• 대한공업교육학회지
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• v.33 no.1
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• pp.213-232
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• 2008

The purpose of this study is that after developing and applying multimedia rich project-based learning methods in a Korean Special high school(Industrial and Technical Area), to provide how the learners recognize the effectiveness for it and to obtain the implication from effectiveness which they recognized. This study was conducted as action research based on a high school situation. The study included 100 participants in two classes purposively selected from 9 classes at 450 student high school. Data were collected through observations, surveys and interview. Results indicated the multimedia rich project-based learning allowed students to understand the contents of major subject overall, improve the handling skill for computer multimedia and be better at investigating and organizing skill for subject content. Also, it allowed them to improve interaction among students and participation, motivation, satisfaction, interest and confidence for learning. And there was close cooperation with and among group members to create better products.. Finally, the flexibility in the project-based learning environment allowed the participants to make decisions about their abilities, resources, and plans. Recommendations and implications for teacher educators as well as inservice and preservice teachers are also presented.

• Korean Journal of Health Education and Promotion
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• v.16 no.2
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• pp.137-155
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• 1999

The purpose of this study was to assess the effect of sex education on knowledge and attitude related to sex. The subjects were taken from by 199 students in 3 classes from 1st grade in H girl's junior high school as the study group, and 2 classes from 1st grade in S girl's junior high school as control group. During the survey period(September 21, 1998 to September 30, 1998), 6 times in terms of one-hour class for sex education were taught to the study group. A pre-test was executed on September 19, 1998 and the post-test on September 30. The findings were as follows. 1. According to the research, 20.1％ of the subjects have experienced sex education from parents and 89.9％ from teacher. They have mostly obtained the sex-related information from teachers(59.8％), following movie, radio, TV, or video tape(40.7％), friends(35.2％), reading materials such as books, cartoons, news papers and magazines(31.7％), parents(15.6％), siblings(7.0％), PC(1.5％) and telephone service(1.5％). 2. 27.1％ of the subjects reported that they had sex-related worry concerning from friendship with the opposite sex, following physiological phenomenon(31.5％), sex violence(11.1％), physical characteristics(7.4％), VD and contraception(5.6％), sexual impulse(5.6％), pregnancy and delivery(5.5％), and sexual behaviour(3.7％). The research showed that the adolescents usually solved their problems through the consultation with theifriends(44.4％). However, 16.7％ of the subjects were turned out not to request any solution. The other minor routes to settle their problems were written materials such as books, magazines(13.0％), parents(13.0％), movie, radio, TV, or video tape(5.5％), acquainted female elders(3.7％) and teachers(3.7％). 3. The most interesting part regarding sex was the friendship with the opposite sex(61.8％), following adolescent's emotion(55.8％), physiological differences between two genders(52.8％), AIDS(48.7％), VD(46.7％), pregnancy(45.2％), contraception(45.2％), abortion(41.7％), intercourse(41.7％), masturbation(41.2％), sex violence(41.2％) and genital structure and secondary sexual characteristics(28.6％). 4. In regard to characteristics of the subjects influencing sex-related knowledge, the higher educational career of mother, living with at least either parent and the experience of sex education by teachers were statistically significant factors(p〈0.05). 5. In regard to characteristics of the subjects influencing attitudes toward sex, the experience of sex education by parents or teachers was a statistically significant factor(p〈0.05). 6. The analysis of knowledge score comparing results before and after sex education showed that control group's score decreased from 12.5 to 12.44 while the study group's score increased from 12.33 to 21.31, which was statistically significant(p〈0.001). 7. The analysis of the attitude scores before and after sex education showed that the control group's score slightly increased from 55.57 to 56.36, while the study group's score increased from 54.79 to 61.95, which was statistically significant(p〈0.001). 8. The level of sex-related concerns of the study group after sex education marked both the increase in some items and the decrease in others. 9. Most instructive session among the sex education was the third “to be a good friend to the opposite sex”(27.0％).

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.65-82
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• 2017

The purpose of this study was to provide a better understanding of the relationship between teaching entry motivation and teaching competence by examining the role of self-encouragement as a mediator. Data were collected from 202 students at university(Dept. of Early Childhood Education) in Daejeon. The results were as follows. First, there was the significant differences in teaching competence level by self-encouragement and teaching entry motivation styles. Second, It was also found that students with intrinsic motivation conceived higher teaching competence than others. The more students self-encouraged, the higher teaching competence they conceived. Third, it was found that the self-encouragement partially mediated the relationship between intrinsic teaching entry motivation and teaching competence. Also, it was analyzed that the self-encouragement fully mediated the relationship between extrinsic teaching entry motivation and teaching competence. Finally, it is necessary to understand of the teaching entry motivation styles and of the importance of the self-encouragement.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.3
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• pp.297-318
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• 2023

The purpose of this study is to propose criteria for selecting picture books as various reading education materials for middle school students and to check whether it can be applied to book selection. First, identified the educational value of picture books as reading materials and the criteria for selecting picture books by academic field through previous studies. After integrating the commonalities of various picture book selection criteria presented in previous studies by categorizing them into illustrations, text, and other categories. And it devised selection criteria that can be applied after selecting middle school students as readers. Based on the unified picture book selection criteria, a survey was conducted to ask in-service librarians about the main criteria to consider when selecting picture books for middle school students, and intensive interviews were conducted with experts who have experience in picture book education. As a result, the picture book selection criteria from previous studies were revised and supplemented with two criteria related to text, four criteria related to pictures, and five other criteria, and presented as picture book selection criteria for middle school students. To verify the practicality of the picture book selection criteria, it checked the applicability of each category of criteria to picture books recommended by the Children's Book Research Society (ages 13 and older). Out of 22 picture books for middle school students, 15 books could be applied to all categories of the selection criteria, showing significant practicality.

• Research in Community and Public Health Nursing
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• v.1 no.1
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• pp.465-502
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• 1989

The purpose of this study was to find out the general characteristics of school health teachers, the status of school health resources and the degrees of self-confident performance for the 124 school health teachers in Pusan City. Data was collected by means of questionaires from Aug. 1986 to Mar. 1987. The data were analyzed by use of percentage, mean, standard deviation, t-test, ANOVA and Pearson-correlation coefficient. The results of this study were as follows: 1 . General Characteristics of School Health Teachers (SHT) 1) The average of age of the SHT was 32.8 years old and 39.5% of them were from 30 to 34 years old. 2) The average for school nursing experience of the SHT was 7.9 years and 37.9% of them were from 5 to 9 years. 3) The 45.2% of them have not the clinical experience. 4) The 74.2% of them were graduated from the 3 years college of nursing. 2. Status of school health resources and nursing activities. 1) The average of student number was 2497.3 and class number was 45.2. 2) The average of school health budget was 1039000 won and 27.7% of school health budget expended on examination cost. 3) Only 29.0% of all schools have organization for school health. 4) The 84.7% of all schools have health clinic separately and 69.1% of schools have less than $33m^2$ sized. 5) The average of clinic visitor number was 2111.8 for 1 year. 6) Major problem was on digestive system. And other problems were skin, respiratory, musculo-skeletal system and dental problem. 7) The number of literal message was 14.4 times for 1 year. 3. The degree of the school health teachers' self-confidence. The school health teachers' self-confidence was deviced into 6 and the maximum degree was 4. 1) Program planning & evaluation; 2.8 2) Clinic management; 2.9 3) Health education, 3.0 4) Management of school environment; 2.7 5) Health care services; 2.7 6) Operating of school health organization; 2.4 4. Significances to the degree of self-confidence on school health nursing activities. 1) There was significant difference between clinical management and Religion (t=2.15 p<.05) 2) There was significant difference between Operating of school health organization and level of school (F=3.588 p<.05) 3) Program planning & evaluation: expending time for clinical management (r=-0.184 p<.05) expending time for health care services (r=0.273 p<.01) 4) Clinical management: use of separate health clinic (r=0.151 p<.05) 5) Health education: use of separate health clinic (r=0.170 p<0.5) 6) Health care services: No. of student (r=-0.144 p<0.5) No. of class (r=-0.160 p<.05) 5. The degree of the school health teachers' self-discipline. The school health teachers' self-discipline was devided into 2 and the maximum degree was 2. 1) Program planning & evaluation:1.8 2) Clinic management: 1.9 3) Health education: 1.9 4) Management of school environment: 1.7 5) Health care services: 1.8 6) Operating of school health organization.: 1.3 6. Significances to the degree of self-discipline on school health nursing activities 1) Program planning & evaluation; Level of nursing education (F=4.309 p<.01) 2) Clinical management: Level of nursing education (F=3.587 p<.05) 3) Operating of school health organization: School health organization (t=-2.68 p<.01) 4) Health care services: School health organization (t=2,58 p<.05) 5) School health performance: School health organization (t=2.32 p<.05) 6) Program planning & evaluation: School health experience (r=0.239 p<.01) Expending time for program planning & evaluation (r=-0.172 p<.05) 7) Clinic management: School health experience (r=0.249 p<.01) Expending time for dinic management (r=0.181 p<.05) No. of student (r=-0.158 p<.05) Expending time of program planning & evaluation (r=-0.199 p<0.5) 8) Health education: School health experience (r=0.234 p<0.1) Expending time of program planning & evaluation (r=-0.193 p<.05) 9) Management of school environment: Age of school health teacher (r=0.142 p<.05) School health experience (r=0.255 p<.01) 10) Operating of school health organization: Medicine Purchase (r=-0.163 p<.05) 11) Health care services: School health experience (r=0.148 p<.05) Medicine purchase (r=-0.229 p<.01) 12) Total school health performance: School health experience (r=0.200 p<.05) Medicine purchase(r=-0.168 p<.05) Based on the above results, the suggestions are as follows: 1) As the SHT take charge of the reasonable number of student, the students will have benefit of the good health service in quality. 2) It is recommended to use the health clinic separately and to arrange adequate place for good school health service. 3) It is necessary that the SHT participate budget for school health. 4) It is required to enhance self-confidence on school health nursing activities through continuous educational programs.

• Journal of Christian Education in Korea
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• v.68
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• pp.375-415
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• 2021

Although the interest in Christian education of spirituality has increased recently, the practice of the education of spirituality in the Korean Church has been fragmented in the contents and methods without any clear educational purpose of the Protestant tradition. This requires a creative study to seek out the contents and method best suited to realizing the educational purpose of the Protestant tradition, through a rigorous academic methodology. This study proposes just such a creative model for the education of spirituality with an educational purpose based on the core ethos of the Protestant spirituality, integrating the long tradition of spiritual practices of Christianity. First, I survey the teachings on 'the life of faith' of the main leaders of the Protestant church, including Martin Luther, John Calvin, and John Wesley. Through this process, I reveal 'liberated-ness' to be the common purpose of the Protestant leaders, and the core of the practices for that purpose are 'the means of grace,' which has a different meaning from that of the Roman Catholic tradition. I construct the meaning of 'liberated-ness' in a dynamic manner, which begins with the 'liberating will' of God, and is followed by the 'self-giving will' of the believer as the response to the 'grace' of the 'liberating will.' The contact point of these two 'wills' is what I call 'the living membrane of faith.' As a creative synthesis of the above discussions, I propose a model of 'the practice of liberated-ness' for an education in spiritual practice. The purpose of this education is for the learner to become a person who continuously experiences ever-increasing 'liberated-ness' through continuous personal 'encounters' with God, and to become ever more faithful in carrying out practices for the 'liberated-ness' of her or his neighbors. The relationship between the teacher and the learner is that of personal 'encounter' as put forth by Sherrill, and also incorporates elements of 'co-authorship' as conceptualized by Kim. I transform and rename major practices of spiritual discipline according to a principle of 'liberated-ness' based on the Protestant tradition, and these comprise the main content of my spirituality education model. They include: 'lectio divina of encounter,' 'prayer facing the Lord,' 'service in liberation,' 'reflection of liberated-ness,' and 'mutual spiritual direction.' The teaching and learning process draws on Dykstra's methods of coaching and mentoring. The key environment is that of a 'sacramental community' as defined by Moore. Evaluation can be performed only by the learner her/himself. The significance of this model is that it creatively inherits and succeeds the tradition of Christian spiritual discipline from the early church onwards by transforming it through a Protestant spirituality of 'liberated-ness.'

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1567-1579
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• 2012

This study carried a survey to investigate teacher's cognition on preference and actuality about science laboratory and class environment targeting 262 science teachers. The results of this study are as follow: First, the actuality cognition of science teachers on science laboratory and class environment was lower than preference (p<.05). Second, there were no differences between preference and actuality regardless of gender (p<.05). However, the cognition on all of subordinates of preference appeared higher in females than males (p<.05). Third, at all levels of schools, preference is higher than actuality for science laboratory and teaching environment (p<.05). In case of preference, all of the subordinates indicated the difference between elementary and high school teachers (p<.05). On the other hand, in actuality there was a difference between elementary and middle school teachers in 'science laboratory facilities condition' domain only (p<.05). Fourth, the preference was higher than actuality in all school locations (p<.05). And in case of preference, there was no difference in all subordinates regardless of school sites. Whereas the cognition of small-medium city teachers was lower than metropolitan in actuality on the three domains of 'science laboratory facilities condition,' 'teaching condition and service support,' and 'staff policy and practice' (p<.05). As a result, this study informs that upgrading is necessary to achieve inquiry activity in science class in overall teaching environment including science classroom and laboratory.

• Journal of the Economic Geographical Society of Korea
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• v.24 no.1
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• pp.29-51
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• 2021

The present research explores the tendency of the items that require Place Location Knowledge (PLK) of the Korean Geography subject in the College Scholastic Ability Test. The major findings are as follows. First, the geographical regions of the items are spatially skewed, especially in the Yeongnam regions, which are tested more frequently compared to the others. Second, the fact-based items more concern with regionality such as geographic indication system and regional festivals. Third, the concept-based items can be divided into physical geography and human geography and there were four items related to economic geography. Fourth, students tend to find it challenging in the items asking PLK. The difficulty varies according to the type of items. The students find concept-based items which require high-order thinking more challenging. There is also differences identified between contents. For example, the section of physical geography, especially climatology-related, were considered the most challenging followed by those of economic geography. Finally, the differences in the rate of correct answer are associated with the scale of the regions covered in the items and students experienced more difficulty in the items asking more precise scale.

• The KIPS Transactions:PartA
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• v.10A no.5
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• pp.539-550
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• 2003

As the service of mobile internet has been expended, student users are increase. The computers have been widely used in a education field as the teaching tool by improvement of the multimedia contents processing and user interface. The English learning using the computers in the restricted education environment provides motivations and effective learning to learners, but still have some problem such as teaching and evaluating without consideration for differences of individual levels. In order to solve the problems and take the advantages, we propose the intelligent tutoring system for english learning with mobile technology. Overcoming limitations of the mobile environment and using proper treacher's roles,. We have applied the conventional estimation method of the intellectual learner level for students. Also, we have proposed the diagnostic function in order to determine the method of teaching-learing and item disposition that each leaner prefers. Then we have designed and implemented the expert module, providing the feedback for teaching, of the intelligent turoring system for mobile english learning. This system will be able to support the interaction between teachers and students and replace some roles of teacher in the mobile english learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.3
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• pp.485-492
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• 2017

This study was conducted to identify the preservice teacher's health perception and health promoting behavior, and attitudes towards children with asthma, as well as to examine the relationship between these variables and the influencing factors. The participants were 329 third and fourth grade students from the national university of education in G city. The data were analyzed using Pearson correlation coefficients, t-test, ANOVA, Scheffe test, and multiple regression with SPSS/WIN 23.0. The score for the participants' health perception was 2.85 out of a possible 4, health promoting behavior about 2.49 out of a possible 4, and their score for attitude towards asthma was 3.67 points of a possible 5. The health perception and health promoting behavior showed a positive correlation with the attitudes about child with asthma. Interpersonal relations and health perception and grade had a significant influence on the attitudes about child with asthma. These variables accounted for 12.2% of the attitudes about child with asthma. The results highlight the need for intervention strategies to enhance the health promoting behavior and health perception.