• The Journal of Korean Medicine
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• v.38 no.3
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• pp.160-169
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• 2017

Objectives: Health in adolescent is very important in the whole life. But, students in Korea are very busy and hard to care about their health. This study is aimed to effectiveness and safety of effectiveness of School Doctor program in Korean Medicine. Method: From august to december, 2015, Korean medicine association in Sungnam city conducted school doctor program for 12 middle and 8 high school. School doctor visitied 8 times and treat, lecture and consulting for students and teachers. The number of students participating in health lecture is 1,905. The number of students participating in the school project was 147 students in junior high school and 187 students in high school, totaling 334 students. Results: The overall satisfaction rate of students was very high (83.2%) for school doctor program in Korean medicine. 92.8% of respondents answered that they should continue to school doctor program in Korean medicine. Conclusions: We find that Korean medicine is suitable for the school doctor program. But this study have some limitations. Large-scale prospective study will be needed.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.97-121
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• 2017

The claim that the quality assurance measures towards teacher education institutions tend to be deviated from its original purposes has been raised among international scholars, especially in those countries where prospective teachers are oversupplied. This study aims to analyze the characteristics of evaluation systems of teacher's colleges in South Korea and China from a comparative perspective. Based on six areas such as evaluation authority, purposes, cycle, criteria, methods, result utilization, we describe current practices to draw similarities and differences of the two systems. The analyses revealed remarkable similarities despite the slight differences. First, the evaluation was deviated from the quality assurance and support of the teacher's colleges. Second, the evaluation focused on supervision of the institutions and control of quantitative aspects of teacher's colleges instead of quality assurance. Based on the findings, we suggested some policy recommendations to recover the original purposes and functions of teacher education institutional evaluations in South Korea and China.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.149-157
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• 2019

The fourth industrial revolution era calls for the ability to solve problems creatively based on basic literacy for technology. These capabilities can be enhanced through the maker education linked to SW education STEM convergence education. Meanwhile, one of the tasks that must be set prior to the maker education is to take an educational approach rather than a tech-centric approach and consider ways to stimulate interest and motivation of the participants. For this purpose, this study developed and applied an engineering-oriented Reading & Maker education program to prospective teachers so that they could participate in active making activities on their own with interest and sympathy rather than simply guiding maker activities. As a result of the study, the results of the maker education recognition survey after the application of the program showed a statistically significant improvement(p<.000).

• Research in Mathematical Education
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• v.23 no.4
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• pp.235-254
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• 2020

Through this study, we aimed to capture the nature of a mathematics method course, called "the Curriculum Development and Teaching Methods in Mathematics Education" which is a pedagogy course for teaching for secondary school mathematics taught at a university located in a south eastern part of South Korea. The research participants include three junior students who took the methods course and a local high school math teacher with two professors. The research has three parts. First, we designed a method course to prepare the junior or senior students for a teaching practicum. The individual students gave a mini lecture about a secondary mathematical topic as a course requirement. Second, the three students watched a classroom video-clip of the high school teacher and analyzed his instruction before the actual classroom visits. Furthermore, by "Let's Learn" program for students, the course was associated with a local community through the students and so that they could visit the teacher's classroom three times to observe his math classroom teaching. The students discussed the difference between their own mini lectures and the actual math classroom teaching to develop an understanding of what it entails to teach an actual math class. Third, the first author supervised the students' activities in the program including their report for it to bring out their findings to the class of the method course. We found out this method course provided the students with the experience of various aspects of actual math lesson as well as learning theories about the pedagogy for teaching for secondary school mathematics. We conclude that this course gives a model for the method course in mathematics education for secondary school mathematics.

• 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.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.340-350
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• 2023

This study analyzed the difficulty level of class on the seasonal change unit for 84 students at a university of education. The conclusions of this study are as follows. First, if we first present the four topics that make up the seasonal changes in elementary science, the subjects that have the greatest difficulty in teaching for prospective elementary school teachers are 'Why do seasonal changes occur?' (Teaching difficulty level 4.05), 'The sun changes depending on the season' What is the difference between the southern altitude and the length of day and night?' (difficulty level of class, 3.12), 'What is the relationship between the altitude of the sun, length of shadow, and temperature during the day?' (difficulty level of class, 2.85), 'How does the temperature change depending on the season?' (class difficulty level 2.80). As a result, in the elementary science season change unit, the class on the four topics 'Why do seasons change?', which is classified as a class topic that requires the concept of spatial perception, showed a higher level of class difficulty than other units. Second, in the seasonal change unit, various factors of class difficulty appeared depending on the class topic. When pre-service elementary school teachers look at the factors that make class difficult when teaching a lesson on seasonal changes in order of frequency, 42 (50%) said 'Experimental instruction for comparing the altitude of solar masculine according to the tilt of the axis of rotation', followed by 'Solar masculine'. 38 people (45%) answered 'Difficulty in explaining mid-high altitude and the length of day and night', 27 people (32%) answered 'Difficulty in explaining the concept of mid-high altitude', and 24 people (32%) answered 'Difficulty in explaining seasonal changes in the sun's position.' 29%), 20 people (24%) said 'Explain the reasonable reason why the height of the light should be adjusted when measuring the solar altitude', and 16 people (19%) said 'It is difficult to explain the reason for the discrepancy between the solar altitude and the maximum temperature'. ), 'difficulties in measuring sand (ground) temperature' were mentioned by 12 people (14%). Third, when analyzing the factors of class difficulty, there were more curriculum factors than teacher factors. In this context, the exploratory activities on 'Why do seasonal changes occur?', the fourth topic of the seasonal change unit in which elementary school pre-service teachers showed the greatest difficulty in teaching, need improvement in terms of the curriculum.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.163-192
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• 2019

This study was conducted to reflect on the 30th anniversary of the Korean Home Economics Education Association(hereafter KHEEA) and to put forth a vision and a mission statement. To meet this purpose, first, reflection points were including the achievements of KHEEA for the last 30 years, the status of home economics education, themes of the bi-annual conferences of the Association, and the social contribution of home economics teachers. It was revealed that research and instruction in home economics education thrived by addressing social needs through its efforts in its 30 years of history. Second, a vision and a mission of home economics education were proposed in order to explore the prospective role of home economics education. The sharing of vision and mission functions as an ideal value and goal that home economics education as a profession should pursue, and it leads home economics professions to the direction that it should pursue. From this study, acting on a vision and a mission of home economics education, will lead to the development of a free individual, free society and sustainable environment, ultimately achieving the total well-being of individuals and families, society, and environment. This study reached the conclusion that the role of home economics education will become more prominent in the future society.

• International Commerce and Information Review
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• v.14 no.2
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• pp.147-172
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• 2012

The aim of this research is to identify the competencies required by freight forwarding company logistics managers or supply chain managers. And this research also attempts to show their relative importance and key knowledge areas that require improvement. Using a survey questionnaire, data was collected against forty three logistics and supply chain management skills or competencies, which were then grouped into four categories and analysed. The Analysis revealed that supply chain awareness, ability to make decisions, analytical skill, communication skill, supply chain cost, people skill, and integration of internal or external information flow which belong to logistics planning group are considered the most important competencies for effective and efficient logistics functioning. On the other hand, reverse logistics and IATA regulations from environmental awareness group show little influence on logistics managers for improving their logistics performances. The results have implications for a variety of parties including prospective logisticians, students, teachers and companies considering expanding their business to Chinese market. For example, the results permit companies to employ appropriate logistics managers who are qualified with sufficient skills and competencies suggested in this research. In the case of practitioners, the results provide a benchmark for comparison with their current level of abilities and suggested competencies.

• International Commerce and Information Review
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• v.13 no.4
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• pp.251-274
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• 2011

The aim of this research is to identify the competencies required by logistics managers or supply chain managers in China. And this research also attempts to show their relative importance and key knowledge areas that require improvement. Using a survey questionnaire, data was collected against forty three logistics and supply chain management skills or competencies, which were then grouped into four categories and analysed. The Analysis revealed that supply chain awareness, ability to make decisions, analytical skill, communication skill, supply chain cost, people skill, and integration of internal or external information flow which belong to logistics planning group are considered the most important Competencies for effective and efficient logistics functioning. On the other hand, reverse logistics and IATA regulations from environmental awareness group show little influence on logistics managers for improving their logistics performances. The results have implications for a variety of parties including prospective logisticians, students, teachers and companies considering expanding their business to Chinese market. For example, the results permit companies to employ appropriate logistics managers who are qualified with sufficient skills and competencies suggested in this research. In the case of practitioners, the results provide a benchmark for comparison with their current level of abilities and suggested competencies.

• Korean Journal of Comparative Education
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• v.24 no.5
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• pp.27-51
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• 2014

The objective of this study is to analyze problems and needs regarding recent education informatization in China and to seek implications for prospective international education cooperation between Korea and China. Toward this end, 76 individual and team reports submitted by Chinese trainees participated in APEC e-Learning Training Program from 2006 to 2013 were analyzed. The results are as follows. First, the most critical problem related to Chinese education informatization was identified as a lack of educational resources. The next three problems identified were, in order of importance, a lack of motivation to use ICT in education, the absence of a system for management and evaluation, and labor shortages in the supply of teachers and professional personnel. Second, with regard to the changing annual trends in China's education informatization needs, the issues of education/training and organizational environment to activate ICT use in education have been ranked high for the last eight years. In contrast, the matter of infrastructure has not been cited as a problem since 2008. However, more recently, the lack of relevant policy and the management and evaluation system have been raised, emphasizing the need for more systematic and professional policies and administrative systems.