• Korean Journal of Child Education & Care
• /
• v.18 no.2
• /
• pp.147-165
• /
• 2018

The purpose of this study was to investigate how to develop of pre-service childcare teachers' perception about the image of childcare center teachers and self-image. In this study, participants' self-analysis method and in-depth interview were adopted to analyze the aspects of pre-service teachers' teacher image. Also, the narrative of pre-service teachers' a famous painting analysis were reported. The results of this study were divided into nine categories. Findings indicated that participants' self-image analysis work made pre-service teachers more enabled them to expend the significance of teacher's image of role in relation to their career decision and future their teacher's job. Moreover, through the experience of self-analysis work the pre-service teachers recognize their own ability to build up unique and healthy image. To foster the ability of pre-service teachers' self- image, special class teaching methods for pre-service teachers should be developed focusing on evoking them to have more positive self-image. This study suggested that self-image analysis work experiences should be emphasized in university class for pre-service teachers.

• The Mathematical Education
• /
• v.31 no.2
• /
• pp.93-107
• /
• 1992

The purpose of this study is to make out teaching-learning method for developing mathematical abilities of the 1st grade children in elementary school by investigating cognitive effects which mathematical pre-experiences given intentionally by teachers have on children's learning mathematics. The research questions for this purpose are as follows: In learning effects through mathematical pre-experiences given intentionally by teachers. 1) is there any differences between children with pre-experiences and children without them in Mathematics Achievement Test\ulcorner 2) is there any differences between children with pre-experiences and children without them in Transfer Test for learning effects\ulcorner For this study, a class with 41 children in H elementary school located in a Myon near Chong-ju was selected as an experimental group and a class with 43 children in G elementary school in the same Myon was selected as a control group. Nonequivalent Control Group Design of Quasi-Experimental Design was applied to this study. To give pre-experiences to the children in experimental group, their classroom was equipped with materials for pre-experiences, so children could always observe the materials and play with them. The materials were a round-clock on the wall, two pairs of scales, fifty dice, some small pebbles, two pairs of weight scales, two rulers on the wall, and various cards for playing games. Pre-experiences were given to the children repeatedly through games and observations during free time in the morning (00:20-09:00) and intervals between periods. There was a pretest for homogeneity of mathematics achievement between the two groups and were Mathematics Achievement Test (30 items) and Transfer Test (25 items) for learning effects as post-tests. The data were collected from the pretest on April 8 (control group), on April 11 (experimental group) and from the Mathematics Achievement Test and Transfer Test on July 15 (experimental group) and on July 16 (control group). T-test was used to analyze if there were any differences in the results of the test. The results of the analysis were as follows: (1) As the result of pretest, there was not a significance difference between the experimental group (M=17.10. SD=7.465) and the control group (M=16.31, SD=6.974) at p<.05 (p=0.632). (2) For the question 1. in the Mathematics Achievement Test, there was a significant difference between the experimental group (M=26.08, SD=4.827) and the control group (M=22.28. SD=5.913) at p<.01 (p=.003). (3) For the question 2. in the Transfer Test for learning effects. there was a significant difference between the experimental group (M=16.41, SD=5.800) and the control group (M=11.84, SD=4.815) at p<001, (p=.000). From the results of the analyses obtained in this study. the following conclusions can be drawn: First, mathematical pre-experiences given by teachers are effective in increasing mathematical achievement and transfer in learning mathematics. Second, games. observations, and experiments given intentionally by teachers can make children's mathematical experiences rich and various, and are effective in adjusting individual differences for the mathematical experiences obtained before they entered elementary schools. Third, it is necessary for teachers to give mathematical pre-experiences with close attention in order to stimulate children's mathematical interests and intellectual curiosity.

• Journal of the Korean School Mathematics Society
• /
• v.18 no.4
• /
• pp.449-470
• /
• 2015

The purpose of this study was to explore the feasibility of Flipped Learning teaching and learning methods in pre-math teachers' education through investigation of pre-math teachers' awareness about the method. To achieve the goal, we implemented Flipped Learning model that was composed of three steps in mathematics education class of 30 pre-math teachers and then we investigated their awareness about the model and process. Pre-math teachers' awareness were positive about the model and process of Flipped Learning, but some matters were suggested about learning environment. The results of this study showed the feasibility of Flipped Learning in pre-math teachers' education.

• Journal of Fisheries and Marine Sciences Education
• /
• v.21 no.1
• /
• pp.151-160
• /
• 2009

The purpose of this study is to investigate the effect of Special Supplementary Mathematics Class on self-efficiency and fear of mathematics in middle school. For this study, the students involved in Special Supplementary Mathematics Classes in middle school took a pre-test and an post-test. According to the results, First, the students showed increased self-efficacy in mathematics after the Special Supplementary Mathematics Class. Second, the students showed a decreased fear of mathematics after the Special Supplementary Mathematics Class. Third, there were no significant differences between boys and girls in the effect of Special Supplementary Mathematics Classes on self-efficacy and fear of mathematics. Fourth, there were significant differences between Grade 2 and Grade 3, and between Grade 1 and Grade 2 in the effect of Special Supplementary Mathematics Classes on self-efficacy in Mathematics.

• International Journal of Contents
• /
• v.15 no.4
• /
• pp.97-106
• /
• 2019

EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.

• Restorative Dentistry and Endodontics
• /
• v.38 no.2
• /
• pp.85-89
• /
• 2013

When a patient with a fractured anterior tooth visits the clinic, clinician has to restore the tooth esthetically and quickly. For esthetic resin restoration, clinician can use 'Natural Layering technique' and an index for palatal wall may be needed. In this case report, we introduce pre-restoration index technique on a Class IV defect, in which a temporary filling material is used for easy restoration. Chair-side index fabrication for Class IV restoration is convenient and makes a single-visit treatment possible.

• Bulletin of the Korean Mathematical Society
• /
• v.51 no.3
• /
• pp.803-812
• /
• 2014

Let ${\mathcal{S}}^0_{\mathcal{H}}$ be the class of normalized univalent harmonic mappings in the unit disk. A subclass ${\mathcal{V}}^{\mathcal{H}}(k)$ of ${\mathcal{S}}^0_{\mathcal{H}}$, whose analytic part is function with bounded boundary rotation, is introduced. Some bounds for functionals, specially harmonic pre-Schwarzian derivative, described in ${\mathcal{V}}^{\mathcal{H}}(k)$ are given.

• Journal of the Korea Convergence Society
• /
• v.11 no.8
• /
• pp.391-400
• /
• 2020

This study was done to compare the effects of learner-led and faculty-led fundamental nursing practice on skill performance, self-directed learning, problem-solving competency, and satisfaction. The learner-led practice was consisted of pre-class open lab and peer supervision. The faculty-led practice was consisted of faculty supervision for a student individually without pre-class open lab. The study was a pre-posttest, non-synchronized, quasi-experimental design between two groups. Data from 134 nursing students in either faculty-led (n=54) or learner-led fundamental nursing practice group (n=80) was collected using a checklist and self-reported questionnaire. Nursing skill performance score and class satisfaction of the learner-led group were significantly higher than those of the faculty-led group. This study showed that learner-led fundamental nursing practice consisting of pre-class open lab and peer supervision was an efficient practice method to improve students' skill performance and satisfaction maintaining their self-directed learning ability and problem-solving competency.

• The Journal of the Korean dental association
• /
• v.47 no.11
• /
• pp.750-757
• /
• 2009

Purpose : The purpose of this study is to evaluate the clinical availability of submentoplasty for esthethic improvement of the cervico-facial region of patients with obtuse chin-neck angle. Materials and methods : Case 1. We evaluate the changes of submental line length and chin-neck angle of 35-year-old woman with skeletal Class III and mandibular excess with excessive submental fat before and after surgery: Bilateral sagittal split ramus osteotomy(BSSRO) setback(5mm), Mandibular Angle Reduction, Reduction Malarplasty and Submentoplasty. In this case, It was done simultaneously with orthognathic surgery. Case 2. The changes of submental line length and chin-neck angle of 20-year-old man with skeletal class III and maxillary defiency were evaluated before surgery, at first surgery : Lefort I osteotomy(6mm posterior Impaction), BSSRO setback(9mm), Paranasal Augmentation and at second surgery: genioplasty(6mm advanced) with submentoplasty. In this case, submentoplasty and advancement genioplasty were done after 2 months post-operative periods. Results : Case 1. In case of the Skeletal Class III mandibular excess with submental fat deposit, It showed the improvement of submental angle and length of submental line after simultaneous submentoplasty. Submental angle is changed from $177^{\circ}$ (pre-op) to $151^{\circ}$ (post-op) and submental line length is changed from 8mm(pre-op) to 36mm(post-op). Case 2. The improvement of submental angle and length of submental line after delayed submentoplasty was aquired in case of the skeletal class III maxillary defiency. Submental angle is changed from $154^{\circ}$ (pre-op) to $161^{\circ}$ (first surgery) and to $153^{\circ}$ (second surgery) and submental line length is changed from 25mm(pre-op) to 19mm(first surgery) and to 23mm(second surgery). Conclusion : The results suggest that Submentoplasty is useful surgical procedure for esthethic improvement of the cervicofacial region of patients with obtuse chin-neck angle.

• Journal of The Korean Association of Information Education
• /
• v.25 no.2
• /
• pp.355-365
• /
• 2021

Online teaching has become a daily routine in schools after 2020, and at the same time, the ability to design and conduct classes using smart devices and apps is becoming more important to teachers. Therefore, in this study, we tried to find out how the demonstration of classes using smart devices and apps online has an effect on the intentions of prospective teachers who want to use them in the future. To this end, classes were designed according to the design principles for improving smart education capabilities of pre-service teachers, and the classes were conducted for pre-service teachers. Afterwards, the variables included in the UTAUT model, such as Performance Expectancy, effort Expectancy, social influence, Voluntariness of Use, Behavioral Intention, and Facilitating Conditions, were measured before and after classes, respectively, and the effectiveness of the class was verified through t-test of response samples. As a result, it was confirmed that all variables except the Facilitating Conditions had a significant positive(+) effect. These results suggest that online class demonstration education can be a way for pre-service teachers to more practically adapt to the educational field where smart education is required.