• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.479-486
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• 2023

This study is a descriptive research study to determine differences in conflict management types according to MBTI preference indicators among nursing students. Data collection was from August 30 to September 30, 2023. Data analysis was performed using independent t-test, one-way ANOVA, and Scheffe's. As a result of the study, among the MBTI indicators showing significant differences in conflict management types, 'i' had higher avoidance than 'E' in the energy direction (t=-3.776, <0.01). In the case of decision-making function, F had higher concession (t=-3.478, <0.01) and avoidance (t=-3.389, <0.01) than T, and T had higher dominance than F (t=2.070, <0.5). In terms of external life coping style, J had higher cooperation (t=2.756, <0.01) and compromise (t=2.044, <0.5) than P. In MBTI's psychological function types, the NF type had higher concessions than the ST type (F=4.174, <0.05), and the SF type had higher avoidance than the ST type (F=4.202, <0.05). The results of analyzing the differences in conflict management types by combining the MBTI decision-making function type and external life coping style showed that the FJ type was more cooperative than the FP type (F=2.907, <0.05), and the FJ type was more cooperative than the TP type (F =4.662, <0.01), and the FJ type had higher avoidance than the TJ type (F=3.327, <0.05). MBTI's attitude index showed that the EJ type had higher cooperation than the EP type (F=2.817, <0.05), and the IP type had significantly higher avoidance than the EP type (F=4.551, <0.01). This study is significant in confirming differences in conflict management types by combining MBTI decision-making function types (F, T) and external life coping styles (J, P), which have not been studied in Korea to date. In the follow-up study, we propose research on conflict management types by MBTI personality type by reflecting the results of this study and expanding the number of subjects, development of conflict management programs by MBTI indicators and personality types, and analysis of program effectiveness.

• Journal of the Korean Society of Radiology
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• v.18 no.2
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• pp.101-108
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• 2024

Recently, Metaverse technology has emerged as an important topic in various fields. Metaverse refers to a three-dimensional virtual space in which social and economic activities similar to the real world are possible. Among the 235 third-year students who applied the Metaversity app in the radiology department of this university from September to December 2023, 200 participated in a survey to determine the difference in student response and satisfaction when applying the Metaversity app. analyzed. First, the most satisfactory VOD viewing method was viewing through the Metaversity app, followed by viewing through the LMS. Second, 'I think online videos are appropriate for holiday reinforcement.' showed the highest score at 4.35±0.60, 'I want face-to-face classes and online classes to be held simultaneously.' was 4.25±0.87, and 'I think meta. 'I watched it well through the Metaversity app' was the lowest at 4.10±0.30, and 'VOD viewing through the Metaversity app was used appropriately in class' was the lowest at 3.99±0.75. Also, there was no significant difference in the response to the teaching method (p>0.05). Third, in terms of satisfaction with VOD viewing using the Metaversity app, 'Applying the Metaversity app was interesting and fun' ranked the highest at 4.24±0.88. The score was high, with 'Better improvement is needed to actively utilize the metaversity app' at 4.00±0.45, and 'I hope the metaversity app is implemented in other remote classes' at 3.77±0.88. appear. 'VOD classes through the Metaversity app are better than the existing LMS method.' was found to be 3.44±0.66. Additionally, there was no significant difference in satisfaction with classes according to age and gender (p>0.05). The correlation between response and satisfaction with the metaversity app is 0.601, which can be considered very significant (p>0.001). As a limitation of this study, although we surveyed students' satisfaction with using the Metaversity app, we were unable to investigate the satisfaction of instructors who interact with students. In the future, we did not consider the instructor's satisfaction in classes using the Metaversity app. Research must be conducted, and universities must have institutional support and continued interest until metaversity apps are selected and used to prepare for distance learning.

• Journal of the Korean earth science society
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• v.45 no.2
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• pp.157-171
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• 2024

The purposes of this study were: (1) to revalidate the revised Systems Thinking Measuring Instrument (Re_STMI) reported by Lee et al. (2024) among Vietnamese high school students and (2) to investigate the differences in systems thinking abilities between Korean and Vietnamese high school students. To achieve this, data from 234 Vietnamese high school students who responded to translated Re_STMI consisting of 20 items and an Scale consisting of 20 items were used. Validity analysis was conducted through item response analysis (Item Reliability, Item Map, Infit and Outfit MNSQ, DIF between male and female) and exploratory factor analysis (principal axis factor analysis using Promax). Furthermore, structural equation modeling was employed with data from 475 Korean high school students to verify the latent mean analysis. The results were as follows: First, in the item response analysis of the 20 translated Re_STMI items in Vietnamese, the Item Reliability was .97, and the Infit MNSQ ranged from .67 to 1.38. The results from the Item Map and DIF analysis align with previous findings. In the exploratory factor analysis, all items were loaded onto intended sub-factors, with sub-factor reliabilities ranging from .662 to .833 and total reliability at .876. Confirmatory factor analysis for latent mean analysis between Korean and Vietnamese students yielded acceptable model fit indices (χ²/df: 2.830, CFI: .931, TLI: .918, SRMR: .043, RMSEA: .051). Lastly, the latent mean analysis between Korean and Vietnamese students revealed a small effect size in systems analysis, mental models, team learning, and shared vision factors, whereas a medium effect size was observed in personal mastery factors, with Vietnamese high school students showing significantly higher results in systems thinking. This study confirmed the reliability and validity of the Re_STMI items. Furthermore, international comparative studies on systems thinking using Re_STMI translated into Vietnamese, English, and other languages are warranted in the context of students' systems thinking analysis.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.2
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• pp.81-96
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• 2024

This study analyzed the differences in the effects on entrepreneurship and entrepreneurial willingness of college students under the coronavirus pandemic by dividing theoretical education into practical education, face-to-face education, and non-face-to-face education, and analyzed the differences in the effects on entrepreneurship and entrepreneurship willingness according to the education method. This study conducted entrepreneurship education for 552 students at a comprehensive university in Chungcheong-do, Korea, and analyzed the sample by dividing it into theoretical and practical education, face-to-face education, and non-face-to-face education. In addition, a two-way repeated measures ANOVA was conducted to determine whether there were differences in the entrepreneurship education course operation form according to the pre- and post-education time points. The results showed that, first, the difference between the effectiveness of entrepreneurship education before and after theoretical and practical education was significant, and the entrepreneurship of practical education was higher than that of theoretical education after education. In the test of pre- and post-training differences in entrepreneurial intention, the difference in effectiveness was significant only in practical training. Second, the results of the repeated measures ANOVA analysis of the course operation type of theoretical and practical courses according to the difference between the pre- and post-education time points showed that there were differences in the entrepreneurship effectiveness of theoretical and practical courses according to the time point of education. Third, the difference in the effectiveness of entrepreneurship education according to face-to-face and non-face-to-face education was significant, and only the effect of non-face-to-face education on entrepreneurial intention was significant before and after education. Fourth, the results of repeated measures ANOVA analysis of face-to-face and non-face-to-face course operation type showed that the effect of face-to-face and non-face-to-face entrepreneurship education differed depending on the time of education. The pre-post difference in entrepreneurial intention was significant only for the non-face-to-face program. The implication of this study is that in order to increase the effectiveness of entrepreneurship and entrepreneurial will among university students, it is necessary to expand the amount of practical classes in which students actively participate in activities related to entrepreneurship. In addition, in order to increase the effectiveness of entrepreneurial will, a non-face-to-face education method that utilizes the metaverse space and increases the role of each student can contribute to increasing the effectiveness of entrepreneurial will.

• Journal of Science Education
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• v.47 no.3
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• pp.225-237
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• 2023

The purpose of this study is to explore the perceptions of elementary pre-service teachers regarding their interest in science. A survey was conducted among 187 elementary pre-service teachers enrolled at Non-Metropolitan Area A University of Education. Data collection was carried out concurrently with three elementary pre-service teachers who agreed to participate in online interviews. The survey responses provided by the elementary pre-service teachers were analyzed using a qualitative text analysis method. Interest in science was observed to decrease during middle school, followed by the upper grades of elementary school and then the lower grades. The reasons for the decline in interest in science were interpreted as stemming from negative experiences with science education within the context of individual circumstances in the school setting. Strategies to address the decline and enhance interest in science were discussed across individual, family, school, teacher, local community, and national levels, considering both short-term and long-term perspectives. These strategies encompassed various inquiry activities and experiences related to the field of science, engagement in science-related activities, student-centered instruction, teacher professional development, support for elementary students and teachers, and policy measures. The multifaceted approach and efforts aimed to open avenues for positive feedback regarding science on an individual level and foster experiences related to science were interpreted as part of an effort to counteract the decline in interest in science. Lastly, given the current situation of declining interest in science and the need to enhance students' interest, it was implicitly and explicitly discussed that pre-service teachers should focus on improving their expertise in curriculum instruction. This research, by exploring the conceptual characteristics of interest in science, perceptions of changes, and educational needs related to interest in science among elementary pre-service teachers, is expected to have academic significance as foundational research data for the current status of declining interest in science.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.167-178
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• 2024

In this study, we investigated the perceptions of science-related careers and career education among middle school science teachers. Sixty-four science teachers experienced in teaching unit 7 in the first year of middle school participated. The results of the study revealed that not only careers in science but also careers with science were found to be quite high when teachers were asked to provide examples of science-related careers. Jobs related to research/engineering, which are careers in science, comprised the highest proportion of teachers' answers, followed by jobs related to education/law/social welfare/police/firefighting/military, and health/medical, which are careers with science. However, the proportion of jobs mentioned related to installation/maintenance/production was extremely low. The skills required for science-related careers were mainly perceived to consist of tools for working and ways of working. The number of skills classified under living in the world was perceived to be extremely low across most careers, irrespective of career type. Most teachers only taught unit 7 for two to four sessions and devoted little time to science-related career education, even in general science classes. In the free semester system, a significant number of teachers responded that they provide science-related career education for more than 8 hours. Teachers mainly utilize lecture, discussion/debate, and self-study activities. Meanwhile, in the free semester system, the resource-based learning method was utilized at a high proportion compared to other class situations. Teachers generally made much use of media materials, with the use of textbooks and teacher guides found to be lower than expected. There were also cases of using materials supported by science museums or the Ministry of Education. Teachers preferred to implementing student-centered classes and utilizing various teaching and learning methods. Based on the above research results, discussions were proposed to improve teachers' perceptions of science-related careers and career education.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.179-194
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• 2024

The aim of this study was to explore how a novice science teacher's epistemological framing, characterized from her modeling instruction, evolved over time. We observed that the teachers' framing changed over time, as she collaborated with researchers to plan, facilitate, and reflect on a series of lessons to support students' small-group scientific modeling. We tried to understand how such experiences contributed to the changes in her framing. One 8th grade science teacher with two years of teaching experience participated in the study. The teacher collaborated with researchers for four months to co-plan and facilitate 18 lessons that included small-group scientific modeling. She also engaged in cogenerative reflection on the lessons for 13 times. All of her lessons and reflections were video-recorded, transcribed, and qualitatively analyzed for the purpose of the study. Our findings showed that the teacher's epistemological framing, characterized from her interactions with students during modeling lessons, evolved during the study period: transitioning from an emphasis on students merely "filling in blanks" to prioritizing "constructing personal reasoning" and ultimately to focusing on the "social construction of scientific reasoning." The teacher's perception about what students are capable of changed, as she observed students during the modeling lessons, and this led to the shifts in her framing. Furthermore, through her engagement in planning, implementing, and reflecting on modeling lessons with researchers, she came to recognize the value of student collaboration in knowledge-building processes. These results can offer implications for supporting and studying teachers' epistemological framing and modeling-based teaching by partnering with them.

• Korean journal of food and cookery science
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• v.17 no.1
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• pp.43-54
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• 2001

This study was to investigate the behavior related to health, food habits, food consumption pattern and nutrient intakes of female students who residing in dormitory(self cooking) according to BMI(Body Mass Index). This study was carried out by questionnaired on June, 2000. Three hundred nine students were answered. The results were as follows: 1. The means of height, weight and BMI were 162.37$\pm$4.36cm, 52.48$\pm$5.54kg and 19.89$\pm$1.89. Under 20 of BMI among students were 53.1% and 20-25 of BMI were 46.9% of students. 2. In the self recognition of body shape, 63.4% of under weight subjects answered that their weight were normal. 73.1% of normal weight regard themselves more obese than their actual body shape normally shows. 51.2% of under weight subjects had attempted to control their weight. This results suggest that their weight control attempts were unnecessary. 3. 81.4% of subjects were answered irregular meals regardless BMI. 89.6% of subjects skipped breakfast. The main reasons were due to lack of time or not to eat proper food. Under weight subjects had less snack than normal weight subjects did(p '||'&'||'lt; 0.05). Normal weight subjects had more bun and cake than under weight subjects(p '||'&'||'gt; 0.05). 4. The consumption of vegetables and fruits were low regardless BMI. Mean energy, protein, Fe, Vit A, B$_1$, B$_2$, niacin, Vit C were above 75% of RDA, except calcium, in subjects. This study suggest that a comprehensive nutrition education program is need for college student in dormitory to improve their eating habits about skipping meal and breakfast and to increase the consumption of vegetables and fruits.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.85-114
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• 2014

The main purpose of this study was to develop teaching and learning plans and a smart textbook for food and nutrition education in Home Economics focusing on 'healthy diet and meal plans' unit in "Technology home Economics" textbooks for 7th graders to evaluate the effectiveness of the instruction conducted with the smart textbook. The content of the study to achieve the purpose is as follows: First, design a smart education-based teaching and learning curriculum for food and nutrition education in Home Economics, focusing on 'healthy diet and meal plans' unit. Second, develop a smart textbook for food and nutrition education based on the teaching and learning curriculum, using a smart content authoring tool. Third, evaluate the effectiveness of the instruction after applying the curriculum in real classroom situations. The results of this study were as follows: First, teaching and learning plans and materials were developed for two units, 'issues regarding teenagers' diet' and 'implementation of a healthy and balanced diet', under 'teenagers' life'. The first unit, 'issues regarding teenagers' diet', dealt with topics such as teenagers' dietary behaviors, nutrition, and health. Learning objectives for this unit were to help students identify and evaluate their own dietary behaviors. The second unit, 'implementation of a healthy and balanced diet', encouraged students to diagnose problems with their diet and plan nutrient rich meals. The objectives for this unit were to help students implement a healthy and balanced diet by providing them with nutrition and dietary guidelines for Koreans, sample meal plans, and guidelines for developing healthy eating habits for teenagers. In order to develop a teaching and learning plans to achieve these objectives, teaching and learning materials including inquiry tasks, materials for group activities, multimedia, applications and various pop-up learning materials were developed. Second, a smart textbook using DocZoom, which was a smart content authoring tool was developed. The textbook dealt with issues regarding teenagers' diet and implementation of a healthy and balanced diet. Multimedia material used in the textbook come from the Ministry of Food and Drug Safety's food and nutrition education web sites and other sources. To develop student-oriented material, relevant video clips were added to the smart textbook to motivate students and enhance their interest in the course. Third, the outcome of this study indicated that the instruction using teaching and learning plans and learning materials with the smart textbook was effective for enhancing students' interest in Home Economics classes (t-value=-3.99, p<.001), creating enthusiasm for learning(t-value = -2.61, p<.05), encouraging self-directed and independent learning(t-value = -4.77, p<.001), and improving students' interest in food and nutrition courses(t-value = -3.83, p<.001). The students' evaluation of the instruction were as follows: the instruction using teaching and learning plans and learning materials with smart textbooks, instead of paper textbooks, helped them save time looking for learning materials; students evaluated that it was easier for them to see and understand video clips and charts. In addition, most students answered that instruction with smart textbooks were more fun and convenient, and they agreed that the courses enhanced their learning experience.

• Journal of the Korean Society of School Health
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• v.2 no.1
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• pp.58-90
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• 1989

This study was attempted to contribute to the development of school health by providing the basic data about the distribution basis and distribution aspect of teachers holding additional school health that are in charge of school health business in parimary schools, middle schools and high schools without any nurse-teacher. This study analyzed literatures about the history, related laws, organization and professional manpower of school health. The emphasis was set on the distribution basis of theachers holding additional school health. The results of this study are as following: 1. The school health of the world dates to the late 18th century in Europe where was free supplying with food for poor children. The school health of Korea orginated from smallpox vaccination which was executed with appearance of modern schools in the late 19th century. 2. The related laws of school health began as a part of Education Law with was constituted in 1949. By the School Health Law constituted in 1967 and the enforcement ordinance of School Health made firm the legal basis of school health. 3. The administrative organs of school health are the Ministry of Education in center and each Board of Education in cities and provinces. For the first time in 1979, the department of school health was established in the organization of the Ministry of Education. And at about the same time of establishment of the department of school health, health section was established in the department of social physical-training in locality. 4. In the manpower of school health which was presented in the related statute of school health, there are the ward chief of education, the superintendent of educational affair, of cities and districts, the mayors, the governors of provinces, the school managers, the principals, the school doctors, the school pharmacists, and the nurse-teachers, including teachers holding additional school health as the practical manpower of school health. 5. In order to get some information on distribution aspect of teachers additional school health, this study made up a questionnaire from August 3 to August 11, 1988. The subjects of this study were 212 leachers who took part in the yearly training for teachers holding additional school health from Kyunggi province, Chungbuk province and Jeonbuk province. The results of the questionnaire are as following: 1. The distribution percentages of teachers holding additional school health according to each Board of Education wich schools are subject to, are as following:70.1% (Kyunggi), 76.5% (Chungbuk), and 81.4% (Jeonbuk). There was a significant difference. The distribution percentages of teachers holding additional school health according to the school levels of 3 provinces are as following: 74.1% (Primary schools), 77.8% (Middle schools), 76.7% (High schools). There were little significant differences. 2. The distribution according to the general characteristics of the subject schools: There were 64.2 percent of primary schools and 35.8 percent of middle schools among 212 schools. 91. 5 percent of schools were located in districts. Public schools formed 55.7% and then national schools were higher in percentage than private schools. 58.5 percent of schools had 1-9 classes, 64.6 percent of schools had 101-500 students, and 90 percents of schools had 1-20 teachers. In considering student sex, the coed school showed the high distribution percentage (Primary schools : 100%, Middle schools: 81.6%). 3. The distribution according to the characteristics of teachers holding additional school health: 93.3 percent of teachers were female, and more than 60 percent of teachers were 20-29 years old. As the age got higher, the percentage became lower. There were little significant differences by marital status. In considering their educational status, 86.8 percent of teachers in primary schools were from teacher's colleges, and 64.5 percent of teachers in middle schools were from education colleges. In considering teaching career, 46.7 percent of teachers had teaching career of less than 2 years. 73.6 percent of teachers had held additional school health for less than one year. More than 80 percent of teachers had participated in the training one time or twice. More than 70 percent of teachers had 1-2 additional jobs except for the school health business. The motivation to hold additional school health is most caused by mandatory order, which accounts for more than 80.0 percent. In considering interesting degree concerning school health, lukewarm answer is the highest of 62.7 percent, followed by affirmative answer of 23.6 percent. In considering their contentment degree respecting additional school health job, "discontent or very discontent"is the highest of 47.6 percent. As a descontent reason of additional school health job, overwork is the highest factor of 37.9 percent. Among addiitional school health job, the most difficult affair is nursing service to be 34.0 percent, followed by health education of 31.6 percent. It testify the need of professional. The source of knowledge about school health has been acquired from masscommunication or private health experience, which account for as much as 56.1 percent. It shows seriousness of lack of professionalism. With regard to neccessity of school health experts, 95.8 percent represents absolute need. With above consideration of study results, I propose as follows : 1. I propose that the authorities concerned unify and improve statute respecting current school health which has not been steadfastly supporting school health business by ambiguity of expression and dualization. 2. I propose that the authorities concerned give the school manager, school staffs and parents of students educational chance with which they can acknowledge the importance of school health and in which they can participate as well as set up alternative policy plan to be albe to vitalize school health committee. 3. I propose that administrative organization practicable to taking totally charge of school health business is established within the Ministry of Education. 4. I propose that the authorities concerned back up and cooperate in an attempt by make school health better and desirable toward development by way of appointing qualitied health teachers on the basis of legally regular teacher staffs.