• Journal of the Korean Society for Library and Information Science
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• v.12
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• pp.269-327
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• 1985

This study was undertaken to meet more fully the demands for improved training of library personnel, occasioned by the rapidly changing roles and functions of libraries as they try to adapt to the vast social, economic and technological changes currently in progress in the Korean society. The specific purpose of this research is to develop a standard curriculum at the batchelor's level that will properly equip the professional personnel in Korean libraries for the changes confronting them. This study started with the premise that to establish a sound base for curriculum development, it was necessary first to determine what concepts, knowledge, and techniques are required for professional library personnel to perform it at an optimal level of efficiency. Explicitly, it was felt that for the development of useful curricula and courses at the batchelor's level, a prime source of knowledge should be functional behaviours that are necessary in the job situation. To determine specifically what these terminal performance behaviours should be so that learning experience provided could be rooted in reality, the decision was reached to use a systems approach to curriculum development, which is an attempt to break the mold of traditional concepts and to approach interaction from an open, innovative, and product-oriented perspective. This study was designed to: (1) identify what knowledge and techniques are required for professional library personnel to perform the job activities in which they are actually engaged, (2) to evaluate the educational needs of the knowledge and techniques that the professional librarian respondents indicate, and (3) to categorise the knowledge and techniques into teaching subjects to present the teaching subjects by their educational importance. The main data-gathering instrument for the study, a questionnaire containing 254 items, was sent to a randomly selected sample of library school graduates working in libraries and related institutions in Korea. Eighty-three librarians completed and returned the questionnaire. After analysing the returned questionnaire, the following conclusions have been reached: (A) To develop a rational curriculum rooted in the real situation of the Korean libraries, compulsory subjects should be properly chosen from those which were ranked highest in importance by the respondents. Characters and educational policies of, and other teaching subjects offered by, the individual educational institution to which a given library school belongs should also be taken into account in determining compulsory subjects. (B) It is traditionally assumed that education in librarianship should be more concerned with theoretical foundations on which any solution can be developed than with professional needs with particulars and techniques as they are used in existing library environments. However, the respondents gave the former a surprisingly lower rating. The traditional assumption must be reviewed. (C) It is universally accepted in developing library school curricula that compulsory subjects are concerned with the area of knowledge students generally need to learn and optional subjects are concerned with the area to be needed to only those who need it. Now that there is no such clear demarcation line provided in librarianship, it may be a realistic approach to designate subjects in the area rated high by the respondents as compulsory and to designate those in the area rated low as optional. (D) Optional subjects that were ranked considerably higher in importance by the respondents should be given more credits than others, and those ranked lower might be given less credits or offered infrequently or combined. (E) A standard list of compulsory and optional subjects with weekly teaching hours for a Korean library school is presented in the fourth chapter of this report.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.870-885
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• 2010

The purposes of this study are to examine what the participants experienced when developing Content Representation (CoRe) of "molecular motion" for the 7th grade in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher and to investigate how the participants' PCK changed in their classes after developing CoRe. The participants were one experienced chemistry-trained teacher, two physics-trained teachers, and one researcher. The participants were selected by purposeful sampling. For this study, the discussions on developing CoRe was recorded and two physics-trained participants' classes were video-taped, and constructed/semiconstructed interviews were conducted. All data were transcribed for analysis. The participants experienced reflective thinking of their knowledge and previous classes, corrected their own misconception and clarified those conception, recognized the contents and the goals of "molecular motion" class, enhanced understanding of students' preconception during the development of CoRe. Especially, the two physics-trained teacher-participants confessed that they recognized clearly the contents and the goals of "molecular motion" class and identified their deficiency in 'particle viewpoint' in their previous classes. Their recognition was realized in the course of interaction with experienced chemistry-trained teacher. Among the components of PCK, knowledge of science curriculum was most influent on two physics-trained teacher-participants' classes, and they emphasized 'particle viewpoint' and 'molecular motion' in their classes. In addition, they introduced new teaching strategies that were discussed in the course of developing CoRe. The influence on the participants' PCK was different according to their reflective thinking on their own knowledge and previous classes and their affective characteristic. The implication of this study is that, the course of developing CoRe can promote reflective thinking that is essential for increasing teachers' professionalism and significantly influence on PCK. Especially, developing CoRe in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher can identify deficiency in their classes and thereby, improve their classes. And, it takes time and effort to internalize the participant's recognition in their teaching practice.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.560-576
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• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.595-609
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• 2020

The purpose of this study is to analyze the experiences of teachers who participated in the development of online science class videos in the context of covid-19, their perception of online science class, and the characteristics of the online science class content developed by teachers. A survey and interviews were conducted with ten elementary school teachers who made online science class videos themselves. Also the characteristics of the online science class were investigated by analyzing the online science class video produced by the participants. As a result, participants in the study recognized the lack of production time, difficulty in filming and editing, concerns over misconceptions, the problem of solving copyrights for existing materials, and the burden of external disclosure. Although it was a teacher who had experience producing online science class video contents, no research participants actively answered the merits of online science class. On the other hand, the study participants cited that the shortcomings of online science classes were that students had fewer opportunities for inquiry and lack of communication or interaction. In particular, these shortcomings were thought to have a great influence on the quality of online science classes, especially in making inquiry classes difficult. Some teachers took a negative view that online science classes could not completely replace face-to-face classes. However, if multiple teachers are presented with supplementary teaching activities that complement the content-based online teaching method, the method of combining online science classes and face-to-face classes is not. Through the analysis of the contents of the online science class, the introduction and arrangement steps of the online science class were similar to the process of the face-to-face science class, but the inquiry step and the conceptual explanation step showed a big difference from the face-to-face science class.

• The Journal of Korean society of community based occupational therapy
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• v.10 no.1
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• pp.51-61
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• 2020

Objectives : The purpose of this study is to investigate the effect of object size and reaching distance on kinematic factors of the upper limb while performing arm reaching for normal subjects. Methods : The subjects of this study were 30 university students who were in D university in Busan, and the measuring tool was CMS-70P(Zebris Medizintechnik Gmbh, Germany), a three-dimensional motion analyzer. The task had six conditions. The average velocity of motion, average acceleration, maximum velocity, and the velocity definite number of movements were measured according to changes in object size(2cm, 10cm) and reaching distance(15%, 37.5%, 60%) when they performed arm reaching. The general characteristics of the subject were technical statistics. One-way ANOVA measurement was used to compare variables when the arm reaching task was performed from two object sizes to three reaching distance, and the post-test was conducted with Tukey test. In addition, an independent t-test was used to analyze the kinematic differences according to the two object sizes at three reaching distances. A two-way ANOVA measurement (3×2 Two-way ANOVA measurement) was performed to identify the interaction of the reaching distance(15%, 37.5%, 60%) and the object size(2cm, 10cm). The statistical significance level α was set to .05. Results : When the size of the object increased, the velocity and maximum velocity also increased, but the definite number of velocity decreased. When the reaching distance increased, the velocity and maximum velocity increased, whereas the definite number of velocity decreased. Conclusion : The clinical significance of this study could be utilized as the baseline data for grading object size and reaching distances when the reaching training is implemented for patients whose central nervous system was damaged.

• Journal of the Korean Applied Science and Technology
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• v.37 no.4
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• pp.649-658
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• 2020

The purpose of this study is to verify the difference in health and obesity according to water and coffee intake. The study subject is 900 female college students. Physical fitness factors measured in this study were physical strength(grip strength, back muscle strength), muscle endurance (sit-up), Flexibility(Sit & reach) and cardiopulmonary endurance(harvard step). The factors of body composition (intracellular fluid, extracellular fluid, protein, mineral, body water content, muscle mass, lean body mass, body fat mass) and obesity (BMI, body fat percentage, abdominal fat percentage, obesity) were measured with the Inbody equipment. SPSS program was used for all data analysis. Group differences were verified by two-way ANOVA and one-way ANOVA. The results are as follows. There was no interaction effect between water and coffee intake on health and obesity. Therefore, the difference of the dependent variables according to each independent variable was verified. There was no significant difference in physical fitness according to water intake and coffee intake, but there was a significant difference in body composition (intracellular fluid, protein, minerals, body water, muscle mass and lean body mass). Water drinking group more than 7 cups had significantly higher body composition than the 1-4 cups water drinking group. In the case of coffee, the body composition of the 3 cup intake group was significantly higher than that of the none intake group. Obesity was significantly higher than the none intake and 1-2 cup intake groups. Based on the study results, water intake was not related to obesity, but coffee was related. For further studies, it would be better to consider gender and age differences in drinking various beverages such as water and coffee and that would be used to suggest a desirable way of water intake according to individual characteristics of the better health.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.336-347
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• 2004

This study investigated the effects of the application of a variety of ICTs cause the effects on self-directed learning capability, creativity and problem-solving ability. In order to achieve the above aim, Web-Based Instructions(WBI) and instructions using CD-ROM Titles for the unit of 'the solar system and the galaxy' were applicated and analyzed which belongs to the area of 'the earth' in the subject 'science' for high school students. Instructions using WBI materials and CD-ROM titles were found to be effective on 'self-conception', 'creativity', 'future inclination', 'self-assessment ability', 'openness' and' initiative' improvement all of which belong to self-directed learning characteristics. They did not, however, show meaningful effect on improving 'learning eagemess' and 'responsibility' improvement. On looking into self-directed learning characteristics according to prerequisite learning levels, both groups and these for instruction using CD-ROM learning materials were found to have no effect on interaction. With respect to problem-solving ability improvement which is characteristic of the instruction using ICTs, WBI proved more fruitful than instruction using CD-ROM titles on improving scholastic achievement level. WBI was effective on 'fluency', 'originality' and 'resistance to premature closure'. It on the other hand, was of no use on 'abstraction of titles' and 'elaborateness' These results came from the following characteristics: WBI came into effect on 'fluency' and 'originality' in the areas of variety and vitality, which are characteristic of WBI. In the area of resistance to premature closure WBI was effective on organizing learning contents owing to the animation of picture materials which are variously presented in the web site. As a result of WBI questionnaire about WBI, an excellent effect on the structure of display, quantity of information, indication and instruction, supplementary study and further study were discussed.

• Journal of dental hygiene science
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• v.14 no.3
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• pp.287-294
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• 2014

The purpose of this study is to use basic data of dental hygiene curriculum with a new technique called motivational interviewing of communication skill to demonstrate the effectiveness of the method of oral health care. In this study, we performed oral health care program that has been made in dental hygiene department to university students. It was assigned to the control group and 66 and 32 experimental group based on the date of the first visit time. It conducted motivational interviewing of a total of three times in the experimental group. The analytical results of the measurements obtained in the oral examination and questionnaires. The results were as follows: The experimental group measured value was reduced after the intervention compared to before the PSR to evaluate the state of periodontal, gingival index, calculus index, plaque control record (PCR; O'Leary plaque index), simple plaque scor of Quantitative Light Induced Fluorescnece Digital measurement value (p<0.05). Experimental group decreased more and more the result of changes in the reduction of the average of the PCR. But control group was reduced to 3 weeks and increased back to the middle 16 weeks. There was also support interaction between the measurement point and the groups (p<0.05). Re-visit adherence of fit, 12.1% in the control group, the experimental group was 43.7% in the period of participation in the oral health care program. Thus, visit adherence of the experimental group was higher. In this study, a group that has motivational interviewing, It was able to confirm the improvement of oral health state. Discussion of the motivational interviewing can be applied to oral health care program.

• Journal of the Society of Disaster Information
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• v.17 no.3
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• pp.640-654
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• 2021

Purpose: Normal education operation was difficult in the national disaster situation of Coronavirus Infection-19. Non-face-to-face education can be an alternative to face to face education, but it is not easy to provide the same level of education. In this study, the professor of disaster management field will identify problems that can occur in the overall operation and progress of non-face-to-face education and seek ways to improve non-face-to-face education. Method: Non-face-to-face real-time education was largely categorized into pre-class, in-class, post-class, and evaluation, and case studies were conducted through the professor's case studies. Result&Conclusion: The results of the survey are as follows: First, pre-class, it was worth considering providing a non-face-to-face educational place for professors, and the need for prior education on non-face-to-face educational equipment and systems was required. In addition, it seems necessary to make sure that education is operated smoothly by giving enough notice on classes and to make efforts to develop non-face-to-face education programs for practical class. Second, communication between professor and learner, and among learners can be an important factor in non-face-to-face mid classes. To this end, it is necessary to actively utilize debate-type classes to lead learners to participate in education and enhance the educational effect through constant interaction. Third, non-face-to-face post classes, policies on the protection of privacy due to video records should be prepared to protect the privacy of professors in advance, and copyright infringement on educational materials should also be considered. In addition, it is necessary to devise various methods for fair and objective evaluation. According to the results of the interview, in the contents, which are components of non-face-to-face education, non-face-to-face education requires detailed plans on the number of students, contents, and curriculum suitable for non-face-to-face education from the design of the education. In the system, it is necessary to give the professor enough time to fully learn and familiarize with the function of the program through pre-education on the program before the professor gives non-face-to-face classes, and to operate the helpdesk, which can thoroughly check the pre-examination before non-face-to-face education and quickly resolve the problem in case of a problem.

• Journal of Digital Convergence
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• v.19 no.7
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• pp.57-70
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• 2021

As COVID-19 spreads, people's interest in smart learning that can do non-face-to-face learning is increasing nowadays. In this study, we aim to empirically analyze how users' thoughts on COVID-19 and the information quality and system quality of smart learning systems affect users' acceptance of smart learning and examine the effect of perceived sensitivity and severity of COVID-19 on the satisfaction and use of smart learning through concerns about the risk of transmission. In addition, we examined the influence of information quality composed of content quality and interaction quality and system quality composed of system accessibility and functionality on the use of smart learning through user satisfaction. To verify the validity of the proposed model, we conducted a survey on 334 users with experience in using smart learning, and performed the analysis using Smart PLS 3.0. According to the analysis results, among information quality and system quality, only functionality has a positive (+) effect on the satisfaction of smart learning, and satisfaction has a positive (+) effect on the usage behavior. However, it is found that accessibility among system quality do not affect satisfaction, and concern about the risk of transmission has a negative effect on satisfaction. This study can provide meaningful guidelines to researchers when researching smart learning to support students' learning in a pandemic situation of a new infectious disease, such as COVID-19. It will also be able to provide useful implications for educational institutions and companies related to smart learning.