• Journal of the Korean Geographical Society
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• v.46 no.3
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• pp.382-395
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• 2011

Considering that GIS (Geographic Information Systems) has not been widely adopted by teachers despite educators' considerable efforts to incorporate it into secondary education, if some teachers voluntarily participate in GIS in-service education without guaranteed benefits, those teachers deserve attention. This study investigates why teachers actively participated in a GIS staff-development program offered by Seoul National University in South Korea. Questionnaires were distributed to teachers and interviews were conducted. Results indicate that active participants are mostly young teachers who are expected to have had experiences with GIS during pre-service education. Teachers see the potential of GIS, but they also worry about several issues. Participating teachers' primary motivation was to learn enough about GIS to incorporate it into their teaching. Suggestions to facilitate the incorporation of GIS into education are provided.

• Health Policy and Management
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• v.14 no.4
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• pp.88-113
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• 2004

Starting from April, 2003, new pre-review system has been introduced and implemented to reduce unnecessary conflict with medical care organizations caused by current retrospective claim review system and to enhance efficiency of review system. The main purpose of pre-review system is to educate doctors to contrive adequacy of medical services. This research mainly focuses on effectiveness of pre-review system's influence on physicians' behavior changes. The analysis-participants were drawn from 1,449 clinics which implemented pre-review system, since April of 2003. The research results are as followings. First, the amount per claim has reduced by $\\3,154$, days of visit per claim by 0.1 day, and amount per visit by $\\412$, which were statistically significant. Second, anesthesiologists have decreased in three indicators the most, and the internists had least of changes. Third, the amount per claim and days of visit per claims has dropped significantly on physicians with less periods of practice and physicians with more ages. Fourth, the clinics without the expensive medical equipments, the city clinics showed significant decrease on days of visit per claim. Fifth, in intervention methods, the one-to-one education showed more significant decrease on amount per visit rather than information feedback by paper. In conclusion, the pre-review system have an impact on self-imposed physician behavioral change. The outcome of this research may be utilized for future extension implementation of pre-review system. Furthermore, it is showed that ability of transitions in medical services review system according to the future transition of payment system and context of health service policy.

• Journal of Korean Public Health Nursing
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• v.30 no.2
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• pp.288-299
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• 2016

Purpose: This study was to identify the current issues and challenges of the nursing education program in Cambodia and to suggest recommendations to improve it. Methods: The World Health Organization Global Standards for the Initial Education of Nurses and Midwives were used as the analytic framework. Data were collected through a critical, constructive analysis of the literature, as well as observation with stakeholders in the area. Results: Cambodia experienced a shortage of nurses based on the demands of nurses. Moreover, the lack of institutional capacity, out dated and rudimentary nursing curriculum, under qualified nursing faculty, overcrowded classrooms, and lack of fundamental education materials and equipment for nursing education hampered the maintenance and improvement of the quality of pre-service nursing education in Cambodia. Conclusion: Strengthening the nursing educational resources and infrastructures, along with proper retention and enhancement of the faculty's capacity, clinical mentorship, and sustainable management of the nursing curriculum were recommended. Integrating the nursing theory and process into clinical practice and using strategic partnerships, would improve the quality and quantity of nursing education in Cambodia. There needs to be a synergistic relationship between nursing education and training relevant to the nursing care to meet the needs of the Cambodian population.

• The Korean Journal of Emergency Medical Services
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• v.25 no.3
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• pp.111-125
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• 2021

Purpose: This study aimed to analyze the impact of rapid cycle deliberate practice (RCDP) simulation education on advanced cardiac life support knowledge, confidence, satisfaction, and performance ability among paramedic students, and provide basic data on the appropriate methods of educational instruction. Methods: The 48 subjects to be instructed were divided into the traditional simulation education group and the RCDP simulation education group. Six participants were randomly assigned to each group and pre-surveyed. They were then exposed to a lecture about advanced cardiac life support related theories for 60 min and post-surveyed through questionnaires with the same learning goals and scenarios. Results: The advanced cardiac life support knowledge (t=-4.813, p=.000) and performance ability (t=-2.903, p=.006) were significantly different between the traditional simulation education and RCDP simulation education groups The results also showed a significant difference in attach monitor (z=6.857, p=.009), analyze EKG rhythm (z=11.111, p=.001), and defibrillation (z=12.632, p=.000), indicating differences in performance capabilities between the two groups. Conclusion: To improve advanced cardiac life support knowledge, performance ability, and confidence in the paramedic students who receive RCDP simulation education, simulation education methods that are appropriate for the subjects being taught, and detailed learning goals and feedback are necessary.

• Human Ecology Research
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• v.56 no.3
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• pp.301-315
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• 2018

This study explores the critical reflection process experienced by home economics preservice teachers during practicum. Data were collected in a critical analysis of class, practicum review, and journals written by sixteen preservice teachers. Text material were composed of 188 transcripts on A4 paper and 36 page of mini-notes. The collected data were analyzed by a thematic coding method in qualitative research and proceeded in the order of three steps of transference, coding, and subject discovery. The emerging themes were: 1) Observing class 2) Practicing class 3) Growth of class practice 4) Reflecting class. First, the observing class was an exploration process through the viewing of daily classes that involved the process of recognizing the classroom situation and various classroom contexts. Second, the practicing class was to strengthen the consideration of the class to form a relationship that could lead to learning in educational situations. Third, the growth of class practice was intended to recognize the orientation of the subject matter with pedagogical content knowledge. Four, the reflecting class was the process of experiencing practice with a continuous understanding of the class, class reflection, and changing the perspective from the current status. There is a part where critical reflection is difficult to be promoted deeply during 4 weeks; however, there was a possibility of a reflection practice that could promote achievement through the experience of a practicing class.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.353-371
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• 2013

The purpose of this study is to investigate preservice secondary teachers' understanding and modification capacity of tasks from mathematics textbooks. This study conducted a survey about how preservice teachers understand the features of mathematical tasks and how they would select and modify tasks appropriately from the curriculum and for lesson goals. The findings from the analysis suggest that the preservice teachers seem to recognize Procedures Without Connections tasks as the high-level tasks. Further, 43 percent of the total numbers appropriately selected the tasks from the curriculum and for lesson goals. Most of the preservice teachers appear to find it difficult to modify low-level tasks into high-level tasks.

• Journal of the Korean Society of Food Culture
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• v.9 no.3
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• pp.251-257
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• 1994

The purpose of this study was to evaluate food sanitation training program for the improvement of food service operation in day-care centers. Subjects consisted of 55(experimental) and 25(control) foodservice employees and 33(experimental) and 20(control)directors. The results of this study can be summarized as follow: 1. The majority of child care directors(55.0%(control), 46.9%(experimental)) received food sanitation education but 70% of control and 75.7% of experimental group did not conduct any practical sanitation training for employees. 2. The employee's food sanitary practices of control and experimental did not show any significant difference at the pre-test level but only the experimental group showed a significant improvement at the post-test level. 3. The sanitary knowledge of food service employees between two groups did not show any significant difference at the pre-test level, but a significant knowledge improvement was observed at the post-test level such as food poisoning concepts and sanitary equipment maintenance only in experimental group. 4. Dicrectors' sanitary practices affected the employees' sanitary practices but directors' food sanitary knowledge did not have much influence on the employees' knowledge.

• International Journal of Internet, Broadcasting and Communication
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• v.14 no.2
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• pp.55-62
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• 2022

A smart tourism chatbot is needed as a user interface to efficiently provide smart tourism services such as recommended travel products, tourist information, my travel itinerary, and tour guide service to tourists. We have been developed a smart tourism app and a smart tourism information system that provide smart tourism services to tourists. We also developed a smart tourism chatbot service consisting of khaiii morpheme analyzer, rule-based intention classification, and tourism information knowledge base using Neo4j graph database. In this paper, we develop the Korean and English smart tourism Name Entity (NE) datasets required for the development of the NER model using the pre-trained language models (PLMs) for the smart tourism chatbot system. We create the tourism information NER datasets by collecting source data through smart tourism app, visitJeju web of Jeju Tourism Organization (JTO), and web search, and preprocessing it using Korean and English tourism information Name Entity dictionaries. We perform training on the KoBERT-CRF NER model using the developed Korean and English tourism information NER datasets. The weight-averaged precision, recall, and f1 scores are 0.94, 0.92 and 0.94 on Korean and English tourism information NER datasets.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.826-839
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• 2013

The purpose of this study is to examine science education researchers' views on what and how much science educational theories would be needed for pre-service science teachers, and to investigate the relationship between their views and the Examination for Appointing Secondary School Science Teachers(EASST). For this study, the views of science education professors on science education theories have been analyzed in terms of their priorities for contributing to the improvement of science teacher competency and literacy. Their views have been compared with proportions of questions related to science education theories of the EASST in terms of what kinds of science education theories have been used for solving each item. As results of this study show, they have perceived that more essential things are needed for the improvement of science teacher competency and literacy including science inquiry process, methods of experimental equipments and tools, laboratory safety, misconception of students, discussion, writing, evaluation of scientific knowledges, and evaluation of scientific inquiry ability other than science philosophy, changes of science curricula, science curricula of foreign countries, Bruner's instructional theory, Karplus's Learning Cycle model, generative learning model, discovery learning model, and Klopfer's taxonomy of educational objectives. There is a higher proportion of questions related to science curriculum and Ausubel's learning theory in the EASST. They are hardly correlated with science education professors' selections of science educational theories for EASST questions. This study advocates the needs of exploring a new method of narrowing down the gap between science educators' opinions and questions of ESSAT in terms of science educaiton theories.

• Korean Journal of Human Ecology
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• v.12 no.5
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• pp.687-697
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• 2003

This study was conducted to investigate the antecedents of teachers' science teaching efficacy in day-care setting. Also, this study aimed to identify relationships between day-care teachers' personal science teaching efficacy and their perspectives on early childhood science education. The subjects were 176 day-care teachers in rural area of ChoongCheongNam-Do. The survey method was used to collect data from the day-care teacher. The instrument were Rigg & Enochs(1990)'s Science Teaching Efficacy Belief and Kim(l998)'s scales for the Goa1s in Early Childhood Science Education. Main results were as follows: 1. Day-care teachers' personal science teaching efficacy were significantly related with the personal variables such as teachers' education, in-service science workshops, science book reading, science-related hobby but not with teachers' age, pre-service science credits and total years of teaching experience. 2. Among the environmental variables, science activity areas were significantly associated with day-care teachers' personal science teaching efficacy. However, location of day-care center, age of children, number of children, teacher-child ratio, facilities for science education and scheduled time for science education did not affect it. 3. Day-care teachers of high content- and process-oriented goals in early childhood science education were highly efficacious teacher, while the teachers of low content- and process-oriented perspectives gained the lowest score. However, the content-oriented teachers and the process-oriented teachers did not differ in terms of day-care teachers' personal science teaching efficacy.