• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.643-652
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• 2020

Since the 21st century knowledge and information society 20 years ago, online education has been emphasized. Online courses at online universities or universities have been activated in developed countries. But to this day, online lectures have not been activated at education colleges and have been used as supplementary educational materials. Since February 2020, the company has been forced to provide online education due to external factors of the coronavirus. In this study, the results of the results of the first semester of 2020 by organizing the online lectures in the same way as the offline lectures for the 2019 prospective teachers are as follows. Online education can be seen as effective in terms of understanding the achievement criteria, in terms of developing teaching materials, in terms of evaluation data development and evaluation methods, and in terms of students' ability to provide software education.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.199-204
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• 2021

Along with the development of technology in the fourth industrial revolution, the fields that can apply artificial intelligence technology are rapidly increasing. In order to improve computational thinking, overseas countries such as the U.S. and the U.K. are already using various AI education platforms to provide artificial intelligence education. Therefore, there is an increasing need for elementary school pre-service teachers in Korea to strengthen their AI education capabilities along with the existing software education. However, it may be difficult for learners with low levels of programming experience and AI education experience to choose an AI education platform that can sustain their learning motivation. Therefore, in this study, the factors related to learning motivation in the AI education platform were explored using the ARCS model. Through this, we present the factors required by the AI education platform for motivation and sustain of learning.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.315-320
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• 2021

In order to prepare for future social changes, SW·AI education is essential. In this paper, after conducting non-face-to-face SW·AI education for pre-service teachers, the effectiveness of SW education before and after education was measured using the measurement tool on the software educational effectiveness. As a result of the analysis, the overall average and the average of the 'computational thinking' and 'SW literacy' domains increased significantly, and the difference between the averages before and after education was statistically significant in decomposition, pattern recognition, abstraction, and algorithm, which are sub domains of 'computational thinking'. Through SW·AI education, students not only recognize the necessity of SW education and the importance of computational thinking, but also understand the process of decomposing information, recognizing and extracting patterns, and expressing problem-solving processes. It can be seen that non-face-to-face SW·AI education has the effect of improving computational thinking and SW literacy beyond recognizing the importance of SW.

• Korean Journal of Health Education and Promotion
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• v.28 no.4
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• pp.27-37
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• 2011

Objectives: This study aims to evaluate the outcomes of an education program for public health service workers in public hospitals, utilizing the Kirkpatrick model. Methods: The study participants were 118 staff in 48 public hospitals. Of the stages in the Kirkpatrick model(reaction, learning, behavior, and result), reaction and learning stages were analyzed in this study. A 10-item self-evaluation questionnaire was used to measure satisfaction level for the reaction, and achievement of learning purposes for the learning. The education program consisted of general courses and special two tract courses(Tract A: chronic diseases, Tract B: health promotion). Results: The highest score for reaction was for Tract A(score=4.4), whilst the lowest score for reaction was for lecture(score=3.0). Learning achievement was significantly different between pre-education and post-education(p<0.01), except for health technicians. Conclusions: The results of this study could be utilized to develop effective systematic education programs for public health service workers in public hospitals.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.879-889
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• 2012

This study aims to investigate the effect of inquiry-based biology program of pre-service science teachers' perceptions on the nature of science and their affective domain of science. For the study, sixty-seven pre-service science teachers were sampled from students who enrolled in the 'Biology Laboratory', Spring semester, 2011. The experimental group taught by inquiry-based experiment and control group by observation-based experiment were composed. At the beginning and end of semester, pre- and post-tests on the nature of science and affective domain of science were administered. The average scores of experimental group were higher than those of control group in the post-test of the nature of science, but there were no significant differences between both groups (p>.05). For the post-test results of both groups' affective domain of science, the experimental group showed significantly higher scores than the control group in self-efficacy in science, importance of science, and importance of science for careers (p<.01). The inquiry-based biology program did not influence pre-service science teachers' perception on the nature of science, while it was effective for positive changes on pre-service science teachers' affective domain of science.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.530-537
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• 2020

The purpose of this study was to determine the factors affecting the satisfaction with pre-service childcare, the work related stress, and the conflicts perceived by pre-service childcare teachers. The data was processed using the SPSS Statistical Package Program, and the frequencies, means, and standard deviations were calculated. Reliability analysis, correlation analysis, and multiple regression analysis were also conducted. The results showed that the class contents, the environment of childcare practice, and the conflicts with children were stressful and they negatively affected practice satisfaction. Second, there was statistically significant negative correlation between the pre-service teachers' childcare practice stress, conflict during the practice, and practice satisfaction. Third, the stress of preservice teachers' childcare practice and the conflict felt during the practice also affect the childcare practice satisfaction. Based on these findings, further study is needed for implementing effective measures in order to improve the practice satisfaction with exhaustive pre-practical education and the field job-oriented curriculum. These measures will enable students majoring in childcare to experience less stress and conflicts during their education.

• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.466-474
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• 2019

The purpose of this study was to investigate the enhancing creative competency and changes in academic challenge for the pre-service teachers. For this purpose, 94 pre-service teachers participated in project learning through the preparation of the convergence instruction and the class demonstration during one semester. The pre and post questionnaire survey was conducted the measurement of creative leader competence and K-NSSE for academic challenge. Analysis of data was performed using the IBM SPSS 18.0 program for the corresponding sample t test. The creative competency included 'higher mental thinking', 'problem solving', 'curiosity', 'sensitivity' 'task commitment', 'the pursuit of social value', and 'co-operations and considerations'. This results was significant(p< .05). Academic challenge, high-order learning domain and learning strategies domain were significant(p< .05). Based on this, in order to generalize the convergence education and convergence lesson, it is necessary to design various convergence lessons and practice study to make a plan and practice it. In addition, the implications for the necessity of correcting and supplementing the effects after repeated convergence lessons were discussed.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.329-340
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• 2022

The aim of this study is to examine the effect of teaching profession class using gamification on the academic self-efficacy and learning flow of pre-service early childhood teachers. 75 freshmen in the 2022 Early Childhood Education Department at A University located in Gyeonggi were participated and experienced 8 gamification-using classes over 12 weeks of 1 st semester. To examine the effectiveness of the class using gamification on academic self-efficacy and learning flow, a paired t-test for the pre-post test was conducted by analyzing the data of 65 students who faithfully answered both tests. Results of this study illustrated teaching profession class using gamification significantly improved the academic self-efficacy and its sub-factor, confidence of pre-service early childhood teachers, moreover, it also had a positive effect on learning flow and its sub-factor, cognitive learning flow of them. This study proved the effectiveness of the gamification-using class and provided subsequent studies for improving the quality of the gamification-using class.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.664-675
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• 2016

The purpose of this study was to identify the duties and tasks of pre-service health education teacher in elementary school using DACUM method. DACUM workshop was conducted for the fourth year nursing students located in J province who completed a health teacher teaching course and performed practical training course in elementary school. By carrying out DACUM workshop duties, tasks, task-specific importance, difficulty and frequency were analyzed, and were derived with the knowledges, skills, attitudes, tools, and future prospects on job requirements and characteristics. The derived job analysis information was verified the content validity from 6 field experts in school and 2 professors of education. Based on the result, DACUM chart was developed. DACUM chart was consisted of 6 duties and 24 tasks, knowledges, skills, and attitudes for job performance were derived. The result of study showed that health care in elementary pre-school health education teacher practicum was listed as the most important duty. Teaching and writing skills were presented to practice basically. Because the importance and role of the health teachers in school are considered necessary, it is considered to increase institutional support for the development of health education program and the improvement of educational environment.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.70-83
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• 2007

Reflection in teacher education is one reform effort that has taken hold in many teacher preparation programs. However, how to define it and how to foster it in a teacher's education are problematic issues. In this study, on the basis of literature review, science teachers' reflective thinking is defined as a process of thinking that deliberates on alternatives to solve conflict between one's previous knowledge/belief/practice and internal/external factors in science teaching context. Based on this definition, three types of science teachers' reflective thinking (i.e. technical reflection, professional reflection and critical reflection) were proposed. In addition, a framework of classifying the reflective thinking's types was also developed. To investigate science teachers' reflective thinking, two pre-service science teachers who majored in physics education participated in this study. The participants presented the monthly report on reflective practice, pre/post questionnaire, and education practicum journals. Individual interviews with them were conducted before and after their teaching activities. From the analysis of the data, it was possible to categorize the reflective thinking of the participants into three types. The major type of their reflective thinking was the technical reflection. However, it was difficult to find examples of the critical reflection.