• Journal of Convergence for Information Technology
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• v.10 no.10
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• pp.183-195
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• 2020

In this study, the objective of this study is to verify the effects between lecturer's capability, education program, education service, and physical educational environment factors, and university students' interest in and attitude toward mathematics. A survey was conducted on 228 male and female students in science and engineering majors attending universities in the Pusan metropolitan area, and empirical analysis was conducted using the SPSS 26.0 program. The research results are as follows. First, among the characteristics of college mathematics maker classes, instructor competency (β=.349, t=6.380, p<.001), educational program (β=.361, t=5.650, p<.001), and physical educational environment (β=.196, t=3.281, p<.01) had a significant positive (+) effect on college students' interest in mathematics. Second, the factors of interest (β=.349, t=6.380, p<.001) in college mathematics maker classes were found to have a significant positive (+) effect on college students' attitudes toward mathematics. Third, among the characteristics of college mathematics maker classes, instructor competency (β=.340, t=6.365, p<.001), educational program (β=.352, t=5.559, p<.001), physical educational environment (β=.226, t=3.537, p<.01) was found to have a significant positive (+) effect on college students' attitudes toward mathematics. Through the results of this study, it was concluded that when the level of education program and teaching ability of the university mathematics maker class are high and the physical educational environment is excellent, it can have a positive effect not only on the university student's attitude towards mathematics but ultimately on the attitude of mathematics.

• Journal of the Korean Society of School Health
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• v.3 no.1
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• pp.59-72
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• 1990

The study reserches the related contents of the health education in the existing gymnastics and the domestics textbook, catches learning-Ulaching contents by the health-control function and compares the contents with the health-education curriculum of the Texas State in America. This study is questioned and reserched the general features of the teachers who is change in the health education, their attitudes about the teaching of it, and the recognition degree about their health education. The results above is like the following. 1. Learning-teaching contents by the health-control function. The domestics and gymnastics which contains the health education contents, is not discripted continually and at the same time is short of the contents in the health-control function according to the students' individual domains. Also the recent serious problems, (that is, Smoking, Drinking and Medical poisoning, Emotion, and Psychic domains) were no mentioned. 1) In gymnastics textbook, the physical domains are mentioned 8, 9 in juinor, and senior class, the affective, psychic domains only senior class and the social domains only 1 grade except junior and senior class. Growth-development function is concentratedly stated only 1 grade in physical domains and there is no stated in. The social domains are referred a little in senior class. In cure-recovery functions, the physical domains is being taught in 2, and 3 grade, but not 1 grade. Specially, the social domains are being taught in all grade, but, the affective domains are not at all 2) In the subject of domestics, the physical domains of the daily life functions are taught in all the years, but the emotional, mental domains are taught a little in 1 and 2 grades. The growth-development functions are being taught about the nutrition-health, in the physical parts of all graries, and the emotional-mental, social domains are being taught some in 7 and 8 grade except 3 grade, he cure-recovery functions ere taught in only 1 grade, the contents of rehabilitative functions are not being taught like gymnastics. 2. The general characteristics of the health-education teachers and the health-education. In the calss field, the average age of gymnastics-teachers is from 35 to 40 years old, and it of domestics teachers is from 24 to 29 years old. 1) In the class-hours a week, the gymnastics teachers take lessons 3 hours (75.6%) and the domestics teachers 4 hours (65.6%). In "the health-lessons hours alloted"in a semister, 3 or 4 hours is 38.7% and no hours is 18.0% in gymnastics teachers. On the other hand, there is no hours to teach the health-education in domestics teachers. About the opinion: the health subject must be taught as a independent subject, 42.9% of the gymnastics teachers agreed and 45.3 % of the domestics teachers did. 2) The factors which have an influence upon the health-teachers #. In age, the class lesson hours of a week(r= .0014), the confident manner about the lessons(r= .0485) and the necessity of the lessons (r= .0316) are closely related one another. #. In sexes, the lesson hours a class(r= .0000), the alloted hours of health lesson a semister(r= .0000) the confident manner about the class(r= .0001). the quantity of lesson(r= .0001): and, the teacher's belief(r= .0264) are co-related one another. #. In subject in change. the class hours a week(r= .0000), the alloted hours of health-lesson a semister(r= .0000) the quantity of the lesson(r= .0114) are co-related each other. #. In majority, the class lesson hours a week(r= .0000) the alloted hours of health lesson a semister(r= .0000) the quantity of the lesson are co-related each other. The quantity of lesson and the confidence about the lesson (r= .3223) and the quantity of lesson and the interest of lesson (r= .2450) are co-related each other.

• Journal of the Korean Geographical Society
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• v.46 no.6
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• pp.707-723
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• 2011

The purpose of this study was to quantitatively evaluate the effectiveness of learning management systems (LMS) in the physical geography class. The study adopted the experimental design and three classes participated in this study. The first class was controlled using only classroom lectures, the second class used PPT slides along with the classroom lectures, and the third class used online video clips along with the lectures. The experiments were conducted from the Spring Semester 2007 to the Spring Semester 2008 for the introductory physical geography course. The study results showed that online learning tools help students improve academic performance and their attitudes towards the class and the instructor. Compared to simple PowerPoint slides, voice recording attached to the visual lecture slide materials enhanced students' motivation. Class lectures with lecture slides did not improve students' scores. However, when the visual materials were combined with voice recording, the number of internet access to online class materials increased, and class attendance and students' final grades were improved. Based on the results, the instructional design model that combines classroom and online learning was suggested.

• Journal of the Korean Society of School Health
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• v.6 no.1
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• pp.45-57
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• 1993

The purpose of this study was to survey the current status of informal health education which elementary school nurses have performed in these days. The questionaire survey in this study was obtained from 154 (74.0%) out of 208 elementary school nurses in Kyungbuk province. This study is about their health educational conditions, contents, attitudes. The results are summarized as follows. 1. General characteristics of respondents 1) As for age distribution, thirties with 56.5% is larger than any other group 2) As for school size, below 18 classes with 48.1% is the highest 3) As for the place in which the work, country side (below county) with 65.7% is the highest 4) 89.6% of total respondents have graduated from nurse college 5) Their total career below 10 years is 68.2% 6) Their clinical career below one year is 35.7% 2. Actual conditions of health education 1) The rate of respondents who execute health education is 75.3% out of 154 respondents 2) Health education does not execute because the task of school nurses is busy. This percentage is 55.3% 3) Respondents who draw up a yearly health education plan are 84.5% 4) Weekly health education classes with 1~2 times are 79.3% and teaching time with 89.7% is physical class. 5) 75.0% of total respondents don't use the textbook in health education and the reason is that the contents of nextbook are poor. 6) In health education, teaching aids with VTR, slide flims, charts etc. are 80.2% 7) 82.8% of total respondents don't evaluate the result of teaching 3. Analysis of contents of health education and attitudes of school nurses. 1) The rate of private sanitation for keeping health with 64.7% is high among the contents 2) 90.9% of total respondents demand health education and 92.9% of then demand its independence of a subject. 3) The degrees of school principals' help and understanding are 90.3%, and those of teachers are 89.6% 4) The degrees of school nurses' confidence are high at 35.1% 5) Regular health education classes a week of a school nurse with 3~4 times are 40.9% 6) The greatest difficulty in health education with 70.1% is lack of teaching aids.

• Korean Medical Education Review
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• v.24 no.1
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• pp.56-62
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• 2022

Despite current regulations requiring social distancing due to coronavirus disease 2019, problem-based learning (PBL) requires student interaction to achieve common goals and enhance critical thinking and deep learning abilities. Social presence in the online education environment reduces both perceptions of physical distance and psychological distance in interactions. This study aimed to compare PBL activities between in-person and videoconferencing classes, and to investigate social presence and learning satisfaction in a videoconferencing PBL environment. The PBL consisted of six modules for both the first and second years of Chonnam National University Medical School. As social distancing was strengthened, the second class of the fifth module in both years was converted to an online format and the fifth module was excluded. The first four PBL modules were conducted as in-person classes, but the last PBL module was administered via videoconferencing. After the final PBL module, 100 (81.3%) first-year medical students and 90 (79.6%) second-year students were asked to complete a self-administered questionnaire on social presence and learning satisfaction. There were no significant differences in the small group activities of tutorial sessions between in-person and videoconferencing classes. In the online videoconferencing class, students who had favorable attitudes toward the tutors' social role and interactions with peers showed high satisfaction with their learning. In conclusion, online videoconferencing allows students to simultaneously perceive their interactions with others and social presence, even at a distance. Tutors can enhance a sense of online community and collaborative learning as facilitators of online PBL.

• Journal of Families and Better Life
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• v.23 no.6 s.78
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• pp.167-178
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• 2005

The purpose of this study was to investigate various assects of late parenthood among Korean parents, including motivation, emotional response, advantages and disadvantages of late parenthood, intimacy, and effects on child. Subjects were IS mothers who gave birth after 35 years old for both mother and father. The study was conducted by means of a questionnaire and an in-depth interview. The most significant reason for late parenthood was found to be a son preference. brothers of the only could expressed very special emotional responses toward the child, compared to those who gave a birth to the second or the third child after 35. Respondents identified advantages and disadvantages of late parenthood in terms of child rare attitudes, maturity, financial conditions, and physical strength. However, most of the respondents would not recommend late parenthood to others. Directions for future research were given in terms of subjects of study, such as parents from rural area, working class, and wide range of ages.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.217-230
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• 2006

The purpose of this study was to help elementary teachers to design systems for small group study to improve the efficiency of both teaching and learning in science education. This was done by examining how teachers form and manage a small group study, and by observing students' perceptions regarding small group study. For this study, an in-depth interview was conducted with 8 elementary teachers and 8 sixth grade elementary students chosen according to their levels of class participation and scientific achievement. The results showed that although elementary teachers preferred a group of 4 students, 6 students were randomly picked to form a group due to the physical aspects of the educational environment in most of the cases examined. It was also found that when the small group was composed of students with different personalities rather than according to their level of achievement, this better encouraged research activities and fostered scientific attitudes as compared to educating solely for the transference of scientific knowledge. On the elementary students' part, a change of perception on their new role and skills of interaction was also required. Elementary students preferred to compose small groups so that they resembled a group of close friends, and from their perspective, small group study was useful, interesting, time efficient, and helpful to each other in studying science.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• Asia Marketing Journal
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• v.14 no.2
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• pp.127-156
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• 2012

A lot of interest in the baby-boomer generation, those who were born after World War II, has emerged since their retirement has been accelerated. The retirement of baby-boomers has caused many health, public welfare, social policy and family relationship problems. However, their increased purchasing power has made them more attractive consumers than any other generation, and they have become a fascinating niche market in the depressed economy. This research selected middle-class women of the baby-boomer generation who have had powerful effects on society and have emerged as an attractive niche market, and attempted to understand their lives intensively. Based on research activities, the purpose of this research is to identify baby-boomer generation middle-aged women's life values. Qualitative research methodology was used to achieve research objectives, and this research aimed to suggest marketing implications to connected industries based on the research results. The research objectives are as follows. 1. understanding the lives of baby-boomer middle-class women who have powerful effects on socio-economic phenomena 2. identifying the life values of baby-boomer middle-class women 3. generating marketing implications based on an understanding of baby-boomer middle-class women's lives and life values This research conducted FGIs(focus group interviews), one of the qualitative research methodologies, to figure out baby-boomer middle-class women's life values intensively and selected 10 women living in Seoul for data collection. The qualitative data of collected FGIs were analyzed with spiral data analysis methodology proposed by Creswell(2007). The most effective factors to influence these middle-class women's lives powerfully were 'time' and 'independence'. Their consciousness of the importance of using time affects their life pattern generally, and their independence also impacts greatly on the way they exploit time and on their diverse relationships. They maximized their self-realization and showed long-term partnership with their surrounding circumstances because of those effective factors. Baby-boomer middle-class women's self-realization was divided into two areas. One was their outside activities and another was perfect management of their physical appearance and home interior. Like the results of this research, their need for social entrance will be reinforced more strongly since their internal and external activities aim for the achievement of self-realization. In addition, this research suggests that baby-boomer middle-class women's activities are connected with their management of their physical appearance and home interior decorations, and that such management is caused not only by a simple interest in fashion and beauty but also a profound desire for self-realization. On account of their consciousness, which is different from other generations, Korean baby-boomer middle-class women are able to maintain positive partnerships with their surrounding circumstances; however, they also show ambivalent emotions to retain effective partnerships. To overcome those stressful situations, they make greater efforts to keep up their health and youth, and also engage in diverse activities to maintain their mental health. Finally, they generate positive attitudes toward their economic situation and extra time to develop self-realization and pursue happy, youthful and healthy lives. Based on those results, this study suggests the following implications. First, industries targeting the baby-boomer generation should develop innovative products and services which help the baby-boomer generation maximize their efficiency of time since time is one of the most important factors powerfully impacting the baby-boomer generation. They will engage in various activities to fill up their extra time and consume helpful products and services. Second, such industries should supply the baby-boomer generation with opportunities which propose new ways of self-realization since this generation shows a great desire for self-realization because of their self-efficacy. With customized strategies of satisfying their needs, the baby-boomer generation would discover opportunities to utilize their abilities, relationships and aesthetic senses, and industries would develop a niche market. Third, market segmentations which target the baby-boomer generation's desire to maintain their physical appearance and home interior should be executed since such activities are the main strategies to develop this generation's self-realization. The baby-boomer generation's desire to study those areas would be expanded, and those education systems should produce innovative products and services targeting the baby-boomer generation. This implication also offers to government officials new policies related with the baby-boomer generation. This exploratory study utilized qualitative research methodology to understand baby-boomer middle-class women's lives, and proposed propositions and limitations for further researches. As for the limitations, first, it is hard to generalize the research results so that they may apply to all areas and economic classes of the baby-boomer generation since this research selected only 10 women living in Seoul for the data collection process. To overcome this limitation, extended data collections of subjects from diverse regions and economic classes should be designed. Second, quantitative research should be conducted to supplement the findings with validities. Third, this research focused on only general ideas of the baby-boomer generation's lives since the range of this study was focused on their overall lives. Therefore, intensive research related to specific areas of their lives should be conducted.

• 한국체육학회지인문사회과학편
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• v.54 no.1
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• pp.597-609
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• 2015

The purpose of this research is to analyze requirements for sports for all of the intellectually handicapped and their characteristics. Subjects for this study consisted of 33 undergraduate students who belonged to the department of physical education in P University. The Q-population a total of 28 people were selected including 16 handicapped college students from P welfare center and 12 members from the vocational adjustment class. The card used in Q sort was 27 categories of sports for all suggested by the korea Paralympic Committee. The result of Q-sorting were coded and analysed using QUANL pc program. According to the research result, Firstly, the requirement types of sports for all of the intellectually handicapped revealed to be four types(The eigen values of the five types of attitudes are 5.6, 2.3, 1.9, and 1.7): Secondly, the characteristics for each five types were determined to be experiential-value Pursuing type(type 1), interest-value pursuing type(type 2), purpose0orientation pursign type(type 3) and Safety-oriented pursuing type(type 4). Through the characteristics of each of the five types. Such results of the research suggest that the demand of the mentally ills for sports for all can be diverse and there can be a variety of types based on the background factors.