• Journal of Korean Clinical Nursing Research
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• v.15 no.3
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• pp.61-74
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• 2009

Purpose: In order to increase the quality of nursing care for patients with diabetes mellitus, it is important for clinical nurses to accept changes in diabetes knowledge and correct their approach immediately. This approach will also contribute to effective nursing practice. Methods: The study was designed to investigate the level of knowledge and diffusion of knowledge for nursing care of patients with diabetes mellitus among clinical nurses. It was conducted with nurses from 29 general hospitals in Korea from November 3 to December 5, 2008. The questionnaire consisted of 129 items and it was sent to the participants by mail. Of the 1,060 questionnaires returned, only 930 were valid for use in the statistical analysis. Results: 1) The average score for clinical nurses' knowledge of diabetes mellitus was 0.67 out of 1.0. 2) The level of persuasion of knowledge for nursing care of patients with diabetes mellitus averaged 0.64 out of 1.0 3) The level of practical application of knowledge for nursing care of patients with diabetes mellitus averaged 1.05 out of 2.0, indicating that they applied their knowledge 'sometimes'. 4) The level of diffusion of knowledge for nursing care of patients with diabetes mellitus was 2.37 out of 4.0 and level was estimated as the stage of 'persuasion'. 5) There were significant differences in nursing knowledge of diabetes mellitus, according to experience in practical education for diabetes mellitus. Conclusion: The results indicate that nurses with a lower level of knowledge of diabetes mellitus have a lower level of persuasion of knowledge for nursing care of patients with diabetes mellitus and lower practical application. To improve the level of nurses' knowledge of diabetes mellitus, practical training programs are needed for areas in which knowledge level is low, such as 'diagnosis and management of diabetes mellitus', 'oral diabetes medication', and 'glucose control in special conditions'.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.162-177
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• 2011

The purpose of this qualitative case study was to investigate the 'structure' of an elementary school teacher's practical knowledge concerning science experiment lessons. A female elementary teacher in the early career years participated in the study, and video recordings of her science experiment lessons as well as audio-taped interviews with her were analyzed by means of Elbaz's framework. The teacher expressed six images of science experiment lessons: 'Science is difficult', 'Experiments are dangerous', 'Experiments are accurate', 'A science experiment takes a long time', 'Science experiments are interesting', and 'Children are little scientists.' These images were supported by several principles and rules, most of which were clearly described. Among the images, principles, and rules, there were complex relationships with some working in synergy and some conflicting. In case of the image 'Children are little scientists', its subordinate principles and rules were not fully realized in the classroom. Implications for science teaching reform and science education research were discussed.

• Journal of the Korean Society of Food Culture
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• v.17 no.4
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• pp.411-423
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• 2002

The purpose of this study was to survey the concern for health, nutrition knowledge, and nutritional attitude of the elementary school children's mothers, to investigate the correlations among them, and to estimate their effects on the growth of their children. The questionnaire was answered by 780 mothers in the Busan area. The concerns over health and nutritional attitude were above average in all items. The perception and accuracy with respect to nutrition knowledge were 90.3% and 77.0%, respectively, and the mean score of the nutrition knowledge was 17.5 on a basis of twenty-five. This indicates that the subjects had a comparatively deep concern for health and good knowledge of nutrition, and professed a relatively desirable attitude. These results indicate a desirable dietary attitude for children as well as parents. The correlation coefficients between nutrition knowledge and a concern for health, and between nutrition knowledge and nutritional attitude were very low. This suggests that the subjects' knowledge of nutrition does not develop into practice. The correlation coefficient was high (r=.610) between the concern for health and the nutritional attitude. In conclusion, the nutrition education program for mothers should be developed to add good practice to knowledge, thus increasing the concern for health, correcting their faulty knowledge of nutrition, teaching the good nutrition, and taking a practical attitude toward the use of their present nutritional knowledge.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.317-346
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• 2010

The purpose of this study was to investigate the changes in teachers' recognition of science class and children for the gifted, and the process of changes in their practical knowledge after the experience of science class and conversation with colleague teachers. Two elementary teachers, teacher A and B, were selected as subject of investigation, who wanted to improve their science class. They experienced the process of self-examination during their class and from class conversations. Teacher A has 10 years of teaching experience. She has been in contact with gifted children and observed them since undergraduate. She entered the graduate school since she came to be interested in science class and children for the gifted. While teacher B has only three years of teaching experience and had a first contact with the gifted after graduate school. The results of this study are as follows. Teacher A didn't change recognition of gifted children class by class conversation in short term because she had a firm faith in good class teaching and was rich in class teaching knowledge. And, her practical knowledge was applied to the next class by changing teaching method or by supplementing her class contents in concerned part through class observation and class conversation with her colleagues. Teacher B was characterized as being lack of class confidence and concerned more about subject knowledge. She was forming a new practical knowledge along with new class teaching knowledge. Teacher B was in trouble with applying new practical knowledge to next class. From such findings, it was concluded that the process of changing or forming of practical knowledge depends on the beliefs, values, experiences, or knowledges of each teacher. A reflection on one' own class teaching could be a good way to form a practical knowledge and improve teaching speciality, when it was concerned with self-reflection of their own class, class observation, and communication with colleagues. Thus, the reflection practice could be applied to the teaching program of teachers for the gifted to form practical knowledge through trial class, self-reflection of class, and conversation with colleagues.

• Journal of The Korean Association For Science Education
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• v.30 no.3
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• pp.353-365
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• 2010

This study explored the accumulated personal practical knowledge of six experienced science teachers in teaching SSI. The guiding research questions were: 1) how did they develop their understanding of SSI and their goals for teaching SSI over many years, and 2) what are the practical issues that the teachers have experienced while addressing SSI in science classrooms. The data source included individual interviews with six science teachers. Each interview lasted 50-70 minutes long and was audio-taped. Data was analyzed based on the methods suggested by Miles and Huberman (1994). Results indicated that, although their motivations for teaching SSI were personal and different, two major categories emerged. One group of teachers was mainly motivated by SSI itself, and the other group was motivated by the teaching aspects that SSI brings. The SSI-oriented group was very sensitive to SSI as it occurs in contemporary society. The teaching-oriented group paid more attention to the educational benefits that addressing SSI could bring to students. Their motivations for teaching SSI influenced how they set up their purposes for teaching, and their purposes for teaching guided them to use appropriate teaching strategies to make their SSI teaching more effective. All of their practical concerns were also connected to their basic motivations for teaching SSI.

• International conference on construction engineering and project management
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• 2015.10a
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• pp.430-434
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• 2015

Safety education at the tertiary level prepares students to enter construction industry with adequate safety knowledge; then accidents can be prevented proactively. However, safety subject has not been paid adequate attention in universities and most institutional safety programs consider safety matters in isolation. Meanwhile, anatomical theory in the medicine field has been successfully adopted and proved potential advantageous in various scientific disciplines. With this regard, this study proposes a visualization based Building Anatomy Model (BAM) for construction safety education, which utilizes the anatomical theory in order to improve student's safety knowledge and practical skill. This BAM consists of two modules: 1) Knowledge Acquisition Module (KAM) aims to deliver safety knowledge to students through building anatomy models; 2) Practical Experience Module (PEM) where students safely perform construction activities by using the system to improve safety skill. The system trial is validated with virtual scenarios derived from real accidents cases. This study emphasizes the visualization based building anatomy model would be a powerful pedagogical method to provide effectively safety knowledge and practical skill for students, as a result, safety competence of students would be enhanced.

• Korean Journal of Community Nutrition
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• v.23 no.1
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• pp.1-12
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• 2018

Objectives: The purpose of this study was to examine the impact of a targeted, practical education intervention on university students' knowledge and attitudes toward breastfeeding. Methods: A university curricular intervention was designed for students to increase their knowledge and positive attitude toward breastfeeding issues. The participants attended a breastfeeding education lectures two hours of weekly for fifteen weeks in university; 61 students (female, n=31 and male, n=30) participated. The pre- and post-measurements included future breastfeeding intention, knowledge, attitude and perceived control beliefs scores based on the results of a questionnaire. Results: The statistical analysis results revealed a significant difference in the pretest and posttest scores (0.57 to 5.10 points, p<0.001) in regard to the students' breastfeeding knowledge. For female students, significant differences were observed in the future breastfeeding intention (p<0.05), knowledge (p<0.001), and attitudes towards breastfeeding (p<0.05) between the pretest and posttest scores. For male students, there were no significant differences in the future breastfeeding intention, attitudes towards breastfeeding, and perceived control beliefs scores after the breastfeeding education lecture. Conclusions: This study showed that the implementation of practical breastfeeding educational interventions helped improve university students' knowledge and attitudes toward breastfeeding. In summary, despite the limitations, it is necessary to pay more attention to improving students' knowledge and attitudes towards breastfeeding through university curricula.

• Asia pacific journal of information systems
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• v.6 no.2
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• pp.77-105
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• 1996

The accuracy of knowledge is a major concern for expert system developers and users. Machine learning approaches have recently been found to be useful in knowledge acquisition for expert systems. However, the accuracy of concept acquired from machine learning could not be analyzed in most cases. In this paper we develop a comprehensive knowledge error analysis methodology for practical use of expert systems. Decision tree induction is an important type of machine learning method for business expert systems. Here we start to analyze with knowledge acquired from decision tree induction method, and extend the results to develop error analysis methodology for general machine learning methods. We give several examples and illustrations for these results. We also discuss the applicability of these results to multistrategy learning approaches.

• Research in Mathematical Education
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• v.6 no.1
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• pp.39-51
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• 2002

This study described an elementary teacher's practical knowledge of selecting and using mathematical tasks for promoting students' understanding and discourse. The informant of this ethnographic inquiry was a third grade teacher and has 10 years of teaching experience. According to the analysis of multiple data sources, this study showed that based on his beliefs about the development of understanding of mathematics and discourse, he continually employed two different types of tasks: open-ended tasks and tasks from students' mistakes and comments during discourse. Teachers' practical knowledge of teaching mathematics and the classroom norms for students' understanding and discourse are suggested to be given attention for further research on this area.

• Journal of Korea Society of Digital Industry and Information Management
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• v.15 no.1
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• pp.43-51
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• 2019

This research proposed the necessary capability of cyber security professional personnel for cyber security education and training. Cyber security professional personnel were required specialized capability because the curriculum of cyber security education and training is structured around practice and training. Based on the knowledge, skills, and attitudes of professors, we derive candidate capabilities and index through the results of precedent research. As a result, we derived capability such the candidate capability group as teaching qualification, expert knowledge, practical ability, lecture ability, and research ability, and detailed capability index was derived accordingly. Finally, based on the questionnaire results of the professors related to the information security, it was determined that the capability required for the cyber security education and training professional personnel were expert knowledge, practical ability, and lecture ability. Among the capabilities, executive ability means that they have to fulfil abundant executive experience due to the high proportion of practical training due to the characteristics of cyber security education and training.