• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.658-672
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• 2022

The unique teaching and learning difficulties of speed-related units in elementary school science are mainly due to the student's lack of mathematical thinking ability and procedural knowledge on speed measurement, and curriculums and textbooks must be constructed with these in mind. To identify the implications of composing a new science curriculum and relevant textbooks, this study reviewed the structure and contents of the speed-related units of three curriculums from the 2007 revised curriculum to the 2015 revised curriculum and the resulting textbooks and examined their relevance in light of the literature. Results showed that the current content carries the risk of making students calculate only the speed of an object through a mechanical algorithm by memorization rather than grasp the multifaceted relation between traveled distance, duration time, and speed. Findings also highlighted the need to reorganize the curriculum and textbooks to offer students the opportunity to learn the meaning of speed step-by-step by visualizing materials such as double number lines and dealing with simple numbers that are easy to calculate and understand intuitively. In addition, this paper discussed the urgency of improving inquiry performance such as process skills by observing and measuring an actual object's movement, displaying it as a graph, and interpreting it rather than conducting data interpretation through investigation. Lastly, although the current curriculum and textbooks emphasize the connection with daily life in their application aspects, they also deal with dynamics-related content somewhat differently from kinematics, which is the main learning content of the unit. Hence, it is necessary to reorganize the contents focusing on cases related to speed so that students can grasp the concept of speed and use it in their everyday lives. With regard to the new curriculum and textbooks, this study proposes that students be provided the opportunity to systematically and deeply study core topics rather than exclude content that is difficult to learn and challenging to teach so that students realize the value of science and enjoy learning it.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.13-33
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• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.681-691
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• 2018

The purpose of this study is to investigate the impacts of Collaborative Problem solving for Character competency (CoProC) strategy on the practical character competency and collaborative problem solving competency in middle school. For this study, 49 seventh grade students (two classes) were selected for use applying the CoProC strategy (CoProC group) while 46 students (two classes) were used for traditional lecture and experimental class (comparative group). In the result, CoProC group showed a statistically significant result in practical character competency than the comparative group. In the sub items of the competency, the CoProC group showed result statistically significant in cooperation, communication, responsibility, and positive self-understanding than the comparative group. Analysis of the effect size of students' practical character competency showed that the CoProC group results showed more effective than the comparative group in terms of care, cooperation, communication, honesty, responsibility, positive self-understanding, and self-regulation. In addition, we investigated the effect of the CoProC strategy on collaborative problem solving competency. As a result, it showed a large effect in the total score of collaborative problem solving competency. Among the sub items of the competency, 'exploration and understanding of members' showed a small size of effect and 'Establishing and maintaining team organization' showed a medium size of effect. 'Communication' and 'self-reflection' showed a large effect. CoProC strategy embedded in Science subject could improve students' collaborative problem solving competency through the process of scientific communication in the scientific inquiry process.

• Journal of Korean Academy of Nursing
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• v.27 no.4
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• pp.765-776
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• 1997

Hospitals accomodate patients who have a high risk of infection due to reduced immunity as well as people who require surgical, medical or other treatments. Consequently, the role of clinical nurses, who come into close contact with these patients is very important in the control of nosocomial infection. This study was done to investigate and compare the level of perception of the importance of the control of nosocomial infections as well as the level of actual performance, and the level of satisfaction with the control of nosocomial infection by the clinical nurses. Thus, the purpose of this study is to contribute basic data for improving policies and educational programs to control nosocomial infection. A summary of the survey results is as follows. 1) The means of scores on all categories of the inquiry were 4. 51 for awareness 4.42 for actual performance, and 3.20 for satisfaction, of a possible high score of 5.00. 2) Correlations of the level of perception of importance between characteristics of nurses and hospital control of nosocomial infection differed significantly according to the type of hospital establishment type (p=.005), age(p=.000), career(p=.000), position (p=.002), and regular conferences on infection control in working departments(p=.003), Correlation of the level of actual performance between characteristics of nurses and hospital control of nosocomial infection diffesed significantly according to type of hospital(p=.000), hospital size (p=.009), working department(p=.000), age(p=.000), career (p=.000), school career(p=.040), position (p=.000), education experience on nosocomial infection(p=.020), and regular conferences on infection control in working department(p=.000). Correlation of degree of satisfaction between characteristics of nurses and hospital control of nosocomial infection also differed significantly according to the type of hospital establishment (p=.003), working department(p=.000), age (p=.000), and regular conferences on infection control in working department (p=.000). 3) Correlation between clinical nurses, level of perception of importance and actual level of performance for the control of nosocomial infection was relatively positive (r=.57, p=.000). Correlation between clinical nurses degree of satisfaction and level of actual performance for control of nosocomial infection was relatively positive (r=.47, p=.000). Correlation between clinical nurses, level of perception of importance and degree of satisfaction degree with the control of nosocomial infection was also relatively positive (r=.27, p=.000).

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.115-131
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• 2007

Philosophical and social backgrounds and inquiring into new direction of Practical Arts and Home Economics Education is done through this paper. The overall review of the related documents, records, books has been done, and research findings are presented as follows; Thought(Educational theory and Philosophy) for Korean Practical Arts Education is based on Learning to Labor, Practical Science and Pragmatism. Korean curriculum for Home Economics were originated in Confucianism background, which stressed the importance of different gender roles for men and women. However, Korean Home Economics based on Home Economics Subject Matter has been developed without philosophical base unlike that of American Pragmatism and Critical Theory. Therefore, scientific recognition in a section of value recognition was separated and developed so far. Thus, we could not answer to social missions about keeping values of life corresponding with changing environment I also observed the analysis of revision curriculum of the mentioned subject, and the changes of concepts of Work and Prasix, necessity of Home Economics Education for fixing about a basic life education and a basic life skill, and reinforcement of the function in Home. And then, new directions is proposed that the role of Home Economics Education in school be reinforced for the upcoming low birth rate and the aging society(high proportion of the aged people). Because Characters on correct values of children and youths might be nurtured in home foremost.

• Journal of Korean Society of Occupational and Environmental Hygiene
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• v.16 no.4
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• pp.324-333
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• 2006

This study was designed to investigate the effect of bone demineralization and tibia lead on blood lead in retired lead workers. Two hundred thirty five(126 females and 109 males) retired lead workers who worked in 4 different lead factories and 101 non-occupationally lead exposed subjects(51 females and 51 males) were recruited from March 2004 to October 2004. Bone mineral density(BMD) was measured at left calcaneous bone area by broadband ultrasound attenuation(BUA) method with QUS-2(Metra Biosystems Inc, USA). The BUA value transformed into T-score by WHO standard conversion criteria. Tibia bone lead was measured for skeletal bone lead with K-xray fluorescence(K-XRF) and blood lead was analyzed with flameless atomic spectrophotometer. Hemoglobin, hematocrit, serum calcium and iron were also analyzed. In addition, information for smoking and drinking status and basic personal data such as age, gender and lead exposure were also collected using questionnaire inquiry. Blood lead was correlated with tibia lead (r=0.664) and these two variables were negatively correlated with BMD in bivariate analysis. BMD showed significant main effect on the change of blood lead independent to tibia lead without any effect modification of age or gender; the one T-score unit decrease of mineral bone density made $0.43{\mu}g/dl$ increase of blood lead. On the other hand, tibia lead showed effect modification with gender on blood lead; the slope of tibia lead on blood lead in male was steeper than in female and crossed at around zero of tibia lead. In the multiple regression analysis of blood lead and tibia lead on BMD after adjustment of related covariates, only blood lead showed statistically significant effect on BMD. This study confirmed that BMD and blood lead were significantly associated. To verify the causal association of BMD on blood lead and vice versa, further longitudinal studies are needed.

• Journal of Korean Society of Occupational and Environmental Hygiene
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• v.20 no.1
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• pp.19-28
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• 2010

This study was designed to investigate the effect of increased blood and tibia lead on the change of bone mineral density in retired male lead workers. One hundred nine retired male lead workers who worked in 4 different lead industries and 51 nonoccupationally lead exposed male subjects were recruited from March 2004 to October 2004. Bone mineral density(BMD) was measured by broadband ultrasound attenuation(BUA) at left calcaneous bone area with broadband ultrasound attenuation method of QUS-2(Metra Biosystems Inc, USA). Tibia bone lead was measured for skeletal bone lead with K-xray fluorescence(K-XRF) and blood lead was analyzed with flameless atomic spectrophotometer. Hemoglobin, hematocrit, serum calcium and iron were also analyzed. In addition, information for smoking and drinking status and basic personal data such as age and lead exposure were also collected using questionnaire inquiry. Blood lead was correlated with tibia lead (r=0.711) and these two variables were negatively correlated with BUA in bivariate analysis. BUA and tibia lead showed significant main effects on the change of blood lead after adjusting covariates. The effect modification by the level of BMD (low: lower than the median of BUA and high: higher than the median of BUA) was observed between the association of tibia lead and blood lead after adjustment of covariates. The subjects who had higher BMD seemed to have lower blood lead by the increase of tibia lead than those of lower BMD. In the multiple regression analysis of blood lead and tibia lead on BUA after adjustment of covariates, only blood lead showed statistically significant effect on BUA. This study confirmed that BMD and blood lead were significantly associated. To verify the causal association of BMD on blood lead and vice versa, further longitudinal studies are needed.

• Korean Journal of Community Nutrition
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• v.28 no.6
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• pp.509-522
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• 2023

Objectives: This study is intended to develop a curriculum for kindergarten food and nutrition education aimed at preschool children, reflecting government policy and meeting the demands of preschool settings. Methods: Existing educational materials were analyzed, and key elements of the 2019 Revised Nuri Curriculum ("Nuri Curriculum") and Guidelines for Nutrition and Food Education in Kindergartens, Elementary, Middle, and High Schools ("Guidelines") were examined as foundational information for developing the curriculum for food and nutrition education. Results: Basing ourselves on the five domains of the Nuri Curriculum, "Physical Activity and Health," "Communication," "Social Relationships," "Art Experience," and "Natural Science Inquiry," we integrated three areas from the Guidelines, namely "Dietary Habits and Health," "Dietary Habits and Safety," and "Dietary Habits and Culture," to structure the curriculum for kindergarten food and nutrition education. Three specific domains, "Nutrition and Health," "Food and Culture," and "Safe Dietary Practices," were tailored for preschool children, each comprising core concepts, content elements, and educational materials. In the "Nutrition and Health" domain, core concepts such as "nutrition" were addressed through content elements such as "balanced eating" and "vegetables and fruit," while "health" included elements such as "eating regularly" and "nutrients for disease prevention," each with two educational content components. The "Food and Culture" domain focused on "food" with content on "local foods (vegetable-garden experience)" and "food culture" with content on "our dining table (rice and side dishes)," "our agricultural products," "global cuisine (multiculture)," and "considerate dietary practices," each with four educational content components. The "Safe Dietary Practices" domain included core concepts such as "hygiene" with content on "hand-washing habits" and "food poisoning management," and "safety" with content on "food labeling." Conclusions: The systematized curriculum for kindergarten food and nutrition education aligns with the Nuri Curriculum and is interconnected with the Guidelines. This curriculum can be used as foundational material for developing educational resources tailored to the characteristics of preschoolers, contributing to effective implementation in early childhood education.

• Journal of Practical Agriculture & Fisheries Research
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• v.23 no.1
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• pp.89-104
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• 2021

Based on the TF-IDF weighted value that evaluates the importance of words that play a key role, the semantic network analysis(SNA) was conducted on the self-introduction letter of freshman at Korea National College of Agriculture and Fisheries(KNCAF) in 2020. The top three words calculated by TF-IDF weights were agriculture, mathematics, study (Q. 1), clubs, plants, friends (Q. 2), friends, clubs, opinions, (Q. 3), mushrooms, insects, and fathers (Q. 4). In the relationship between words, the words with high betweenness centrality are reason, high school, attending (Q. 1), garbage, high school, school (Q. 2), importance, misunderstanding, completion (Q.3), processing, feed, and farmhouse (Q. 4). The words with high degree centrality are high school, inquiry, grades (Q. 1), garbage, cleanup, class time (Q. 2), opinion, meetings, volunteer activities (Q.3), processing, space, and practice (Q. 4). The combination of words with high frequency of simultaneous appearances, that is, high correlation, appeared as 'certification - acquisition', 'problem - solution', 'science - life', and 'misunderstanding - concession'. In cluster analysis, the number of clusters obtained by the height of cluster dendrogram was 2(Q.1), 4(Q.2, 4) and 5(Q. 3). At this time, the cohesion in Cluster was high and the heterogeneity between Clusters was clearly shown.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.217-229
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• 2015

In this study, we explored the development of scientific model through the social-construction process on "combustion." Students were 8th graders from one middle school class. Each student engaged in small group discussions three times and made a group model on combustion. Discourses between peers and teacher were videotaped, audiotaped, and transcribed. The results show that the small groups constructed an initial concept: 'Conditions of combustion', which they then evaluated and revised the initial concept through combustion experiment. Following the discussions, some small groups evaluated their model and made a revised model. Then, the small groups compared various models and constructed a scientific model through consensus within the small group and as a whole class. Finally, students kept revising their model to 'Burning needs oxygen.' This tells us that the social construction process of scientific model made a meaningful role to build scientific model through diverse discussion between the students and their teacher, although they have had some difficult process to reach the final consensus. The data also showed some group features: the members were open to other's ideas. They analyzed the differences between their own ideas from others and revised their model after the whole class discussion. Lastly, they showed the tendency to make a good use of teacher's guidance. This study implies the importance of having social interaction process for students to understand the scientific model and learn the nature of scientific inquiry in class.