• The Mathematical Education
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• v.48 no.3
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• pp.303-328
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• 2009

In this study, we developed the teaching methods using manipulative materials to teach regular polytopes, and applied these to first-year student of middle school who is attending the extra math class. In that class, we focused on the change of the mathematical representations -especially verval, visual and symbolic representations- and mathematical behavioral. By analyzing characterstics the students' work sheets, we obtained affirmative results as follows. First, manipulative materials played an important role on drawing a development figure of regular polyhtopes describing the verval representation definition of regular polytopes. Second, classes utilizing manipulative materials changed students verbalism level of representations the definition of regular polytopes. For example, in the first class about 60% of students are in the $0{\sim}2$ vervalism level, but in the third class, about 65% of students are in the $6{\sim}7$ level. Third, classes utilizing manipulative materials improved visual representation about development figure. After experiences making several development figures about regular octahedron directly, and discussion, students found out key points to be considered for draws development figure and this helped to draw development figures about other regular polytopes. Fourth, students were unaccustomed to make symbolic representations of regular polytopes. But, they obtained same improvement in symbolic representations, so in fifth the class some students try to make symbol about something in common of whole regular polytopes. Fifth, after the classes, we have significant differences in the students, especially behavioral characteristics in II items such as mind that want to study own fitness, interest, attachment, spirit of inquiry, continuously mathematics posthumously. This means that classes using manipulative materials. Specially, 'mind that want to study mathematics continuously' showed the biggest difference, and it may give positive influence to inculcates mathematics studying volition while suitable practical use of manipulative materials. To conclude, classes using manipulative materials may help students enhance the verbal, visual representation, and gestates symbol representation. Also, the class using manipulative materials may give positive influence in some part of mathematical behavioral characteristic. Therefore, if we use manipulative materials properly in the class, we have more positive effects on the students cognitive perspect and behavioral cteristics.

• Journal of Nutrition and Health
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• v.50 no.4
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• pp.402-414
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• 2017

Purpose: The purpose of the study was to evaluate the status of safety accidents and importance-performance analysis (IPA) between regular and non-regular employees in industry foodservices. Methods: The participants were regular employees (n = 119) and non-regular employees (n = 163) in industry foodservices in the Jeonbuk area. Demographic characteristics, status of safety accidents, safety education, and importance and performance status were assessed using a self-administered questionnaire. Results: Approximately 66.4% of regular employees and 53.4% of non-regular employees experienced safety accidents (p < 0.05). Types of safety accidents of regular and non-regular employees were mostly burns, and causes were mostly from their own negligence. Approximately 98.3% of regular employees and 95.1% of non-regular employees experienced safety education. Approximately 88.9% of regular employees and 96.8% of non-regular employees received safety education from dietitians. Approximately 41.9% of regular employees and 50.0% of non-regular employees had difficulty applying the contents of safety education due to lack of time during work. As a result of IPA, regular and non-regular employees were aware of the importance of the following and performed them well: 'Clean the floor of the work place', 'Arrange in the work area', 'Wear safety shoes', 'Check for heater cord', and 'Safety cooking when using oil'. On the other hand, they were not aware of the importance of the following and performed them insufficiently: 'Check for the MSDS', 'Aware of chemical signs', 'Wear protection gloves etc.', 'Do stretching exercise', and 'Using ancillary tools'. Conclusion: Therefore, it is necessary to improve the consciousness of dietitians for effective application of safety education contents, development of contents, especially MSDS, and related things.

• Journal of Korean society of Dental Hygiene
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• v.8 no.1
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• pp.107-118
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• 2008

The purpose of this study was to transfer the knowledge of oral health care and to improve the oral health after the effective education of oral health behavior. The survey is conducted for 484 middle and high school students in Busan and Gyeongnam province about the oral health behavior, the cause and the preventive of oral diseases and oral health education experience by the self-answering method. The date was analysed using the SPSS 13.0 program. The obtained result were as follows. 1. 38.8% students in middle school have been to the dentist within one year and the reason is the dental care that is to 61.7% in the case of the high school students. 2. For the daily toothbrushing frequency. above 3 times is highest to 57.9% in middle school students and 2 times 59.9% in high school students. 3. 45.9% and 45.0% students in middle and high school have the regular dental check-ups to prevent the dental caries and periodontal disease with greatest portion. 4. 35.7% respondents had experienced oral health education. 48% of them got the education from the dental clinics. 82.2% of the education method is a theory and the contents is toothbrushing method with 58.7% portion. 5. 86% respondents of middle school students answered that regular oral health education is necessary and 78.1% students are willing to participate in the oral health education. The results of this study propose that the regular dental check-ups for middle and high school students enable them have early medical treatment and protection against oral disease. Also for the effective oral health education, those program and various media should be developed systematically to enhance the students' motive for oral health.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.6
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• pp.1556-1568
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• 2015

The objectives of this study were to inquiry of application types and use methodology of EBS-CSAT prep books of vocation education division in specialized vocational high schools. Research participants are 8 specialized vocational high school teachers in Seoul and Gyeonggi, and subjects are basic industry and basic drawing. The teachers had using EBS-CSAT prep books in class or after-school. The results are as follows: The teachers used items explanation of after-school rather than regular classes using EBS-CSAT prep books of vocation education division in specialized vocational high schools. Online lectures were used for self-directed learning of specialized vocational high school students rather than regular classes. Students and teachers of specialized vocational high school needed EBS-CSAT prep books of vocation education division by free gift instead of EBS-CSAT prep books of Korea language, english, math.

• Journal of the Korean Society of School Health
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• v.18 no.2
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• pp.15-26
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• 2005

Purposes： This review is designed to assess the current status of health education in Korea, to identify problems within the curriculum, and to suggest ways to improve health education in Korea. Results： Korean schools currently lack a regular standardized health education curriculum. Subjects related to health education are presently taught in other disciplines, such as physical education, home management, biology, and other related subjects. The Korean health education curriculum suffers from many significant problems, including a lack of educational goals for health education, absence of designated time for health education, a lack of continuity between contents, knowledge-oriented health education, and an overall disconnect with the needs of the students. Other problems include an exclusion of health education experts in the development of the curriculum, no designated times for health education within the regular curriculum, and a lack of health teachers in schools. Conclusion： To improve health education in schools, standard health education curriculum should be developed. Health education curriculum needs to be sequential, comprehensive, and skill-based. Health education needsto be a essential subject, health teachers need to be trained, and provided with technical support.

• Korean Journal of Community Nutrition
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• v.13 no.1
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• pp.24-33
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• 2008

The purpose of this study is to examine the nutrition knowledge, characteristics related to, nutrient intakes, anthropometrics, biochemical indices of university female students by major (food and nutrition versus physical science). Data were taken from 120 university female students (60 from each major) and the results follows. The mean age of the subjects was 19.6 years old. Most of subjects responded that they were healthy; subjects majoring in physical science scored higher in regular exercise (p < 0.01) and were more satisfied with their own body figures (p < 0.01), compared with the counterparts. The total nutrition knowledge score was $81.01{\pm}12.3$ for food and nutrition majors and $72.5{\pm}15.2$ points for physical science majors. (p < 0.01) The percentages of body fat were significantly higher in the food and nutrition students than the counterparts. (p < 0.001) The result of biochemical analysis showed that both groups were in normal range. But there was some statistically significant difference between groups in GTP, HDL-cholesterol and ALP levels. It suggests that regular exercise might have a positive effect on the body. This study showed that although both groups had different knowledge of nutrition, there was not much difference in the intakes of nutrients. But especially, the intakes of calcium and iron were quite low in both groups. Subjects majoring in Physical science had more lipid intake, but they had lower body fat. This suggests that regular exercise in this group might have effects on the percentages of body fat. In future study, nutrition education might be planned to increase nutrition knowledge and to connect nutrition knowledge to eating behaviors and to promote health to regular exercise. Also, the desire and the social perception for pursuing alean body figure and being underweight should be changed for optimal health.

• Journal of Science Education
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• v.41 no.1
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• pp.98-110
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• 2017

The purpose of this study is to compare the friendship expectation that gifted students perceived in the gifted class and the regular class. To this study, friendship expectation survey, which sub-domains were intimacy, ability similarity, and morality, was conducted to 121 gifted students. The results of this study were as follows: First, according to the results of comparing the friendship expectations of gifted students in the gifted class and the regular class, there were statistically significant differences in the sub-domains of intimacy and morality. But there was no significant difference in the sub-domain of ability similarity. Second, there were statistically significant differences in the some detail items of all sub-domain(intimacy, ability similarity, and morality). Based the results of this, the implications to understand the friendship of the gifted students were suggested.

• Journal of Internet of Things and Convergence
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• v.9 no.1
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• pp.49-55
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• 2023

The evolution of new digital technologies is progressing rapidly. In particular, many changes in software and artificial intelligence are progressing rapidly in the field of education. The Ministry of Education is planning an educational program by linking software and artificial intelligence regular curriculum. Before applying it to regular subjects, various software and artificial intelligence related experience camps are being promoted. This study aims to construct an educational model for software and artificial intelligence education programs for high school students based on new digital technology. By expanding and distributing software and artificial intelligence education, we aim to enhance the basic capabilities of software and artificial intelligence for high school students. I would like to define the concept of software and artificial intelligence in high school and propose a model that links software and artificial intelligence learning factors to the regular curriculum.

• The Mathematical Education
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• v.17 no.1
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• pp.43-46
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• 1978

• The Mathematical Education
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• v.22 no.3
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• pp.37-41
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• 1984