• Journal of Korean society of Dental Hygiene
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• v.8 no.4
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• pp.193-204
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• 2008

Purpose : The purpose of this study was to make a comparative analysis of the curriculum segment of the dental hygiene education accrediting criteria, one of the six segments of the criteria, and the curriculums of 26 colleges in a bid to provide information on the modification or improvement of the curriculums. Method : The curriculums of 18 three-year-course colleges and eight four-year-course universities were selected, and the courses offered by 10 colleges or more were categorized into three different fields to tabulate the courses: primary education, prevention / education, and clinical dental hygiene. After the courses were analyzed, some of them that were possible to integrate in view of dental hygienist duties were presented in this study as inclusive courses. Results : There was connection among the degree courses of the three-year-course curriculums in the field of primary education. The curriculums failed to keep up with the worldwide globalization trend. 90 credits or more were allocated to major subjects, which satisfied one of the mandatory requirements of the accrediting criteria, and two colleges provided theoretical and practical courses in the ratio of 50:50. A wide variety of personality-education and teaching-profession courses were offered according to each college's circumstances. None of the colleges was equipped with an inclusive curriculum, and there was a tendency for the three-year-course colleges to offer segmented subjects in accordance with the national examination. The courses in the field of prevention and education that are bound up with the job performance of dental hygienists should be integrated into dental hygiene and practice, and the courses in the clinical dental hygiene field should be incorporated into an inclusive course of 치과임상학. The integration of the courses will make it possible to ensure the successful articulation of the different school systems and to stay abreast with the globalization trend. Even just inclusive courses should give more weight to practice than theory to bolster the job performance of dental hygienists, and an inclusive curriculum should be prepared for students to receive activity-centered hands-on education in different semesters.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.259-270
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• 2024

This paper introduces a fundamental investigation into the establishment of a framework for integrating fieldwork into special education teacher preparation programs. This paper introduces a comprehensive framework for the implementation of semester-based practicum systems in special education teacher training programs. The paper delineates essential stages including preparation, adaptation, responsibility readiness, mutual responsibility, and evaluation, emphasizing the importance of collaboration, hands-on training, and feedback interactions. Moreover, the study delves into practical learning frameworks such as the Experiential Learning Model, Sociocultural Theory, and the Apprenticeship of Observation Model. It highlights their significance in connecting theoretical concepts with practical applications and in cultivating reflective practices among pre-service special education teachers. Moreover, the study explores two significant practicum models, namely the Class-Academy Model and the Professional Development Schools (PDS) Model, examining their elements, advantages, and impacts on teacher education programs. The paper provides valuable insights into improving the preparation of special education teachers by incorporating structured practicum experiences and innovative models that blend theoretical knowledge with practical application.

• Korean Journal of Community Nutrition
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• v.18 no.3
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• pp.233-242
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• 2013

The aim of this study was to investigate how implementation of direct nutrition education differs between nutrition teachers and dietitians in Gyeonggi Area. In this study, we collected data from 107 nutrition teachers and 129 dietitians in 2012. Among those who have answered they implemented direct nutrition education for the last one year, 36% were nutrition teachers and 10% were dietitians (p < 0.05). Among subjects who implemented direct education, a significantly greater percentage of nutrition teachers used a class as an education time to conduct creative hands-on-activity compare to dietitians (p < 0.05). However, for most dietitians, school meal time was more commonly used for direct nutrition education. When asked to make a suggestion regarding improvement for school nutrition education, the highest rate of people chose simplification of school administrative work (4.68 points) was needed. Developing nutrition education (4.55 points) showed the next highest rate. The rest of the answers were the following order; regular training of teaching methods (4.50 points), increasing awareness of school teachers (4.50 points), improving school facilities and financial support (4.47 points), preparing teaching plan (4.46 points), providing incentive for direct education (4.26 points), organizing regular class for nutrition education (4.17 points), and placing nutrition teachers (4.16 points). This study provides useful information including manageable workload of nutrition teachers and dietitians, capacity building and supportive school environment to be delivered with respect to nutrition education system in South Korea.

• Korean Journal of Community Nutrition
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• v.9 no.6
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• pp.706-715
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• 2004

The objective of this study was to compare early child care center teachers' attitudes for meal and snack guidance between Sweden and Korea. Participants were 251 early child care center teachers (Sweden: 134, Korea: 117) working in Goetebory, Sweden, and Seoul, Korea. The survey was conducted from December in 2003 to February in 2004. SPSS programme was used for statistical analysis. Sixty five point eight percent of the Korean early child care center teachers provided a certain amount of foods for children. But $20.9\%$ of Swedish provided a certain amount of foods for children, $79.1\%$ of them provided the amount a child wanted. Sixty one point seven percent of Korean teachers allowed a child leave foods on the plate, but $95.5\%$ of Swedish teachers asked a child eat all food on the plate. When a child didn't want to eat, $61.1\%$ of the Korean teachers fed him/her, but $11.0\%$ of the Swedish teachers did. Only $42.4\%$ of the Swedish teachers allowed a children eat sweets, but $92.9\%$ of Korean did. The Swedish teachers' perception for food guidance were eating by child himself/herself > washing hands before eating > having appropriate table manner > eating as talking with friends > not playing during the meal time, while the Korean teachers' was taking various food > having appropriate table manner > eating by child himself/herself, not playing during the meal time > washing hands before eating. The Swedish teachers thought 'eating as talking with friends' and 'eating by child himself/herself' is important, where as the Korean's did 'eating without making noise', 'not playing during the mealtime' in the eating behavior. For 'brushing teeth after meal' the Swedish teachers' score (1.5) was lower than the Korean (4.2). The results is necessary to improve meal and snack guidance for Korean early child care center teachers' education.

• Journal of the Korea Safety Management & Science
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• v.17 no.1
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• pp.53-66
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• 2015

This study classified the study subjects as apartment residents and managers, and conducted the descriptive statistics of research questions related to the effectiveness of the lightweight partition walls and the evacuation space. This study also conducted T-test and Anova to find the different perceptions of the lightweight partition walls and the evacuation space, and the different perceptions of related laws according to the characteristics of the residents and managers. The findings and suggestions were as follows. Firstly, strengthening of the Senior Fire Safety Manager system to prevent the insolvency of fire safety management due to the affiliate. Secondly, implementing enhanced penalties in accordance with not implementing residents education, in order to prevent not smoothly delivering manager trained education to residents. Thirdly, adjusting hands-on training time according to the gender of the managers to supplement women's relatively low perceptions of lightweight partition. Fourthly, mandating evacuation guidance stickers on the evacuation space for residents to remove obstacles in the evacuation space. Finally, establishing regular residents education system in order to improve the awareness of the related laws for residents residing over 16th floors.

• Korean Journal of Applied Biomechanics
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• v.24 no.4
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• pp.317-327
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• 2014

As a single subject study, it was purposed to investigate kinematic differences between Yang Hak Seon vault (i.e., handspring forward and salto forward straight with triple twist, Yang-1 vault hereafter) and Tsukahara $1260^{\circ}$ twist with salto forward straight (Yang-2 vault hereafter) in gymnastics. Yang Hak-Seon (23 years, 160 cm, and 52 kg) voluntarily participated in this study. Motion capture system, consisting of fourteen cameras, were used to measure Yang-2 vault with the sampling rate of 200 Hz. Twenty six reflective markers were placed on major anatomical points of 15 body segments. Successful two trials of Yang-2 vault were collected and analyzed for the comparison. Compared Yang-1 results were based on the previous study of Park and Song (2012). Results indicated superior linear kinematics of Yang-1 vault to those of Yang-2 vault before the touchdown of vault table. However, Yang-2 vault revealed superior angular kinematics to Yang 1 vault showing more trunk twist angle (a triple and a half twist) and its faster angular velocity during the airborne. The Yang 2 vault could has advantage of increasing angular motion than Yang 1 vault as a result of a half turn off the springboard onto the vault table and a sequential touchdown of the hands.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.297-304
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• 2020

This study is to find out experiments of Earth's revolution and which experiment is effective by school level. Researcher investigated and developed eight experiments for students to learn Earth's revolution. Twenty six pre-service teachers did these experiments, discuss about them, chose an effective experiment of Earth's revolution and wrote the reason why. As a result, they thought that an experiment of seasonal constellations is effective for elementary school students, an experiment of seasonal star's spectrum is effective for secondary school students and an experiment of the superior planets' retrograde motion is effective for university students. Pre-service teachers gave reasons such as hands-on experience, connection with textbooks, background knowledge and higher-level thinking.

• The Korean Journal of Food And Nutrition
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• v.22 no.2
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• pp.166-176
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• 2009

This study was performed to develop dietary education programs for children, by researching the actual conditions of dietary education and its demand aimed at teachers in child centers in Masan. Most of the interviewed teachers were in their 20s(71%) with under 5 years teaching experiences(56.8%), and working in a kindergarten environment(34.9%). The rate of doing dietary education on mealtime was 96.4%. The main items taught pertained to 'not leaving food(20.6%)' and 'washing hands before meals(20.5%)'. The primary teaching method for students with unbalanced eating habits was 'eating after teaching them to understood(76.8%). The primary reward for good behavior was 'using food(76.8%)', usually as 'candy'(50.8%) or 'cookies'(25.8%). The desirable dietary education type was 'during spare moments(52.6%)' and 'at mealtime (23.5%)'. The concepts taught were 'balanced eating(23.2%)' and 'food hygiene(21.2%), and the students were interested in 'the roles of foods and nutrients'(34.5%), 'balanced eating(20.9%)', and 'food hygiene(19.1%)'. Educational activities encompassed 'pictures and drawing(25.7%)', 'fairy tales(23.4%)', 'songs(19.4%)', and 'play(14.1%)'. Also, the activities of most interest were 'fairy tales(29.4%)', 'play(24.4%)', and then 'songs(23.1%)'. The greatest difficulties during dietary education were 'attracting interest from the children(37.8%)' and 'making and purchasing materials(33.9%)'. Approximately, 44.2% of the teachers had experiences in dietary education, and 96.4% stated teachers had the intention to participate in dietary education. They want to address 'child meal direction(23.0%)', 'health problems(22.7%)', and then 'child nutrient requirements (17.3%)'. Also the majority wanted it two times per year(57.6%) or one time per year(30.9%). This study indicated that proper dietary education must be established in child centers by developing various practical dietary education programs and then implementing them.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.185-202
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• 2012

This study is focused on the gifted education program, "EEE" of Columbia Public Schools in Missouri. This program is recommended to follow NAGC Pre-K-Grade 12 Gifted programming standards(NAGC, 2010) and Missouri school laws(MDESE, 2012b), but is allowed to run autonomically without any support in a federal or state level. The characteristics of EEE are as follows: ${\cdot}$ emphasizing not only on the cognitive development but also on the social and affective/emotional development of the gifted students ${\cdot}$ encouraging each student's own interest by allowing him/her to select his/her major and minor ${\cdot}$ the variety of classes ${\cdot}$ the call-up class - discriminating from regular classes ${\cdot}$ the interdisciplinary approach - connecting many subjects around the main idea ${\cdot}$ the activity-based learning such as hands-on activities, projects, and simple experiments ${\cdot}$ using the individual activity as well as pair or group activity In special, this paper also contains an example of program about mathematics and suggests some implications for gifted education programs in Korea.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.509-518
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• 2018

The purpose of this study was to explore practical methods of practical arts education for sustainable development in agriculture technology. To archive this purpose, a case-study involving the specialized 'P school' was undertaken. Results of the study were as follows: First, this study estimated value to not only the concept of environmental-friendly agriculture, but also integrated social, disciplinary, generation, intra-generation, and economic perspectives. Second, elementary school students suggested plans for practical activities featuring which was all-rounded growth in circulating between education and the nature of the life. This study concludes that educational programs based on the integration of agriculture, technology, and education, as well as hands-on activities are most effective.