• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.59-73
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• 2001

The National Science Fairs has been held in every year for the promotion of science and technology and scientific civil life. The purpose of this study is to survey the current problems in National Science Fairs by making up a question and to improve them. The study makes up a questionnaires about the existing Science Fairs to the teachers who have submitted their works to the Science Fairs and suggest the ways of improvement. The result of questionnaires is that little availability of reference materials, difficulty of paying proper attention to regular classes because of frequent travels, and absence of experimental devices and experimental rooms are perceived as major obstacles in preparing for the exhibition. Respondents teacher also pointed out some problems with the current organization of the exhibition; non-voluntary selection process for the potential authors, separation of research content from regular teaching materials, unrealistically high standard, low participation rate of teachers, so many exhibited works, lack of professionalism in the screening process. The majority however, agreed that the exhibition event should be continuously done, after remedial measures have been taken about the problems. First, the side of science education is emphasized in a purpose of the science fairs to let activity related to science fair be closely connected with school education. Second, students have to be divided according to grade. Third, research level have to be set not too higher than regular instruction content. Fourth, hand book related to science fairs have to be manufactured and spread. Fifth, data of local science fair have to be arranged. Sixth, judging section have to be subdivided and people related to science education have to be included to a judge. Seventh, excellent works have to be support to participate in ISEF.

• Journal of the Korean Institute of Educational Facilities
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• v.24 no.6
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• pp.45-53
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• 2017

The purpose of this study is to provide the fundamental data to improve a school building through comparing and analyzing facilities of high schools located in Gyeonggi - do Province on the basis of the Design Indicator for the Korean Educational Buildings. Two types of high schools were examined for this study. Some of them are high schools selected by Korean Ministry of Education as a school equipped with superior facilities and the others are high schools equipped with general facilities. 8 items such as safety, comfort, the function of education, utilization, the public, eco-friendliness, technology performance, economical efficiency were examined by 5 point Likert scale. Findings showed that all facilities of both types of high schools received high ratings in terms of safety, utilization, and technology performance. However, the evaluation index on 'various used outdoor space' and 'public buildings harmonized with surroundings' of the education function of both types of high schools was low, which implies that the facility related to the education function needs to be improved. It infers that facilities are simplified and harmony with surroundings disappears when altering the design of the school building due to the convenience of building and the problem of the budget. Therefore, these need to be primarily controlled. Additionally, in high schools with general facilities, the evaluation index on 'aesthetic interior and exterior design of comfort', 'the responsive space to the demand for teaching and learning of the function of education', and eco-friendless were so low that these factors need to be considered when designing the school building.

• School Mathematics
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• v.9 no.3
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• pp.353-373
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• 2007

The purpose of this study was to provide instructional suggestions by investigating the spatial sense and spatial reasoning ability of 6th grade students. The questionnaire consisted of 20 questions, 10 for spatial visualization and 10 for spatial orientation. The number of subjects for the survey was 145. The processes through which the students solved the problems were the basis for the assessment of their spatial reasoning. The result of the survey is as follows: First, students performed better in spatial visualization than in spatial orientation. With regard to spatial visualization, they were better in transformation than in rotation. With regard to spatial orientation, students performed better in orientation sense and structure cognitive ability than in situational sense. Second, the students that weren't excellent in spatial visualization tended to answer the familiar figures without using mental images. The students who lacked spatial orientation experienced difficulties finding figures observed from the sides. Third, students had high frequency rate on the cognition and use of transformation, the development and application of visualization methods and the use of analysis and synthesis. However they had a lower rate on a systematic approach and deductive reasoning. Further detailed investigation into how students use spatial reasoning, and apply it to actual teaching practice as a device for advancing their geometric thinking is necessary.

• Journal of Veterinary Clinics
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• v.28 no.5
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• pp.538-541
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• 2011

An 8-year-old spayed Yorkshire Terrier Dog was presented to the Veterinary Teaching Hospital of Kyungpook National University because of the recurrent superficial pyoderma. At the presentation, pustules and papules were present throughout the body. Numerous rods with a few cocci were observed on impression smears and they were confirmed to be Proteus mirabilis and Staphylococcus pseudointermedius consecutively. The patient was treated with systemic enrofloxacin and amoxicillin-clavulanic acid based on the results of antimicrobial sensitivity tests with once a week basis 4% chlorhexidine shampoo. An excellent clinical response was achieved in 2 weeks of therapy and the lesions were fully resolved in 6 weeks. The possibility of P. mirabilis infection should not be overlooked by clinicians in dogs with recurrent superficial pyoderma although it's been considered to be rare.

• Journal of the Korea Society of Computer and Information
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• v.26 no.2
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• pp.193-199
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• 2021

The purpose of this study was to apply a teaching method that fits the characteristics of learners through the improvement and application of subjects for reinforcing SWP, and to seek ways to strengthen field practice. As a result of the study, first, as a method of applying learner motivation, it is necessary to conduct discussions by inviting practitioners in the field, and to watch the progress of projects by type of social welfare site. Second, as a way to participate in learners, it is necessary to analyze excellent proposals, participate in events held at welfare sites, present various dilemma cases in the field, and try to overcome ethical dilemmas by sharing cases overcoming dilemma, and to make efforts to list practical skills required in social welfare field practice. Third, it is necessary to apply such methods as phone calls, e-campus, Kakao Talk, Zoom, and counseling techniques that are conducted in the case management process as a way to apply interaction, and discuss issues that are important in the welfare field.

• Korean Journal of Childcare and Education
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• v.19 no.3
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• pp.19-39
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• 2023

Objective: The purpose of this study was to analyze the experiences of foreign students in childcare practicum, with a specific focus on identifying the difficulties they encountered and the values they derived from their practicum experiences. The aim was to gain insights that can contribute to improving practicum support for these students. Methods: A total of 6 foreign students were selected as participants for this study using snowball sampling. The data collection period spanned from May 2021 to March 2023, during which semi-structured interviews were conducted and qualitatively analyzed. Results: Foreign students faced challenges in securing practicum placements prior to the start of their program. Communication difficulties necessitated the use of interpreters to interact with children. Additionally, documenting information in a language other than their mother tongue posed a challenge. Consequently, there was a need for tailored training support to address the specific needs of foreign students in childcare practicum. Despite these challenges, the students reported rewarding and valuable experiences during their practicum. These experiences included discovering the teaching identity in Korea, learning about desirable practices in the field, recognizing and addressing personal shortcomings, and developing a sense of vocation for the advancement of infant education in their home countries. Conclusion/Implications: If we actively listen to and provide appropriate support for the specific needs of foreign students in their childcare practicum, they have the potential to become excellent childcare teachers who can foster a harmonious and inclusive environment within our multicultural society.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.407-417
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• 2017

This study examined the extent to which childcare methods of infant classroom childcare teachers who respect infant rights in the everyday teaching curriculum at day-care centers occurs. To achieve these objectives, a questionnaire survey was conducted on 210 infant classroom childcare teachers who were in charge of the day-care center classrooms located in [G] city of [J] province. The results of the research confirmed that first there were no statistically significant differences when verifying the extent to which childcare methods of infant classroom childcare teachers who respect infant rights in the everyday teaching curriculum at day-care centers according to the final education level, professional experience, age, and education major of the infant classroom childcare teacher. On the other hand, the results confirmed that when analyzing for arrival time for infant classroom childcare instruction at the day-care center and for the time spent taking the infant to and from the bathroom, the infant classroom childcare teachers who had graduated from 2 year colleges showed more respect for infant rights compared to that of infant classroom childcare teachers who had graduated from 4 year universities, and for the arrival time for infant classroom childcare instruction at the day-care center and nap times, the infant classroom childcare teachers who were above 50 years of age showed more respect for infant rights compared to that of infant classroom childcare teachers who were in their 30s and 40s. The results of the research confirmed that there were statistically significant differences for both the age and education major of the infant classroom childcare teachers. When examining each of the sub-factor, the age of the infant classroom childcare teachers, respect for the infant's opinion, respect for individuality, and for information provision, infant classroom childcare teachers older than 50 years of age were shown to exercise a higher level of respect for the infant according to the rule of prioritizing the infant compared to infant classroom childcare teachers in their 30s and 40s, and infant classroom childcare teachers who majored in infant education-related majors exercised a higher level of respect for the infant for respecting freedom and autonomy compared to that of infant classroom childcare teachers who majored in welfare and childcare-related fields. The results of the research confirmed a statistically significant static correlation between the two related variables. Therefore, this suggests that the more childcare methods of infant classroom childcare teachers who respect infant rights in the everyday teaching curriculum at day-care centers, the more childcare methods of infant classroom childcare teachers who respect infant rights occurred according to the rule of prioritizing the infant. These results can be used to establish both quantitatively and qualitatively an excellent and balanced respect for infant rights.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.247-282
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• 2011

In the elementary school mathematics textbooks of the 7th national curriculum, just simple construction education is provided by having students draw a circle and triangle with compasses and drawing vertical and parallel lines with a set square. The purpose of this study was to examine the mathematical thinking of sixth-grade elementary school students in the construction process in a bid to give some suggestions on elementary construction guidance. As a result of teaching the sixth graders in gifted and nongifted classes about the equal division of line segments and evaluating their mathematical thinking, the following conclusion was reached, and there are some suggestions about that education: First, the sixth graders in the gifted classes were excellent enough to do mathematical thinking such as analogical thinking, deductive thinking, developmental thinking, generalizing thinking and symbolizing thinking when they learned to divide line segments equally and were given proper advice from their teacher. Second, the students who solved the problems without any advice or hint from the teacher didn't necessarily do lots of mathematical thinking. Third, tough construction such as the equal division of line segments was elusive for the students in the nongifted class, but it's possible for them to learn how to draw a perpendicular at midpoint, quadrangle or rhombus and extend a line by using compasses, which are more enriched construction that what's required by the current curriculum. Fourth, the students in the gifted and nongifted classes schematized the problems and symbolized the components and problem-solving process of the problems when they received process of the proble. Since they the urally got to use signs to explain their construction process, construction education could provide a good opportunity for sixth-grade students to make use of signs.

• Archives of design research
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• v.17 no.2
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• pp.181-188
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• 2004

The values of material civilizations that dominated the last century have been replaced with invisible values such as knowledge, information, and culture. The central axis of the world economy is also rapidly shifting from a capital and labor-intensive industry to a knowledge-based industry of software and contents. From the perspective of the industrialization of culture as multinational corporations and dominance and subordination relationships between cultures thereof, and crisis of cultural identity, the issues of support and fostering a culture industry arise. These have become major issues of concern in deciding national policies. In response to this trend, new departments related to culture contents in various universities have been established for fostering manpower in the field and the government policy to foster related human resources. However, actual results have not been currently achieved, despite the increase in quantity. This is due to the fact that the walls between culture contents departments were too high and thus education and fostering excellent human resources have not been properly conducted. It is also due to the obscure direction of education and a deficiency in the system. To cope with these problems, a systematic manpower-fostering education program should be developed through enhancement of the understanding of culture contents via linking education programs with detailed major fields of study. Accordingly, this study aims to identify changes in the current culture contents industry at home and abroad according to digitalization for fostering manpower of culture contents required in a rapidly changing environment of the culture contents industry. Then, it will review what influence has been made on the education system through the identification of personnel types through work flow charts and contents delivery modes following integration, as well as a desirable method to construct culture contents. Therefore, this study is a preliminary study on the means of fostering core personnel in the culture contents industry through linkage with the education system.

• Journal of Convergence for Information Technology
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• v.10 no.10
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• pp.183-195
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• 2020

In this study, the objective of this study is to verify the effects between lecturer's capability, education program, education service, and physical educational environment factors, and university students' interest in and attitude toward mathematics. A survey was conducted on 228 male and female students in science and engineering majors attending universities in the Pusan metropolitan area, and empirical analysis was conducted using the SPSS 26.0 program. The research results are as follows. First, among the characteristics of college mathematics maker classes, instructor competency (β=.349, t=6.380, p<.001), educational program (β=.361, t=5.650, p<.001), and physical educational environment (β=.196, t=3.281, p<.01) had a significant positive (+) effect on college students' interest in mathematics. Second, the factors of interest (β=.349, t=6.380, p<.001) in college mathematics maker classes were found to have a significant positive (+) effect on college students' attitudes toward mathematics. Third, among the characteristics of college mathematics maker classes, instructor competency (β=.340, t=6.365, p<.001), educational program (β=.352, t=5.559, p<.001), physical educational environment (β=.226, t=3.537, p<.01) was found to have a significant positive (+) effect on college students' attitudes toward mathematics. Through the results of this study, it was concluded that when the level of education program and teaching ability of the university mathematics maker class are high and the physical educational environment is excellent, it can have a positive effect not only on the university student's attitude towards mathematics but ultimately on the attitude of mathematics.