• 한국초등과학교육학회지:초등과학교육
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• 제26권2호
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• pp.226-241
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• 2007

The purpose of this study was to elucidate elementary school teachers' pedagogical content knowledge regarding the subject of "weight and pressure in water". 6 elementary teachers in charge of the 6th grade were selected for this study. The 7 hour lessons were observed over $15{\sim}20$ days, and a variety of data including scenarios, questionnaires for teachers, interviews of teachers were analyzed. As a result of this study, teachers who had long career histories thought that the purpose of teaching science was to teach the use of science principles, and teachers who had only taught for a relatively short time thought the purpose was satisfying students' curiosity. Most of the teachers felt that the science content knowledge related to buoyancy was insufficient. They had acquired most of the science content knowledge from teaming experiences in middle and high schools. The pre-service teacher education programs didn't help them to satisfactorily acquire the science content knowledge under analysis here. Most of the teachers taught the science lessons according to the order of sequence as shown in the science textbook. They didn't teach the contents that they thought were needed if they were not already included in the science textbook. Only one teacher who had taken science courses in high school managed the science classes freely according to his own thoughts and opinions. From the results of this research, it could be concluded that most elementary school teachers did not have enough pedagogical content knowledge to teach their students effectively.

• 한국응급구조학회지
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• 제20권1호
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• pp.31-39
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• 2016

Purpose: This study proposed an improved method of teaching cardiopulmonary resuscitation (CPR). Methods: A teaching method for CPR using a song was evaluated. To validate the effect of this teaching method, we performed a comparative reference test against a traditional CPR lecture-oriented education method. A total of 202 study participants were enrolled in this project. Half were taught by the traditional CPR education method, and the other half were taught by the alternative educational method using a song. Results: The results for those educated by the traditional lecture-oriented method showed scores of 4.84 / 6.00 (Mean of knowledge) and 70.22 / 100 (Mean of practice ability for CPR). The results for those educated by the alternative method showed scores of 5.26 / 6.00 (Mean of knowledge) and 74.13 / 100 (Mean of practice ability for CPR). The alternative educational method utilizing a song improved the results on written and practical examinations. This improvement could be attributed to the effect of music on memory circuits in the brain. Conclusion: We believe that the results of this study will help to improve the success rates of CPR.

• 보건교육건강증진학회지
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• 제23권2호
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• pp.47-61
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• 2006

Object: This research has been conducted in order to conduct obesity prevention education providing feedback which is currently taught to the second grade students of middle school, understanding how this method of education affects the knowledge and of behavior towards obesity prevention, and that could be actually applied to classrooms. Method: A questionnaire was supplemented questionnaire whose content validity and reliability was verified in the preliminary research was used. The reliability of the research tool was Cronbach' ${\alpha}=0.70$ for obesity knowledge tool, and Cronbach' ${\alpha}=0.84$ for obesity prevention behavior tool. Result: 1) It turned out that feedback was significantly effective in improving the knowledge. 2) It turned out that the education method providing feedback was effective in improving the behavior. Conclusion: From the results of this research, it can be said that the obesity prevention education providing feedback was the most effective method in improving the obesity knowledge and prevention behavior of middle school students. Therefore, it is advisable that the obesity prevention education methods providing feedback should be developed and applied continuously.

• 천문학회지
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• 제29권spc1호
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• pp.451-453
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• 1996

There is a question, 'Which is beautiful, a flower or a star?'. Its answer is different from one person .to another. It is only a matter of what one is interested in. It is very difficult for most school pupils, who will have non-scientific jobs, to understand science courses taught currently in school, because each science (physics, chemistry, biology, and earth science) is independently taught from the other sciences. Therefore, their knowledge of sciences obtained during their school period does not significantly help their understanding of global environmental problems. I am proposing that several scientific stories should be prepared to connect all the related scientific phenomena in order to give those pupils ideas in understanding global environmental problems. I believe that astronomy is able to play an important role in this context.

• 과학교육연구지
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• 제43권1호
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• pp.173-193
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• 2019

An expert teachers' instruction can be helpful to other teachers because good teaching effectively guides students to develop meaningful learning. Feynman is an excellent physics lecturer as well as one of the greatest physicists of the 20th century who presented and explained physics with his unique teaching style based on his great store of knowledge. However, it is not easy to capture and visualize teaching because it is not only the complex phenomena interrelated to various factors with the content to be taught but also the tacit representation. In this study, the framework of knowledge & belief based on the integrated mental model theory was used as a tool to capture and visualize complex and tacit representation of Feynman's teaching of 'The theory of gravitation,' a chapter in The Feynman Lectures on Physics. Feynman's teaching was found to go beyond the transmission of physics concepts by showing that components of the framework of knowledge & belief were effectively intertwined and integrated in his teaching and the storyline was well-organized. On the basis of these discussions, the implications of Feynman's teaching analyzed within the framework of knowledge & belief for physics teacher education are derived. Finally, the characteristics of the framework of knowledge & belief as tools for the analysis of teaching are presented.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.566-578
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• 2014

The purpose of this study is to develop a program for elementary school students' scientific experimental design knowledge generation. This study also investigated the effects of their experimental design ability, as well as the change in the type and elaborateness of their experimental design by applying the program. The subjects of this study was 4 classes in 6th grade of an elementary school located in Seoul, KOREA. The classes were divided into experimental and comparative groups. While the treatment was applied to the experimental group, the comparative group was taught using conventional methods. The pre-test and post-test for students' capability of building scientific experimental design knowledge were conducted to compare the ability of experimental design, the change in the type and elaborateness of experimental design. The findings in this study are as follows: First, the program appeared to be effective in improving experimental design ability. Furthermore, the program appeared to be more effective in generating a higher level of the experimental design type and elaborateness. Therefore, in order to improve experimental design knowledge generation ability, the program can be utilized as effective learning model in elementary school.

• 한국환경교육학회지:환경교육
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• 제22권3호
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• pp.125-135
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• 2009

In this study, we discuss pedagogical content knowledge (PCK) of pre-service environment teachers since PCK is one of the most important professional competencies for teachers. In Republic of Korea, environmental education is taught as an independent subject in middle and high schools. Thus, pedagogical content knowledge (PCK) of environment teachers plays an important role for quality EE at schools. The purpose of this study is to find out the PCK(Pedagogical Content Knowledge) of pre-service environment teachers. Researchers collected and analyzed data from four environmental education department. Study method used a questionnaire for eighty-two pre-service environment teachers. The study results are as follows. Seven part of PCK(Knowledge of Instructional Strategies, Knowledge of Representation, Knowledge of Subject Matter, Knowledge of Evaluation, Knowledge of Students, Knowledge of Curriculum, Knowledge of Environmental Context) exists the significant difference in pre-service environment teachers. The highest part is the Knowledge of Environmental Context and the lowest part is the Knowledge of Evaluation in pre-service teachers. So the curriculum of environmental education department will be changing that emphasize the Knowledge of Evaluation and the Knowledge of Students.

• 지역사회간호학회지
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• 제22권2호
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• pp.111-120
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• 2011

Purpose: The purpose of this study was to investigate osteoporosis knowledge, health beliefs, and influencing factors on health behaviors among female college students. Methods: Using the Osteoporosis Quiz, the Health belief Scale, and the Health Behavior Questionnaire, data were collected from 314 female college students from 4 universities located in Chungcheong providence. Results: The mean scores of knowledge and health belief were $12.7{\pm}3.81$ and $90.9{\pm}12.66$, respectively. There was a statistically significant correlation between osteoporosis knowledge and health belief (p<.001). Also, a statistically significant correlation was found between health belief and health behavior (p<.001). According to the regression model, knowledge, perceived benefit, perceived barrier, family history of osteoporosis, and health interest explained 6.7% of total variance in health behavior. Conclusion: Female college students should be taught to be aware of the importance of proper dietary intake and regular exercise as a way to maintain or promote the health of their bones so that they can prevent osteoporosis.

• 대한수학교육학회지:학교수학
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• 제2권1호
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• pp.97-110
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• 2000

The aim of this study is to examine the contributions of the computer in the method of mathematics education. And we investigate how computer introduced in the side of methodology affects the content of mathematics education. Moreover we analyze the transformations of the nature and essence of the mathematical knowledge intented to be taught. Finally, on the basis on this analysis, we propose the important points that should be considered in the computer-usage in the mathematics education.

• 보건교육건강증진학회지
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• 제21권2호
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• pp.187-198
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• 2004

The purpose of this study was to investigate knowledge, attitudes and the ability of women toward breast self-examination and to identify factors that may influence the ability of breast examination. The subjects for this study were 105 women in a community health center located in Busan. Data was collected during the period from September I to 20, 2002 by means of a structured questionnaire. The data was analyzed using the SPSS WIN 10.0 program and included descriptive statistics, Pearson correlation coefficient and stepwise multiple regression. The results of study are as follows： 1. The mean knowledge score for the total sample was 9.62 and the mean attitude score was 62.95. The mean self- practice score was 5.79. 2. Women's knowledge about breast self-examination was significantly related to attitudes and the ability of women toward breast self-examination (p＜0.05). 3. The ability of women toward breast self-examination was significantly related to attitudes about breast self-examination (p＜0.05). 4. According to the results of stepwise multiple regression analysis, factors affecting women's ability of breast self-examination were practice of breast self-examination and level of education and explained 19.7％ of variance. From the results of this study it can be said that women need to be taught proper breast self-examination so that they can become more proficient in detecting breast abnormalities.