• 한국치위생학회지
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• 제11권2호
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• pp.293-301
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• 2011

Objectives : The aim of the trial was to study the effect of plaque control(tooth brushing instruction) for oral health improvement on periodontitis patients. Methods : 30 patients(35~65 years) with advanced periodontal disease were subjected to a baseline examination including assessment of oral hygiene status(O'leary index), gingival condition(bleeding). the assessment were repeated after 2, 4, 6 weeks. cognitive, behavioral and clinical outcomes were assessed in the primary care setting by questionnaire and clinical oral examination. Results : The oral hygiene status expressed as the individual mean percentage of tooth surfaces with plaque 59.3% at baseline and 21.2% after 6 weeks(p<0.001). The gingival bleeding status expressed as the individual mean point of interdental papilla 3.8 at baseline and 1.9 after 6 weeks(p<0.001). Also, the patients self-assessment about correct tooth brushing behavior was 3.9(5-point likert scales), satisfaction of plan practices 4.1(5-point likert scales), efficacy of tooth brushing instruction 8.7(10-point likert scales). Patients wanted to continuous participation. Conclusions : A verification of effect after individualized oral health instruction and repeated dental plaque control represented to significance on plaque control score, oral care practice and oral health recognition. The important oral care step against periodontal disease is to establish good oral health habits. Also, oral health behavior recognition is more important for the practice of oral health. Therefore professional plaque control and tooth brushing instruction absolutely need in improving oral health.

• 한국도서관정보학회지
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• 제47권3호
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• pp.115-137
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• 2016

본 연구의 목적은 AASL의 '21세기 학습자 기준(2007)'과 ACRL의 '고등교육에서의 정보리터러시 프레임웍(2015)'에서 제시된 정의적 성향(情意的 性向)의 파악을 통해 정보리터러시 교육에서의 시사점을 모색해보는데 있다. AASL(2007)에서는 총 18개, ACRL(2015)에서는 총 38개의 정의적 성향이 제시되고 있다. 본 연구에서는 정의적 성향의 교육을 위한 제언으로 정의적 목표의 계열화 방안과 평가 수단이 논의되었다. 분석된 AASL(2007)과 ACRL(2015) 기준에서의 정의적 성향들은 초 중 고 및 대학생들의 정의적 능력 향상을 위한 초석이 될 것으로 기대된다.

• 한국학교ㆍ지역보건교육학회지
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• 제11권2호
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• pp.43-55
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• 2010

Objectives: Subjects of this study were technical high school students. It researched students' smoking status, smoking attitude, smoking perception and willingness to quit smoking, providing them with a five-day-smoking cessation program. Methods: Data collection proceeded from April to August 2008. The subjects were the whole number, 38 students, of 1EA technical high school located. The subjects who attended the smoking cessation program were the first and second grade students of the high school whom classroom teachers recommended. As to the subject, I comparatively analyzed differences between the before and after instruction, between after instruction and after consecutive consulting, and between before instruction and after consecutive consulting. The five-day-smoking cessation program took 2 successive hours a day for five days. Results: Average age for them to start smoking was 13.6 and to form smoking habits was 15.5. Average smoking period was 31.6 months and average smoking quantity was 11.2 cigarettes. As a result of the five-days smoking cessation program, 10.5% of the participants quit smoking and smoking quantity also significantly reduced. After instruction, willingness to quit smoking was generally higher than before. Smoking attitude, especially toward adolescent smoking, changed to be more negative than before. Perception of smoking also changed to be positive. Conclusions: The results from the comparative analysis of before and after instruction revealed a decrease on smoking quantity of the participants who attended the smoking cessation program. It also showed a significant change on smoking attitude, willingness to quit smoking and smoking perception.

• Human Ecology Research
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• 제56권1호
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• pp.33-54
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• 2018

This study devised an instruction that applies the content factors of Family Life Planning to backward design by exploring the fundamental concepts of backward design and the structure of developing a systematic instruction. Furthermore, it was conducted to improve the developed instruction by examining its validity with the help of experts and to find the method of applying it to the curriculum. The lesson design of this study was as follows. 1) Making a unit outline, 2) Identifying the expected results (Shaping the objectives), 3) Deciding acceptable evidence (Planning evaluation), 4) Making a detailed blueprint for class tasks, 5) Planning learning experience, 6) Making a learning experience plan per time, 7) Checking the lesson design. Second, experts participated in this study for the internal validity test about the process of the systematic lesson development of Family Life Design based on a backward design. The results were shown to be valid because the average was 3.7 out of a perfect score 4 and the CVI of all was over 0.9. The result of the IRA was also score 1, meaning that most of the experts agreed on the results of the test. The details of the lesson design were clear at every stage and the tasks and the results of each stage were specific. This study included most of the necessary stages for a backward design.

• 대한간호학회지
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• 제4권2호
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• pp.67-77
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• 1974

Introduction This study is concerned with improving the nursing education curriculum. The purpose of the study was to 1. Review the basic principles of curriculum development. 2. Determine opinion about current nursing curriculums from recent nursing school graduates. Methods of the study A questionnaire was distributed to 250 nurses, in f general hospitals in Seoul. The nurses were graduated from nursing schools in 1973, but represented all types of nursing programs. The Questionnaire was designed to illicit responses about nursing school curriculums in 5 areas: 1. Establishment of objectives 2. Selection of learning experience 3. Organization of learning experience 4. Instruction 5. Evaluation Summary of the major findings 1. Establishment of objectives Thirty nine point three percent of the nurses said that the first objective of the general nursing education was stated "to educate a nurse as a human being with humanity:" Ninety point eight percent of the total respondents said that thor knew the objectives of the curriculum of their nursing schools, but more half of them (58.3%) understood the objectives vaguely at the time they attended nursing school. 2. Selection of learning experience Thirty nine point eight percent of the respondents said their curriculum contained "only a few" liberal arts courses. 3. Organization of learning experience forty seven point six percent. of the respondents were reported that the number of course hours was "insufficient" in liberal arts courses. Fifty seven point three percent of the nurses felt there was an overemphasis on any special topic in liberal arts courses. 4. Instruction Methods of instruction were as follows: Liberal arts courses-a. lecture which centered on explanation (61.1%), b. lecture which centered on writing (43.7%) Supporting nursing courses-a. lecture which centered on explanation (34.0%). b. laboratory Practice (37.8%) Clinical nursing courses-a. lecture which centered on writing (33.0%), b. clinical practice (38.4%) The percentage of respondents replying that various equipment for the learning activities were "insufficient"were as follows: Liberal arts courses-51.0% Supporting nursing courses-28.6% Clinical nursing courses-37.9% 5. Evaluation In the liberal arts courses, 30.6% o( the respondents answered that the evaluation of records was in their opinion "poor, " and 28.2% of the respondents reported that the method of evaluation was "unfair and discouraging. " "Development of a systematic theory of nursing" was thought to be essential for curriculum improvement. The respondents felt that the junior year was the hardest because 1. Number of subjects was too great (28.1%) 2. Lack of a systematic theory of nursing (14.5%) 3. Conflict due to the difference between nursing theory and nursing practice (21.4%) Recommendations 1. Since this study was limited to nurses who had graduated in 1973, a larger study involving professors, graduate students, and nurses from a wider area is suggested in order to establish the reliability and validity of the present findings. 2. Nursing research should be carried out more actively in order to develope nursing science. 3. A permanent organization for research into ways to improve the curriculum should be established in each nursing school.

• 컴퓨터교육학회논문지
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• 제7권4호
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• pp.27-42
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• 2004

본 연구는 중학교 컴퓨터 교과의 '홈페이지 만들기' 단원에서 개별화 수업과 교사 주도의 일제식 수업(전통적 수업)이 사전 컴퓨터 활용 경험에 따라 학업성취도와 흥미도에 어떤 영향을 미치는지를 실험연구를 통해 분석하고, 개별화 수업에 대한 학습자들의 학습태도와 인식을 질적 자료를 통해 분석하였다. 중학교 2학년 204명의 여학생이 본 연구에 참여하였다. 분석결과, 개별화 수업이 전통적 수업에 비해 학업성취도와 흥미도에 있어 높은 점수를 받았으며 학습태도와 인식에서도 긍정적인 반응이 많았다. 컴퓨터 사전 경험과 수업방법간에 상호작용 효과가 없는 것으로 나타났다.

• 한국과학교육학회지
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• 제13권3호
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• pp.366-376
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• 1993

In this study, a part of high school science instructional materials is evaluated by Instructional Quality Profile(IQP) based on the Merrill's Component Display Theory(CDT). The CDT is based on the Gagne's assumption of different conditions of learning for different outcomes. The IQP enables the user to check both the consistency and adequacy of existing cognitive instruction. The IQP can be used to predict student performance, and also to design and develop new instructional materials. The instructional components are classified according to 5 task levels; An Use-Generalities on Newly Encountered Examples(UGeg), A Remember-Paraphrased-Generalities(RpG), A Remember-Verbatim-Generalities(RvG), A Remember-Paraphrased-Examples (Rpeg). A Remember-Verbatim-Examples (Rveg). The analyses are composed of 3 parts; Justifying the task level of objectives, Objective-test consistency, and Test-presentation consistency. The objectives, the presentations and the tests given in a teacher's guide and a textbook are analyzed. The results show that the task levels and the content levels of the objectives are not consistent with those of the tests. And the indices of the test-presentation consistency indicate the presentation problems of the instructional materials.

• 한국간호교육학회지
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• 제11권2호
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• pp.127-134
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• 2005

Purpose: The purpose of the study was to develop a cooperative clinical nursing education model in response to the challenge to provide quality clinical instruction for nursing students. Method: A hypothesized model was developed based on literature review and Cho's partnership model of preservice teacher. Final model was refined with cooperative committee meetings, workshop and post clinical education meetings. Results: A Cooperative clinical nursing education model was developed with three phases(collaboration, planning, redefinition of major roles) and ten constructs(organization of cooperative committee, goal setting, partnership contract, planning objectives, and operating manual). Conclusion: The Cooperative clinical nursing education model support the need for continued collaborative partnership between nursing college and hospitals to foster quality clinical instruction.

• 농업과학연구
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• 제37권1호
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• pp.113-121
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• 2010

Land consolidation ratio for rice paddy fields reached to 64.7% as of 2008 in Korea, and this also accelerated automation of field machinery. Especially, research on autonomous tractors has been continuously conducted. Tillage is one of the labor-, energy-, and time-consuming field operations. Most important requirements for autonomous tractors would be travelling path planning and electronic system to control the tractor to follow the path. The instruction of computer was required to conduct the tillage operation in field with unmanned traveling tractor. This instruction was coincidently used in the control of the traveling path and the motion of tractor. The objectives of the study were 1) to characterize and model tillage operating sequence, turning pattern, and 2) to develop tillage path formation programs for autonomous tractor and evaluate the performance.

• 한국가정과교육학회지
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• 제18권2호
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• pp.79-95
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• 2006

이 연구는 가정과 교육과정 개발의 이론적 체계를 틀로 하고 선행 연구와 교육과정 동향의 분석, 교육내용 요구조사를 고려하여 $\ulcorner$나와 가족생활$\lrcorner$ 영역의 교육목표와 내용체계를 구안하였다. 개발된 시안은 전문가 협의와 워크숍을 통해 다양한 의견을 수렴하여 수정 보완하여 최종안을 구안하였다. $\ulcorner$나와 가족생활$\lrcorner$ 영역의 교육목표는 '나와 가족생활을 개인과 가족, 사회, 문화의 맥락에서 이해하고 나와 가족생활 중에 일어나는 실천적 문제를 해결하여 건강한 가족생활을 영위할 수 있다.'로 선정하였다. 개발된 내용체계를 요약하면 다음과 같다.