• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.19-33
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• 2019

Objective: The purpose of this study is to understand how the experience of studying mathematics education for young children based on picture books is affecting pre-service early childhood teachers with their attitude toward mathematics and mathematics teaching efficiency. Methods: For this, a total of 39 pre-service early childhood teachers majoring in early childhood education at S university located in G metropolitan city participated in the study. 20 of them are randomly assigned to the experimental group while the rest 19 were assigned to the control group. The experimental group participated in the classes of mathematics education for young children based on picture books for 15 weeks, while the control group attended the normal classes of mathematics education for young children for the same period of time. By using SPSS 18.0 Program for the collected data, t-test was conducted for differences in the results of attitude toward mathematics and mathematics teaching efficiency. Results: The results of this study are as follows. Firstly, the experience of studying mathematics education for young children based on picture books had a positive effects on pre-service early childhood teachers' attitude toward mathematics, improved values and interest in mathematics, and reduced anxiety about mathematics. Secondly, the experience of studying mathematics education for young children based on picture books had a positive effects on improving pre-service early childhood teachers' mathematics teaching efficiency. Also, both faith in ability and faith in results have improved significantly. Conclusion/Implications: These results imply that the experience of studying mathematics education for young children based on picture books is an effective teaching-learning method in improving pre-service early childhood teachers' attitude toward mathematics and mathematics teaching efficiency.

• The Journal of the Korea Contents Association
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• v.8 no.8
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• pp.293-302
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• 2008

Multiculuralism becomes the presentive term of Korea. And school is interested in multicutural education very much. The reason for this is connected to the fact of increasing intermarriages, immigrant laborers, and their children. So, the academic world is producing various research papers and public institution is proposing and practicing several policies. Particularly multicultural education is recognized as the very important intervening strategy on multicutral society and studied. The purpose of this paper is to suggest the ideas of teaching-learning experience selection for multicutural education in Korea. So the study contents of this paper are as follows ; First, it is to analyze the concepts of multicultural education and its' research trends. Second, it is to review the prior models of theorizing multicultural education and the models of curriculum development and teaching design. Finally, it is to inquiry the model of teaching-learning experience selection for multicutural education. Above all, we think that it is necessary to develop the model of multicutural teaching-learning experience selection classified by objects involved in multicutural education.

• Journal of muscle and joint health
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• v.20 no.1
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• pp.10-21
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• 2013

Purpose: This study was conducted to describe the meaning units of the teaching experience of Tai Chi instructor with nursing background, consequently to expand areas where nurses can work. Methods: Participants were four nurses who have worked as Tai Chi instructors for 5 to 8 years. An in-depth interview was conducted from June, 2010 to February, 2011. Each interview took 40 min to 4 hours. The data were analyzed with qualitative content analysis, by repeatedly listening to the tapes and reading the transcription to find the emerged meaningful words, phrases, and sentences. Results: Through the content analysis, 19 theme clusters were emerged and grouped together into seven categories: 'establishing my identity as an instructor', 'enjoying myself practicing Tai Chi', 'being confident about teaching Tai Chi with nursing background', 'exploring better ways to teach and motivate the class', 'feeling good about helping people to be healthy', 'accepting teaching Tai Chi as a lifetime job', 'contributing to health promotion with Tai Chi." Conclusion: Teaching and helping others to promote health were parts of nursing. Tai Chi can be used to promote health in the low-income population with limited access to health care system.

• The Korean Journal of Health Service Management
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• v.8 no.1
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• pp.135-150
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• 2014

The purpose of this study was to identify the effects of nursing simulation-based practice education on learning outcome and teaching experience in nursing students. Pretest-posttest design with nonequivalent control group was utilized to analyze the effects of nursing simulation-based practice education. The subjects were 96 students of a nursing college. All subjects participated in 6 week. The data were analyzed by the SPSS win 17.0 program. The results were as follows; There were statistically significant differences in learning outcome and teaching experience effects of nursing simulation-based practice education in nursing students. In conclusion, we required nursing simulation-based practice education and small group discussion analysis of factors are associated with goal-setting skills and self-presentation skills, goal setting skills. We required nursing simulation-based practice education training to strengthen the ability of self-directed learning program utilizing the repeated study.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1452-1469
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• 2012

This study examined the science learning environments experienced by Korean and U.S. preservice elementary science teachers during their 3-week clinical experience. Observational experiences of 97 Korean and 112 U.S preservice teachers were surveyed with an instrument that we developed for the study. Follow-up interviews provided a clearer picture of what preservice teachers observed and experienced in science classrooms during their clinical experiences. Korean preservice teachers experienced a variety of science teaching environments, whereas the U.S. preservice teachers reported limited opportunities to observe science teaching and learning in terms of 6 identified facets that we posed. Along with our interpretation of the contrast in findings, some of the challenges are discussed in providing preservice teachers with opportunities to observe, experience, and teach in effective science learning environments during the clinical experience.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.233-246
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• 2021

The study aims to find out the influence factors to intention of re-participation and intention of recommendation to overseas Taekwondo teaching experience. To accomplish this purpose, the subjects of this study consist of 316 people who have experienced Taekwondo teaching in overseas within the last five years. Descriptive analysis, one-way ANOVA, and hierarchical regression analysis were used to analyze data. 1) there was a significant difference in the intention of re-participation and intention of recommendation to overseas Taekwondo teaching experience according to the family income level, the period of experience, the satisfaction of curriculum, and the satisfaction of the field. 2) activity factors and interpersonal factors had an effect on intention of re-participation and intention of recommendation to overseas Taekwondo teaching experience more than personal factors. If this is reflected in the reality, students who majoring in Taekwondo will be able to have a higher quality overseas experience, which will ultimately contribute to the expansion of the job market and further development of Taekwondo internationalization.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.96-108
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• 2006

The purpose of this study was to investigate how prospective elementary school teachers perceived teacher's inquiryoriented teaching practice, with an emphasis on students' scientific explanations based on scientific evidence. For this study, 94 prospective elementary school teachers were participated. 14 among 94 participants had chances to intensively experience this particular teaching methods for 15 weeks. All of the 94 participants observed the intended science teaching practice for 4th graders in two different elementary schools, which utilized the science talks emphasizing students' scientific explanation activity. For quantitative data analysis, they were asked to provide their reaction to the science teaching methods after their classroom observation. For qualitative data analysis, 5 among the participants, who had relatively long term experience with this teaching practice, were chosen to interview in order to understand their individual reasons of the ways they perceived about the inquiry-oriented teaching methods boosting students' scientific explanation. The results show that the prospective elementary teachers generally thought the emphasis of students' scientific explanation based on scientific evidence could enhance young elementary students' science content understanding, stimulate their curiosity/interests, and further develop their ability to engage actively in scientific discussions. However, some prospective teachers tended to think that the science teaching. methods would not be effective in terms of managing science classes, though. This study concludes that the prospective teachers tended to hold an endemic dilemma. On the one hand, they had their clear preference to the inquiry-oriented teaching practice as the most ideal teaching methods. On the other hand, they also had their persistent hesitance in using these methods due to their fear that elementary students might not adequately grasp the important science content when engaged in scientific discourse through an inquiry-oriented class.

• Journal of the Korean Chemical Society
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• v.59 no.4
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• pp.308-319
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• 2015

As a follow-up study to identify references for threshold concepts in science, 20 high school chemistry teachers were interviewed. Seven concepts were identified as threshold concepts. The data revealed that teachers overcome the thresholds while they are teaching as well as learning during their school years. This explains that the mastery experience of threshold concepts involve not only the process of creating subject matter knowledge of a learner but also the reflection on or preparation for teaching. Hence, the current study proposes that a strong relationship exists between the mastery experience of threshold concepts and the development of teachers’ pedagogical content knowledge (PCK). In this regard, findings from this study will provide valuable information to understand the nature of threshold concepts and suggests the value of mastery experience of threshold concepts in terms of PCK development.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.553-568
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• 2022

This study investigated the level of academic passion for elementary school teachers' science pedagogical content knowledge (PCK) and examined the factors that influence the passion. To this end, 161 elementary school teachers in Seoul were selected, and academic passion tests were then administered to evaluate their academic passion for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participating teachers. The results revealed that 'importance' and 'harmonious passion' for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. However, 'time/energy investment' and 'obsessive passion' for learning the knowledge were slightly higher or lower than normal. The 'like' for learning science subject matter knowledge was relatively high, but the 'like' for learning science pedagogical knowledge was slightly higher than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to advanced major at undergraduate than teaching career. The teachers evenly selected some factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. These identified characteristics included 'individual interest', 'high school track', 'experience in advanced major at undergraduate', 'experience in science-related graduate school', 'experience teaching science in elementary school', 'experience teaching science at the gifted education institute', 'experience in charge of science subject teacher', 'experience in science-related teacher training', 'experience in developing science-related teaching and learning materials', 'experience in charge of science or science-gifted related work', and 'experience in a science-related teacher community'. However, a slight difference was noted in the selection ratio depending on advanced major at undergraduate. Based on these results, the practical implications for improving their academic passion for science PCK are suggested.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.3 no.1
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• pp.81-95
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• 1996

The purpose of this study was to investigate the effects of breast self-examination teaching methods which are printed material, videotape, demonstration used BSE model on women. The subjects for this study were non-medical professional 88 women in Kwangju. The data was collected from October 16 to November 24, 1995 by means of a structured questionnaire. For measuring BSE knowledge, Kim's(1994) instrument was used ard modified by researcher. For measuring BSE attitude based on health belief, Lee's(1982) & Kim's(1994) instrument was used and modified by researcher. Printed material from literature were reviewed by researcher, 'A woman's guide to breast self-examination' videotape by Nurse Practitioner Creation and BSE simulator by Narco were used 21 attitude scale and 13 knowledge scale were checked before and after teaching methods. The data was analyzed by frequency, paired t-test, ANOVA using the SAS program. The results were as follows : 1. The BSE total knowledge score after having teaching was higher than before, different significantly(t=-14.05, p=0.000). The most effective teaching method on BSE knowledge change was demonstration used BSE model in three teaching methods and was different significantly(F=8.44, p=0.000). 2. The BSE total attitude score after having teaching was changed to more positively, different significantly(t=4.59, p=0.000). The most effective teaching method on positive BSE attitude change was demonstration used BSE model in three teaching methods and was different significantly(F=3.21, p=0.045). 3. The HB score after having teaching was higher than before, and benefits, barriers and health concerns were different significantly(t=-2.51, p=0.014 ; t=-4.53, p=0.000 ; t=-3.71, p=0.000). Susceptibility and seriousness were not different significantly. 4. There were different significantly among knowledge, religion(F=3.92, p=0.013) and child (F=3.08, p=0.08). There were different significantly among attitude, age(F=4.65, p=0.05), mansturation state(F=4.39, p=0.016), and artificial abortion experience(F=5.18, p=0.026). There were different significantly among health concern, age(F=2.50, p=0.068), delivary experience(F=3.22, p=0.076), artificial abortion experience(F=5.46, p=0.023), and feeding(F=6.24, p=0.003). Printed material, videotape, and demonstration used BSE model may be valuable for changing positively knowledge and attitude related to BSE. Demonstration used BSE model was most effective teaching method in this study. Therefore, this study revealed that BSE teaching methods were a useful nursing intervention for promoting practice regularily and exactly on women.