are some spaces in the lower part of objective test sheets to have students describe why they make a particular answer choice. They would be asked to depict the reason of their prior evaluation and lecture assessment especially because their responses would be important for more successful discussion and feedback. Seventh, problem-solving approach was designed to attain learning objectives, stimulate the creative thinking of learners and help them share a more systematic discussion. That would serve as a secondhand guide not to make them digress when they discuss by using information they acquire from a scenario presented in class.