• Health Policy and Management
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• v.19 no.3
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• pp.166-182
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• 2009

Objectives : This study was undertaken to investigate the relationship between career decision-making self-efficacy, social support, career education experience, career attitude maturity for college students with major in health administration. Methods : The subjects were 395 students with major in health administration from 2 universities and 2 colleges located in Incheon city, Gyeonggi province, and Chungcheognam province. Data were collected from June 2 to 20, 2008 using structured questionnaires. Results : For the difference by characteristics of the respondents, the score of career attitude maturity were significantly different according to age(F=3.415), high school style(F=2.661), subject economic status(F=3.627), subject satisfaction of school life(F=7.964), subject health status(F=6.507). For the correlation of major variable, Career attitude maturity was positively correlated with career decision-making self-efficacy, social support from friends, social support from family, social support from professor, career education experience. In a regression analysis, career decision-making self-efficacy($\beta$=.378), social support from friends($\beta$=.198), age($\beta$=.124), grade($\beta$=-.161) significant predictors to explain career attitude maturity(32%). Conclusions : It is necessary to activates the social network from friends and to develop an effective program to improve career attitude maturity of students with major in health administration considering these findings.

• The Journal of Korean Association of Computer Education
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• v.19 no.3
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• pp.11-19
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• 2016

Enhancement of computing education became an international phenominon including South Korea's revised national curriculum 2015. As the enhancement begins to focus on universal computing education, researches to investigate long-term effect of the enhancement is needed. To explore whether the reinforced computing education will bring which long-term impacts, this study investigated university students' experience on computer subject in their secondary schools, and major selection and achievement in a college computing course. As results, there was no statistically significant relation of taking the computer subject per se and major selection and achievement, but significant relation between contents of the subject, and major selection and achievement. This study has limitation on design and results lacking longitudinal data but contributes emphasizing need of longitudinal study to measure long-term effect of enhancement of computing education and providing clues of what impact it would bring.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.31 no.3
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• pp.119-132
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• 2023

In recent years, the competition for employment among college students has become more intense. It is also the time when strong personal beliefs and will to develop careers are required for successful employment through stable major study. Therefore, in this study, we tried to find out the effect on major attitude and employment efficacy according to the level of aviation safety perception, which is an important issue in the aviation industry. For analysis, survey is conducted targeting college students majoring in aviation service who are enrolled in universities in the metropolitan area and Chungcheong area. To verify the hypotheses of the study, demographic characteristics are identified based on questionnaires, reliability and validity of measurement items are verified, and structural equation model analysis is performed to verify the hypotheses. The analysis results are as follows. First, it is found that safety knowledge and safety consciousness, which are sub-factors of aviation safety perception of college students majoring in aviation service, have a positive (+) effect on subject recognition, learning process recognition, and career recognition of major recognition. Second, subject recognition, learning process recognition, and career recognition, which are sub-factors of major recognition, are found to have a positive effect on major commitment. Third, it is found that major commitment have a positive (+) effect on employment efficacy. Based on the research results, practical support plans and strategies for effective major study and successful employment are presented.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.1-13
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• 1998

The purpose of this study is to investigate thel present situation and to analyze the needs and problems of the $\ulcorner$Environment$\lrcorner$ subject in secondary school of the current 6th curriculum in Korea and to indicate the directions of improvement environmental education. The first step of this research was to review the related literature and the result indicated that the number of secondary schools that selected $\ulcorner$environment$\lrcorner$ subject and the teachers who have $\ulcorner$environment$\lrcorner$ certification of a second-major has increased yearly but it shows much difference by regions. The second step was questionnaire surveys on 60 $\ulcorner$Environment$\lrcorner$ teachers in secondary school. According to the survey, 65% of teachers are not certificated and 50% of teachers have no self-confidence of teaching. And most of teachers thought it was difficult to select the modules out of textbook and teachers had difficulties such as the lack of appropriate reference materials and instructive experience of their own instructive experience of active researches. The third step was the questionnaire survey on a students group(606) learning the $\ulcorner$environment$\lrcorner$ subject and a students group(621) without the $\ulcorner$environment$\lrcorner$ subject in secondary school. The group learning $\ulcorner$environment$\lrcorner$ subject showed significantly higher scores than those of the group without $\ulcorner$environment$\lrcorner$ subject in most items. And among the students having $\ulcorner$environment$\lrcorner$ subject, the first year students achieved the highest score, and it revealed that the teaching was most effective to them. The suggestions based on the results of this study are as follows. First, the uncertifiable teachers currently teaching $\ulcorner$environment$\lrcorner$ subject should be given priority to the second-major certificate training program ; which are diverse in contents according to differences of majors and levels. Second, specific and practical re-training programs for the certificated teachers teaching the subject are needed. Third, considerable and continual adjustment of the textbook yearly is required in addition to regular curriculum amendment. Fourth, the more efficient and actual teaching.learning methods of $\ulcorner$environment$\lrcorner$ subject education that can attract students' interest must be developed. Fifth, it is most desirable to have first year students select the subject.

• Journal of Information Science Theory and Practice
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• v.3 no.2
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• pp.42-57
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• 2015

Purpose. : The present study is an attempt to find out the impact of self-citations on Impact Factor (IF) across disciplines. The study examines the number of research articles published across 27 major subject fields covered by SCImago, encompassing as many as 310 sub-disciplines. The study evaluates aspects like percentage of self-citations across each discipline, leading self-citing countries and continents, and the impact of self-citation on their IF. Scope. : The study is global in nature, as it evaluates the trend of self-citation and its impact on IF of all the major subject disciplines of the world, along with countries and continents. IF has been calculated for the year 2012 by analyzing the articles published during the years 2010 and 2011. Methodology/Approach. : The study is empirical in nature; as such, statistical and mathematical tools and techniques have been employed to work out the distribution across disciplines. The evaluation has been purely under-taken on the secondary data, retrieved from SCImago Journal and Country Ranking. Findings. : Self-citations play a very significant part in inflating IF. All the subject fields under study are influenced by the practice of self-citation, ranging from 33.14% to 52.38%. Compared to the social sciences and the humanities, subject fields falling under the purview of pure and applied sciences have a higher number of self-citations, but a far lesser percentage than the social sciences and humanities. Upon excluding self-citations, a substantial amount of change was observed in the IF of subject fields under study, as 18 (66.66%) out of 27 subjects fields faced shuffle in their rankings. Variation in rankings based on IF with and without self-citation was observed at subject level, country level, and continental level.

• Journal of Technologic Dentistry
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• v.23 no.2
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• pp.17-47
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• 2002

The purpose of this study was to examine the 2001 curricula in 17 departments of dental technology across the nation in an attempt to find out the educational realities of the departments by term and school year and serve as a basis for the development of more advanced, efficient dental technology curriculum and common educational objectives. For that purpose, the 2001 curricula of the three-year dental laboratory technology departments were analyzed by school year and term to calculate the amount of required credit, the number of subjects, and the weekly classes for electives and major. The findings of this study could be listed as below: 1. The departments of dental laboratory technology nationwide investigated require students to get 120 to 135 credits in total. Out of the credits, 10 to 25 credits are assigned to the electives, and 106 to 11 8 credits are given to the major. 2. There are 50 to 68 subjects in the departments of dental technology. 5 to 16 subjects are the electives, and 41 to 59 are the major. 3. There are 150 to 196 classes per week, which consist of 10 to 30 ones for the electives and 137 to In for the major. 4. The curricula for the first semester of the first year are as follows: 1) 20 to 24 credits are required. 4 to 11 credits are alloted to the electives, and 9 to 19 credits are assigned to the major. 2) The number of subject is 9 to 13, which are composed of 2 to 7 for the electives and 4 to 9 for the major. 3) The weekly classes are 22 to 29. The classes for the electives range from 4 to 14 per week, and 10 to 20 classes a week are for the major. 5. The curricula for the second semester of the first year are as below: 1) There are 20 to 25 credits. 3 to 12 credits are assigned to the electives, and 12 to 19 credits are for the major. 2) The number of subject is 10 to 14, which consist of 2 to 6 for the electives and 6 to 10 for the major. 3) The weekly classes are 22 to 29. and 3 to 12 classes a week are for the electives, and 15 to 24 classes are for the major. 6. The curricula for the first semester of the second year are as below: 1) The number of credits ranges from 20 to 24. Only six colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 8 to 12 subjects. Only six colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 23 to 33. Only six colleges offer 2 or 3 classes a week for the electives, and 21 to 33 classes are for the major. 7. The curricula for the second semester of the second year are as below: 1) The number of credits ranges from 19 to 24. Only two colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 7 to 12 subjects. Only two colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 24 to 36. Only two colleges offer 2 classes a week for the electives, and 24 to 36 classes are for the major. 8. The curricula for the first semester Of the third year are as below: 1) There are 16 to 24 credits. Just a college assigns 2 credits to the electives, and 16 to 24 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major. 9. The curricula for the second semester of the third year are as below: 1) There are 16 to 23 credits. Just a college assigns 2 credits to the electives, and 16 to 23 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.411-418
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• 2021

In this study, in order to analyze the AI convergence education courses of 38 graduate schools of education, the analysis frame was constructed in terms of basic subject classification, content field of subject, and detailed subject composition by field. And as a result of analysis through this frame, it was found that the number of subjects currently operated by these graduate schools of education is very different from 14 subjects to 48 subjects. Therefore, it was judged that it was urgent to develop a standard curriculum for the AI convergence education major operated by each graduate school of education for the same purpose. The AI Convergence Education Major, which was established for the same purpose and operated in different forms, will eventually produce teachers with different competencies, so there is a risk of bringing confusion to the direction of AI Convergence Education in the school field.

• Journal of Korean society of Dental Hygiene
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• v.11 no.3
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• pp.363-372
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• 2011

Objectives : The purpose of this study was to pursue an efficient operating plan by surveying the cognition and demand level for major deepening course. Methods : Questionnaire survey was carried out targeting 135 dental hygienists who work in Cheonan and neighboring region. The collected data was performed frequency & percentage, T-test and ANOVA analysis. Results : 1. As for dental hygienists' acquiring academic degree, 77.0% of them responded to have interest. As for a desired route of acquiring academic degree, the major deepening course or Credit Bank System was the highest with 62.2%. 2. As a result of surveying cognition on major deepening course, 73.3% responded to know. A route of having come to know was the largest in senior or friend with 34.8%. Necessity of major deepening course was responded to be necessary with 89.7%. 89.1% of them clarified to have intention of acquiring. 3. The curricular subject, which is desired to be learnt for a plan of operating major deepening course, was the highest in the major field with 63.0%. 4. As a result of comparing an interest, necessity, and intention of acquisition on major deepening course depending on general characteristics, the statistically significant difference wasn't shown. Conclusions : These results suggest that major deepening of course through active public should be aware that many dental hygienists will be subject to a variety of programs and development of clinical course and a practical hands-on education is expected to be strengthened.

• Journal of Korean Ophthalmic Optics Society
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• v.14 no.4
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• pp.19-26
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• 2009

Purpose: This study was to notify improvements needed in Cultural studies and Basic subjects to make Ophthalmic optic major curriculum qualitatively better, based on demand for cultural studies and basic subjects on and off the campus. Methods: A survey with questionnaires were carried out for both students and opticians in different provinces. For students, Gyunggi province, Gyunman province, Jeonnam province, and Jeonbuk province, and for opticians Seoul, Daejeon, Gyunggi province, and Jeonbuk province were selected. Results: Students' demand for expanding English courses in Foreign language curriculum was the highest and had significant difference between 2-years college and 3 or 4-years college ( p<.01), and opticians' demand differed from 2-years college and 3-years college ( p<.05). Students' demand for expanding Biology courses in science curriculum was the highest, and also a difference in expansion demands for Biology and physics subjects between 2-years college and 4-years college ( p<.05). There was also a difference in expansion demands for Vocational ethics and Management subjects in Basic subjects between 2-years college and 4-years college ( p<.05), and for Vocational ethic subject demands between college students and opticians ( p<.001), but for Management subject, both students and opticians demanded it to be expanded highly. Conclusions: Expansion and reinforcement in Management subject in Ophthalmic optic major was needed, as both Ophthalmic optic major students and opticians had the highest demand for this subject.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.553-568
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• 2022

This study investigated the level of academic passion for elementary school teachers' science pedagogical content knowledge (PCK) and examined the factors that influence the passion. To this end, 161 elementary school teachers in Seoul were selected, and academic passion tests were then administered to evaluate their academic passion for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participating teachers. The results revealed that 'importance' and 'harmonious passion' for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. However, 'time/energy investment' and 'obsessive passion' for learning the knowledge were slightly higher or lower than normal. The 'like' for learning science subject matter knowledge was relatively high, but the 'like' for learning science pedagogical knowledge was slightly higher than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to advanced major at undergraduate than teaching career. The teachers evenly selected some factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. These identified characteristics included 'individual interest', 'high school track', 'experience in advanced major at undergraduate', 'experience in science-related graduate school', 'experience teaching science in elementary school', 'experience teaching science at the gifted education institute', 'experience in charge of science subject teacher', 'experience in science-related teacher training', 'experience in developing science-related teaching and learning materials', 'experience in charge of science or science-gifted related work', and 'experience in a science-related teacher community'. However, a slight difference was noted in the selection ratio depending on advanced major at undergraduate. Based on these results, the practical implications for improving their academic passion for science PCK are suggested.