• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.11-18
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• 2021

The purpose of this study is to analyze the questions generated by elementary school pre-service teachers when reading the teacher's guide for the refraction of light, and to analyze the difficulties in understanding the concept and in making instructional plans. A total of 592 meaningful questions were generated by 283 elementary school pre-service teachers after reading the teacher's guide of 'light and lens' unit in the 6th grade of the 2015 revised curriculum. Of these, 306 questions are for understanding the concept of physics and 286 are pedagogical questions. As a result of the analysis, in terms of understanding the concept of physics, the elementary school pre-service teachers encounter difficulties in understanding the concept of the 'cause' of the phenomenon suggested in the textbook, such as the cause of refraction, the reason for scattering light, and the cause of the image change depending on the focal length of the convex lens. In terms of instructional planning, it was followed by questions about how to explain concepts, questions about not being able to explain concepts to elementary school students and having to teach only phenomena, specific explanation methods for specific concepts, and experimental methods. Although the teacher's guide contains various explanations and supplementary materials to help teachers understand the concept, it can be seen that there are many elementary pre-service teachers who cannot answer questions about some concepts even after reading the guide. For concepts with a high frequency of questions, it is necessary to prepare a tutorial that is more understandable. In the instructional plan, there were many questions about teaching methods and experimental methods, so it is necessary to provide more examples and specific experimental methods for explaining concepts in the teacher's guide.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.234-245
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• 2020

This study examined the developmental trajectories of parenting efficacy of mothers of multicultural families and how these trajectories differentiate perceived mothers' career-related behaviors as well as the socio-psychological and academic characteristic of their children in the first grade of high school. The latent class analysis (LCA) and BCH method were applied by using data drawn from the 4th to 10th graders in 2011-2017 from the Multicultural Adolescents Panel Study (MAPS). Results showed that the latent profiles were classified into four groups based on the developmental trajectories of parenting efficacy of mothers of multicultural family: 'high level increasing-decreasing', 'above average increasing-decreasing', 'average unchanged', and 'below average unchanged'. As for demonstrated outcomes, the high parenting efficacy group increased when children were in elementary school but decreased when children were in middle school. At the same time, the low parenting efficacy group did not show much change during these periods. Next, parenting efficacy was a significant determinant of perceived mothers' career-related behaviors and socio-psychological and academic characteristic of their children who attend high school. Based on these results, this study implies a theoretical foundation for developing policies to encourage parenting efficacy of mothers of multicultural families and may result in positive socio-psychological and academic characteristics of their children in high school.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.1
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• pp.99-111
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• 2021

The purpose of this study is to examine the experiences and attitudes of elementary pre-service teachers, the level of entrepreneurship core competencies, and to analyze differences in entrepreneurship core competencies by grade, gender, and attitude. To this end, 208 elementary pre-service teachers who responded to the online questionnaire surveyed their experience, attitudes, perceptions, entrepreneurship attempts, and entrepreneurship core competency levels. As a result, pre-service teachers had a low level of understanding and direct participation in entrepreneurship education, the need for entrepreneurship education for elementary school students and teachers was high. The average of the value-creation competency group consisting of innovation, social value orientation, and change agility was relatively lower than the challenge, group creativity, and self-directed competency group. The difference of the entrepreneurship core competency level between the grades was not significant, and female students' competency levels were statistically significantly higher than male students. In addition, the average of the four core competencies of entrepreneurship in the group that recognizes the importance of entrepreneurship as essential competencies was statistically higher than that of their counterparts. Based on the results of this study, the implications for the design and development of a program for enhancing entrepreneurship competency for elementary school pre-service teachers were presented.

• Journal of Korean society of Dental Hygiene
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• v.22 no.2
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• pp.81-92
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• 2022

Objectives: The purpose of this study was to evaluate learners' satisfaction with operating Problem-Based Learning (PBL), competency level for dental hygiene, and learners' opinions through a reflection journal by developing a PBL class module and applying it to clinical dental hygiene classes. Methods: The subjects of the study were 31 students in the Clinical Dental Hygiene (oral health management for special patients) course in the second semester of the fourth grade. This study was conducted over the first semester from September to December 2020. The developed PBL learning module was applied for the 15 weeks class, and after all PBL classes were over, the overall satisfaction with the class and the change in student competency level was evaluated. Results: The overall satisfaction of learners with PBL was high, and the level of self-competence also increased compared to before class. In addition, the top three topics (Competencies learned through PBL, humanistic and sociological elements learned through PBL, and obstacles in the PBL) were derived through the reflection journal after PBL learning activities. Conclusions: It was confirmed that the PBL learning module developed in this study is a class that enables students to identify problems and solve them integrally and drives the improvement of humanities and sociological competencies.

• Journal of Creative Information Culture
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• v.7 no.4
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• pp.243-255
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• 2021

The purpose of this study is to investigate the effect of software education based on physical computing on the CT ability of elementary school students. To this end, previous studies related to physical computing software education and software education in the 2015 revised curriculum were analyzed. In addition, COBL was selected among many physical computing tools on the market in consideration of the level and characteristics of learners in the school to conduct the study, and 'Professor Lee Jae-ho's AI Maker Coding with COBL' was used as the textbook. This study was conducted for 10 sessions on 135 students in 6 classes in 6th grade of H Elementary School located in Pyeongtaek, Gyeong gi-do. The results of this study are as follows. First, it was confirmed that physical computing software education linked to real life was effective in improving the CT ability of elementary school students. Second, the change in competency of CT ability by sector improved evenly from 8 to 30 points in the pre-score and post-score of computing thinking ability. Third, in this study, it was confirmed that 87% of students were very positive as a result of a survey of satisfaction with classes after real-life physical computing software education. We hope that follow-up studies will help select various regions across cities and rural areas, and prove that real-life physical computing software education for various learner members, including large and small schools, will help elementary school students improve their CT ability.

• The Journal of the Korea Contents Association
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• v.22 no.9
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• pp.592-601
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• 2022

This study was attempted to suggest future directions for nursing ethics education by analyzing research trends related to ethical conflicts among nurses and the current status of nursing ethics education. In four domestic databases, it was searched as a combination of words 'nurse', 'ethics', 'moral', 'bioethics', 'conflict', 'sensitivity', 'dilemma', 'issue', and 'value'. As a result, 591 papers were confirmed from 2000 to December 2021, of which 111 papers were finally analyzed. The status of nursing ethics education was analyzed for 184 out of 203 schools that operated a four-year bachelor's degree program registered with the Korean Accreditation Board of Nursing Education. As a result of the study, the number of studies related to ethical conflicts among nurses steadily increasing, and quantitative studies on nurses in general hospitals were the most common. The main keywords were identified as moral sensitivity, moral agony, ethical dilemma, and biomedical ethics awareness. Nursing ethics education was operated by 68% of universities as a major subject, and more than half of universities opened it in the first and second grades with one or two credits. As a result of this study, ethical conflicts experienced by nurses are increasing according to social change. Therefore, it is necessary for universities to further expand the proportion of nursing ethics education and to establish an educational model for each grade level for the continuity of the educational effect.

• Journal of the Korean GEO-environmental Society
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• v.23 no.3
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• pp.15-22
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• 2022

This study aims to observe the swelling representative rocks in Korea and to suggest improvements in the use of test methods and prior analysis in relation to the weathering of rocks. The swelling test and analysis were performed on the drilling cores obtained for the ground investigation at the domestic highway construction site. For the method of determining the absorption expansion index of rocks, the method proposed in "Standard Methods for Sample Collection and Specimen Preparation" of ISRM and Korean Rock Engineers Standard Rock Test Method was used. The specimen for the measurement of the expansion displacement was cylindrical with a height of 10 cm and a diameter of 5 cm. The existing swelling analysis method evaluates the sensitivity to weathering by using the maximum expansion displacement, but since the classification by bedrock grade is unclear, it is reasonable to use the rate of change of the expansion displacement according to the immersion time. It is necessary to conduct an experiment to distinguish between weathering and fault deterioration. In addition, long-term weathering prediction technology for each cancer type is needed through the expansion displacement analysis of the chemical weathering stage.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.285-298
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• 2022

This study is to investigate the effects and characteristics of science and engineering integrated lessons on elementary students' creative engineering problem solving propensity (CEPSP). The science and engineering integrated lessons used in this study was a 10 lesson-hours STEM program, co-developed by University of Minnesota and Purdue University. The program was implemented in the 6th grade science class of H Elementary School located in P Metropolitan city. The main data of this study are the pre-post CEPSP result and interview with 5 students collected before and after the research. The CEPSP result was analyzed by a paired-sample t-test and hierarchical cluster analysis. As a result of the t-test, it was found that overall, the program has a positive effect on the students' CEPSP score. As a result of cluster analysis, it was confirmed that studnets' CEPSP could be classified into two groups (lower and higher score cluster). Five students whose, CEPSP score has significantly improved after the lessons were interviewed to find out what the characteristics of the program that contribute the significant change are. As a result of conducting centroid analysis of the interview transcription and the hybrid analysis method, it was found that the meaningful experiences that the five students commonly shared were 'problem solving through collaboration' and 'through repeated experiments (redesign)', problem solving' and 'utilization of scientific knowledge'. As minor reactions, 'choice of the best experimental method' and 'difference between science and engineering' appeared.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.569-591
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• 2022

This study aims to investigate the educational effects of the visualization of heat conduction using a thermal imaging camera on elementary school students through small group activities. It endeavors to explain the reason for why metal feels cold. The scholars conducted in-depth interviews before and after learning the unit "Temperature and Heat" for four students in fifth grade in Seoul. Recorded video and audio materials of the activities, their outputs, and journals of scholars were collected, reviewed, and analyzed. The result demonstrated that visualizing heat conduction using the thermal imaging camera aroused curiosity and provided an opportunity for sophisticated observation and integrated thinking. In addition, the visualization of the heat conduction phenomenon was used as the basis for interpretation and rebuttal for active communication during the small group activities of the students. Consequently, the students changed their non-scientific beliefs, refined their knowledge, and developed their mental models through a small group discussion based on a thermal image video.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.153-165
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• 2023

This study investigates learners' environmental literacy, classifies the results by factors of environmental literacy, and then investigates the differences in the students' environmental behavior practice experiences according to the classification by factor. The study was conducted with 47 6th grade students from D elementary school located in P metropolitan city as the subject of final analysis, and environmental literacy questionnaires and environmental behavior practice experience questionnaires were used as the main data. As a result of the study, the learners were classified into three groups according to the factors of environmental literacy, and they were respectively named as the "High environmental literacy group", "low environmental literacy group", and "Low Function and Affectif group". A Word network was formed using the descriptions of environmental behavior practice experiences for each cluster, and a Degree Centrality Analysis was performed to visualize and then analyze. As a result of the analysis, "High environmental literacy group" was confirmed, 1) recognized the subjects of environmental action practice as individuals and families, 2) described his experience of environmental action practice in relation to all elements of environmental literacy, and had a relatively pessimistic view. "low environmental literacy group", and "Low Function and Affectif group" were confirmed 1) perceive the subject of environmental behavior practice as a relatively social problem, 2) the description of the experience of environmental behavior practice is relatively biased specific factors, and the "Low Function and Affectif group" is particularly focused on the knowledge element. And 3) it was confirmed that they were aware of climate change from a relatively optimistic perspective. Based on this conclusion, suggestions were made from the perspective of environmental education.