• The Journal of Korean Academic Society of Nursing Education
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• v.1 no.1
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• pp.17-23
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• 1995

One of the biggest problems of Nursing Education in Korea is the division among nursing education programs of the last 3 and 4 years. To solve this problem, Nursing community must do variable trials to achieve the unity of a 4-year educational program. With this, we need to observe the phenomena and reality of the present 4-year nursing educational program that we have. The object of this study is to analyse and discuss that we have. The object of this study is to analyse and discuss the problems and future strategies of 4-year Nursing Baccalaureate program. 1. Problems as nursing department in Medical School. 1) Many 4-year nursing baccalaureate programs are operating under the medical school as nursing department. So the academic development in nursing department is unprogressive and is not approved as unique discipline. 2) The operating system between nursing and medical department are different even though they are in the same school. 3) Inequality between nursing and medical department : In many case, the nursing professor can not attend administraion committees to discuss the medical school's operation because of many differences between nursing and medical organization. 4) Weakness of the leadership and the student activities in nursing student : The nursing student involvement is usually passive because of the difference of curriculum, less number than medical students and the difference between 4-year and 6-year education program. 5) There is the obscurity of the relationship between department of nursing and other departments in whole university. 2. Problems in nursing itself 1) We need to reconstruct nursing discipline. We must change from the disease centered model to health centered model and life cycle centered model so that we can be distinguished from medicine. We also must change from hospital centered nursing to all population centered nursing, 2) The improvement of curriculum ; When the independent framework of nursing discipline become established, we need to improve the curriculum. 3) The education of clinical practice ; Most nursing school programs are divided into professors who are lecturing the theory and clinical teachers who are teaching the nursing technique in the clinic. So, what is needed in nursing discipline is that the professors have a dual position. In America, The professor is required to be a clinical specialist and to have his or her clinic so that the professor become a good role model, teach the clinical practice effectively, and give the student the practice field. 4) To extend fields of nursing : At first, the school nurse must become the school health educator, a real teacher. The nurse must establish and operate a childern's wellbeing center or nursery school, a disabled people's house or senile's wellbeing center, a mental health center, and a health promotion clinic for healthy people. 5) The name 'nursing department' need to be considered. When the focus is to be changed from the disease model to health improvement model, we take into consideration change 'nursing college', 'nursing department' and 'nursing profession' to 'health science college' or 'health wellbeing college'. 6) We must have highly qualified academic students. Each Nursing educational faculties must have the high qualified students through the development of nursing educational program and the increment of scholarship. The Korean Nurses Association and The Korean Clinical Nurses Association need to make an endeavor for the improvement of work condition and payment of clinical nurses of hospitals who consist of 70% of all nursing manpower. 3. Improvement Strategy 1) All nursing educational program must be changed 4-year program gradually. 2) Nursing department need to try to become nursing college. 3) We need to study many researches for improvement of the problem in nursing discipline and nursing education. We need more interdisciplinary researches, and we need to be granted for that research. 4) We need to have many seminars and workshops thoughout the whole country to expand a sense of nursing education. 5) Drawing up a policies plan for the nursing educational improvement : The Korean Nurses Association, The Korean Academic Nursing Association, Korea Nursing College and department President's Committee, and Korea Academic Society of Nursing Education must try for the development of nursing educational improvement and ask for government frame the policy to develop nursing education.

• Horticultural Science & Technology
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• v.30 no.5
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• pp.586-595
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• 2012

This study was conducted to determine the effects of horticultural therapy (HT) program using hydroponics on work adjustment skills of students with mental retardation. Based on the critical role transitional model and special education curriculum for agriculture, especially hydroponics, HT program (total 22 sessions) using hydroponics procedure for Lettuce (Lactuca sativa L. 'Asia Heuk Romaine') was developed. Fourteen (10 males, 4 females) graded $1^{st}$ to $2^{nd}$ with intellectual disabilities were recruited from a special education class in a high school located in Inchon, Korea and then a special farm for hydroponics in Inchon, Korea was offered for the HT program. The students with intellectual disabilities participated in the HT program for 4-month (from September to December of 2011, twice a week, approximately 60 minutes per session). Before and after the HT program, the McCarron assessment neuromuscular development, emotional behavioral checklist, interpersonal negotiation strategies, and KEPAD picture vocational interest test were performed by the teachers and horticultural therapists. As the results, the students significantly improved motor performance (p = 0.002), emotional behavioral strategies (p = 0.00), and interpersonal negotiation strategies (p = 0.05). However, no significant difference between before and after the HT program for vocational interest was observed. In conclusion, the HT program using hydroponics, consists of simple and easy tasks so that it would be applicable for the students with intellectual disabilities positively affected to work adjustment skills by improving the motor performance, emotional behavioral strategies, and interpersonal negotiation strategies. Additionally, HT programs using hydroponics with various kinds of vegetables are required to develop and to apply in practical settings for improving work adjustment skills.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.155-177
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• 2019

The study aims to develop a teaching-learning plan that can solve the problem of the clothing and textiles area faced by the teenager as course of critical science perspective improving the empowerment. As a research method, it was conceptualized by applying the Laster(1986)'s curriculum development process. And it was applied to the conceptual framework of practical reasoning presented in: "Family, Food and Society A Teacher's guide" (Staaland & Storm, 1996). The results of this study are summarized as follows. First, based on the results of reviewing literature related to the clothing and textiles area, ongoing concerns related to the clothing and textiles is "Should we do with regard to clothing and textiles for families in the community? The valued ends is defined as a complex position with a high degree of freedom and a high responsibility, and the goal of learning is interdependence, emotional maturity, intellectual development, and communication ability. For the contents of education and activity structure, practical reasoning process was used as conceptual framework of education contents, and included sub-concerns, broad concepts, sub-concepts and intellectual and social skills. Second, based on the practical reasoning, we developed a teaching and learning plan in the clothing and textiles. As a result, a total of 12 plan of 5 modules were developed. And were developed a total of 31 tutorials, reading materials, picture materials, group activities, and video materials. The results of this study can be applied to teachers who want to try out practical inference process in class or teachers who have difficulty in practicing reasoning process in the field.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.357-384
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• 2001

In this paper, we described practical teaching-learning plans based on three different theoretical approaches to Integrated Science Education (ISE): a knowledge centered ISE, a social problem centered ISE, and an individual interest centered ISE. We believe that science teachers can understand integrated science education through this paper and they are able to apply simultaneously our integrated science teaching materials to their real instruction in classroom. For this we developed integrated science teaching-learning plans for the topic of energy which has a integrated feature strongly among integrated science subject contents. These modules were based upon the teaching strategies of 'Energy' following each integrated directions organized in the previous paper (Three Strategies for Integrated Science Teaching of "Energy" Applying Knowledge, Social Problem, and Individual Interest Centered Approaches) and we applied instruction models fitting each features of integrated directions to the teaching strategies of 'Energy'. There is a concrete describing on the above three integrated science teaching-learning plans as follows. 1. For the knowledge centered integration, we selected the topic, 'Journey of Energy' and we tried to integrate the knowledge of physics, chemistry, biology, and earth science applying the instruction model of 'Free Discovery Learning' which is emphasized on concepts and inquiry. 2. For the social problem centered integration, we selected the topic, 'Future of Energy' to resolve the science-related social problems and we applied the instruction model of 'Project Learning' which is emphasized on learner's cognitive process to the topic. 3. For the individual interest centered integration, we selected the topic, 'Transformation of Energy' for the integration of science and individual interest and we applied the instruction model of 'Project Learning' centering learner's interest and concern. Based upon the above direction, we developed the integrated science teaching-learning plans as following steps. First, we organized 'Integrated Teaching-Learning Contents' according to the topics. Second, based upon the above organization, we designed 'Instructional procedures' to integrate within the topics. Third, in accordance with the above 'Instructional Procedures', we created 'Instructional Coaching Plan' that can be applied in the practical world of real classrooms. These plans can be used as models for the further development of integrated science instruction for teacher preparation, textbook development, and classroom learning.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.277-290
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• 2013

As the deployment of digital learning environment has been accelerating in rapid changes in information and communications technology, a tool is required to practically measure and evaluate the level of information education (IE) for freshmen in the University in order to propose an appropriate direction of IE in a teachers college. According to such current trends, ICT literacy is a tool to assess a specific level of capabilities such as a variety of real-world problem-solving skills, creativity, critical thinking, analytic reasoning, and communication skills. This study has developed a test tool to measure ICT literacy competence on the basis of the concept of test questions defined from the previous research. It was used to measure ICT literacy competence of 360 university freshmen of education and analyze if there is a difference among them depending on overall ICT literacy levels and genders, content areas, competence factors, and completion of IE course in high school. The result of this study would be expected to determine the current location of IE for freshmen in the University of Education and to be able to take advantage of basic data of the direction for IE course that university students need to essentially acquire in preparation for the coming future.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.864-875
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• 2011

The purpose of this study was to investigate high school students' understanding of acid-base related concepts using three different titration technologies. The test population was composed of 209 students from three classes in the 10th grade. The different titration experiments using indicator, or pH-meter or MBL were performed in each class unit, respectively. The analyses of the effect on the understanding of different titration technologies were carried out by comparing the mean scores of the concept test taken before and after the titration for the three groups. The results of the acid-base related concept test indicated that statistically significant effects on the understanding of the concepts were shown by all groups. Comparing the effect on the comprehension of the three groups, the MBL group showed the most significant effect, while the pH-meter group showed the least significant. It was also attempted to analyze the effect on comprehension of the concepts by the cognitive and the motivational levels of students. This study revealed that the students in the formal operation stage showed higher understanding of the acidbase related concepts, while those in the concrete operation stage showed lower comprehension. It was also shown that the students at the active motivational level scored higher in comprehension than those who had a low score. The results of this study implied that each group showed differently enhanced comprehension of concepts by titration technologies. Therefore, teachers need to promote an appropriate experiment technology for the cognitive and motivational levels of students as well as try to help students express freely their own perspectives.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.4
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• pp.125-139
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• 2012

This paper aims to analyze the employment of graduates majoring in Library and Information Science(LIS) in K University, to identify problems in the employment of those graduates, and to propose approaches to improve employment. Among 178 graduates getting a job for five years from August 2006 to February 2011, 65% of them was employed, 32% was not employed, and 3% continued further study, The 116 graduates employed were analyzed. The results revealed that 40% are full-time employees and 60% are part-time workers. For workplace types, 29% worked in general companies and 16% worked in public libraries. 10% worked in school libraries and college libraries. Those who worked in administrative divisions in colleges or schools comprised 9%. Those who worked in public organizations and publishing companies/bookstores were 6% each. 5% worked in specialized libraries. In the case of duties, 38% were librarians. 30% were engaged in office work. Those in sales/administration were 7%. Tellers/salesperson comprised 7%. 5% worked as teaching assistants and 3% worked in the web or in IT related businesses. Those who worked in private institutes and product planning/design comprised 2% each. Teacher librarians, day care center teachers, secretaries, company newsletter reporters, soldiers and self-employed workers were 1% for each. As a result, the major congruence was around 40%. For the career which the (56) unemployed desired, 57% prepared themselves for employment and 21% prepared for Civil Service Examination. Those who prepared for teacher recruit examination and who weren't confirmed were 11% for each. The problems identified were high unemployment to 32%, higher employment as part-time workers than full-time workers, and major congruence of just around 40%. As the results, the study proposes that the national and local authorities should actively create jobs, make the students majoring in LIS have the opportunity to understand and experience jobs related to information science, develop jobs related to LIS on the academic level and provide guidance to graduates.

• Journal of Korean Academy of Nursing
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• v.15 no.1
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• pp.59-75
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• 1985

Accepting the health as the fundamental human right, the nation and society came to admit the duty to give it to all the people. Korean government is expanding the Primary Health Care as one of the policies for developing the people's health by the lead of community. Like this current situation the School Health Service which is the center of community Health Service schould be active to keep, promote and maintain the health of students and teachers. This investigation was attempted to help to establish the basis of the Health Education Program which would perform the health education efficiently and bring the reforming of student's health control, by measuring the degree of junior high school student's practice concerning health care and con-firming the relationship of knowledge, concern and level of health. The subjects for this study were made up 296 boys at the third grade in a school, located in Seoul. The tool for this study was questionaire. Data were collected for five days, September 22∼26, 1983. The investigators explained the students how to answer the questions of the survey questionaire and then collected the survey cards immediately. The data were analyzed by means of percentages, Pearson Correlation Coefficient and Stepwise Multiple Regression. The results of this study are as follows. 1. The subjects' reaction to the practice concerning Health Care; According to the average proportion of practice concerning health care, subjects' practice in the aspect of Infectious Disease Care is the highest 82.4％ and they showed their practice in the aspect of the accident prevention by 77.5% and in the aspect of mental health by 74.8%. Their practice in the aspect of personal hygiene and daily lifehabit is the lowest 71.2%. 2. Health Knowledge; The whole mark distribution of health knowledge is ranged from the lowest 4 point to the highest, 30 point, therefore point range is 26.0. The Average point is 16.58. 11.2% of students solved more than two thirds of personal knowledge levels. 81.4% of students did more than one third of them. 7.415 of students did less than one third of them. 3. Health Concern; The Students of the average 3.99 point respond positively to the question about the health concern, ‘They think health is more important than money’, this is the highest rate. The students of the average 2.78 respond“when they are sick, they enter the appointed hospital where they own choose”, while it is the lowest. 4. Subjects' response to the health level are at follow: Very healthy 26.0%, healthy 47.0%, less healthy 10.5%, 34.9% of them have ever been sick within two weeks, the number of symptoms they reported amount to 114 and the number of cases poi one person is 0.35. 5. The hypotheses test about the practice concerning health care and the factor which effect on it. 1) The main first hypothesis:“The more knowledge of health the subjects have, the better they practice health care.”was accepted. (r=0.1582, p <0.05) 2) The minor first hypothesis:“The more interest in health subjects have, the better they practice”was accepted. (r=0.4354, p ＜0.001) 3) The minor second hypothesis;“The healthier subjects are, the better they practice health care”was accepted. (r=0.1069, p＜0.05) As other test, partical correlation test is performed in other refine whether health knowledge, a fact influencing the students practice concerning health care, is associated with the practice after controlling the third variables. First, after controlling health concern, the correlation of health knowledge and practice concerning health care was kept. (r=0.1347, p <0.005) Second, after controlling health level, the correlation of health knowledge and practice concerning health care was kept. (r=0.1526, p <0.005) And finally, after controlling economic state, the correlation of health knowledge and practice concern-ing health care was kept. (r=0.1413, p <0.05) Additionally Stepwise Multiple Regression between practice concerning health care and variables. 1.6591 of compliance was explained with the know-ledge (F=5.584, p <0.05), 20.0% of compliance was explained with the health concern added to knowledge. (F=63,213, p <0.005) As the above, health knowledge obviously have effects on the practice about the health care. But, contrary to researcher's expectation, health concern has more affects than health knowledge. Therefore, we must grope the plan to enhance health concern through the regular curriculum and systematic health education for students. Besides, we must study further on, to find the factors which have affect on the practice concerning health care.

• Journal of radiological science and technology
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• v.37 no.3
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• pp.211-221
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• 2014

The clinical practices provide the students with a good opportunity to study the practical experiences in their field through the clinical training education in hospital. Now, in this study, comparing the perceptions of the clinic teachers with those of students at the clinical site. The study was conducted to the students attending universities located in Seoul and who finished the clinical practices in 2013. The questionnaires were distributed to the student and collected from them. The study were conducted to 275 questionnaires with frequency analysis, crosstabs, chi-square test and McNemar test. The major motivation was of the select radiography course was high employment rate(44.0%) and the satisfaction of radiography course was general(53.1%). 51.3% of the study answered 8 weeks current duration of clinical practices is proper. The 3-year course students answered that the period of clinical practices would be proper if it is performed in the winter vacation in their second year in college(47.3%). The 4-year course students answered that the first semester in their third years is proper for clinical practices( 27.7%). The students answered that they felt the lack in their knowledge on the professional field(32.4%) during the clinical practices and some of the practical training is different from the education performed at school(68.4%). Most of answered that they were satisfied with the clinical practices and among them they recognized the importance of the clinical practices ($3.94{\pm}0.89$). After the clinical practices, their desire for getting job as a radiography has changed from 84.1% to 82.9%. The reason why they want the job related to the radiation is because the job is stable (changed from 49.0% to 46.0% after the clinical practice) while the reason why they don't want be a radigrapher because that job is not proper for them (changed from 37.0% to 40.7% after the clinical practice) The effort should be made to enhance the position of radiation professionals through the improved education system to the students, rather giving them education for just employment.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.813-825
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• 2006

The purpose of this study was to identify students' conceptions and their conceptualization traits in terms of the explanation of subjects: human, animals, and plants. A questionnaire was specially developed to make sure students' conceptions of evolution, students' explanation patterns with the five evolutionary explanations: creationism, internal will explanation, theological explanations, use and disuse explanation and natural selection after mutation and perceived ideas of evolution in terms of the genetic characters of human, animals and plants. 1,540 elementary, middle and high school students participated in responding to the questions. The data was collected and analyzed cross-sectionally by age. Results showed that students' evolutionary explanations were different among each subject: human, animals and plants. Students had concentrated with more 'theological explanations' than 'internal will explanation' and 'use and disuse explanation' about plant evolution. 'Natural selection after mutation explanation' was less represented in explaining human characters. This result showed that the anthropocentric thoughts had influenced students' evolution conceptions. Accordingly, as student's age, 'theological explanation' and 'internal will explanation' became least used in explaining the theory of creation. 'Use and disuse explanation' attained more representation in their explanation. In addition, the diversity of students' evolutionary explanations was getting less attention as age increases. Among youngers, 'theological explanation', 'internal will explanation' and 'use and disuse explanation' showed an even number of responses. The elders responded with more 'use and disuse explanation'. This result let us infer that 'use and disuse explanation' was strongly adhered to by student cognitive structures. Many students recognized that evolution was a kind of scientific hypothesis with little evidence. They have had a little interest in evolution and conceptualized it through informal educational sources. This study mentions that to teach evolution more effectively, teachers should make 'use and disuse explanation' adhere strongly to students' cognitive structure.