• Journal of the Korean Chemical Society
• /
• v.51 no.1
• /
• pp.82-92
• /
• 2007

This study investigated the influences of reciprocal peer tutoring strategy and field independencedependence in the instruction enhancing student questions by using weekly reports. Seventh graders (N=152) from a middle school were assigned to WR (weekly reports) and WR-RPT (weekly reports-reciprocal peer tutoring) groups. Students were taught about ‘three states of matter', ‘motion of molecules', and ‘change of states and thermal energy for eighteen class hours and wrote weekly reports six times for the period. The students in the WR-RPT group also conducted reciprocal peer tutoring with the questions of weekly reports which they wrote. The results revealed that the scores of the WR-RPT group were significantly higher than those of the WR group in a conception test regardless of students' field independence-dependence. The field dependent students in the WR-RPT group performed better in an achievement test than those in WR group, while there was no significant difference for the field independent stu dents between the two groups. Additionally, field independent students in each group scored significantly higher than field dependent students in the two tests. Many students, especially having more field independence in the WR-RPT group, perceived WR-RPT positively.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.10 no.11
• /
• pp.3451-3457
• /
• 2009

The survey of the 856 students of the dental hygiene departments in 6 universities in Gyunggi, Kangwon, Chungnam, Gyungbuk, and Gyungnam region was carried out. The purpose of the survey is to find their satisfaction measurement with the department and how they recognize the dental hygienist as well as why they selected the dental hygiene department when they applied for university. The result, analyzed by SPSS 15.0, statistically shows that the measurement of satisfaction by each academic year represents the meaningful difference (P<0.05) in all variables such as the "satisfaction with people", "satisfcation with lectures", "satisfaction with facilities", "satisfaction with activities", and "satisfaction with the department characteristic". The measurement of satisfaction by the decision-making factor for the department selection shows the meaningful difference (P<0.05) in the variables of "satisfaction with lectures", "satisfaction with activities", and "satisfaction with the department characteristic". In the case of the measurement of satisfaction with counselling by each academic year, the 3rd year student shows the highest in the career counselling. All the groups recognize for this question as "higher" or "yes", while the higher academic year students were gradually less satisfied. In the case of the level of recognition by each academic year, the 1st year student shows high in the variables of "practical work recognition" and "vocation recognition" and the difference among groups shows statistically meaningful difference(P<0.05).

• Journal of Korean Academy of Nursing
• /
• v.3 no.2
• /
• pp.111-119
• /
• 1973

The purpose of this study was to determine whether or not the delivery of health services effects the health knowledge of the recipients of that service. 10 was hypothesized that the practical application of theory, though health services rendered by public health nursing students during their field experiences. would have a positive relationship with the quantity and quality of health knowledge of the female population of a given community. In April 1970, ninety five women(between an age 15-49) from Koyang-Gun were interviewed regarding their knowledge and attitudes in four areas of health: maternal health, child health. family planning and tuberculosis prevention. After 11 years(Nov. l971), during which time the women received home visits by student nurses, the women were again interviewed using the original questionnaire. Additionally, they were asked where they had received information about each question. During the 1$\frac{1}{2}$ year period the visits were made by a total of 112 students. They visited the community twice a week. The result were as follows: Maternal health There was marked improvement in the knowledge of specific aspects of maternal health such as the proper instruments needed for cutting the cord and nutritional precaution of pregnancy (p<0.05). In each case 42.0 percent of more of this knowledge was attributed to information gained from the nursing students. However even after the nursing students'visits, the knowledge of other general areas of maternal remained poor. Child health There were increases in the knowledge of the respondents for the time to supplement breast feeding and for time to wean infants (p<0.05). In each case 35.0 percent or more of this information was attributed to the student. The increase in knowledge regarding types of immunization was more often attributed to the clinic nurse than to the nursing students. Knowledge of the necessity of booster immunization was poor both before and after the visits by the nursing students. Family planing There were significant increases in correct information regarding the time of I.U.D. insertion (P<0.05) and method of taking the oral pill (P<0.05). More than 42.0 percent of the increase was attributed to the nursing students'visits. However there was a slight decrease in correct information about concept of family planning. Tuberculosis There was a general lack of improvement in all areas concerned with tuberculosis. Two thirds of the respondents felt tuberculosis was hereditary and did not know what B.C.G. was. From this study, it could be concluded that in specific area the health knowledge of the female population studied was positively effected by the visits of the nursing students. The study also, suggests, however, that there was a marked unevenness in the overall increase in health knowledge. This raises serious questions which require further research. Suggested areas for further research are (1) Adequacy of the course content preparing nurses for the field experience. (2) A public health nursing manual for student reference. (3) Where and when specific aspects of health can be taught most effectively.

• Korean Journal of Health Education and Promotion
• /
• v.18 no.3
• /
• pp.133-162
• /
• 2001

Unexpected accidents in school has been gradually increased every year, and student's mistaken was the first reason of the accident. To preventing the students from Unexpected accidents in school, safety education is more important than having strong facilities to have much more strong protecting forces for the accidents. Therefore, systematic education of safety is needed most of all, and especially, strengthening safety education in school is needed. Hereby, this study is aimed at investigating and analysing the actual condition and demand of safety education. It also conducted a survey with the target of 1,255 students in the second grade of high school in Seoul from April 20 to May 19, and the result of this study is as follows. 1. In the general features of the subject of the survey, boy students and girl students occupied 50.8％ and 49.2％ each, and boys' high school (34.3％), girls' high school(32.2％) and co-ed(33.5％) participated in balance. In the location, north from Han river occupied 54.6％, south were 45.2％. 2. According to the status of experiencing an accident, boys were more experienced then girls(p〈0.05). From the section, home accident(56.8％) occupied most followed by school accident, traffic accident, sports accident and poisoning. The accident happening most often in detailed category is sports accident such as basket ball, foot ball and dodge ball. The actual condition of the subject's using a school health facility shows that boys students use it more often than girl students(p〈0.01) 3. In attitude toward safety, the subject showed lower interest in safety issues than other social issues. But attitude in seriality of safety problems were high. Also, they responded ‘individual citizen’(63.1％) as the one who should make efforts for safety. Regarding knowledge of preventing safety accidents in attitude toward individual safety, 42.2％ answered ‘they know a little’ and 32.6％ of respondents say ‘they do not know’. To a question of the degree of the subject's following safety rules, 36.4％ were answered ‘keeping’ and the group using a school health facility shows more ‘keeping’ the others(p〈0.05). 4. To a question of asking if they have experienced safety education, 51.2％ answered ‘yes’. Teachers who mainly take care of safety education are answered as training teacher(48.7％). As for education time, training class(51.3％) is said to have safety education most followed by health-related event and PE(Physical Education). Frequency of education shows once or twice a session (62.8％) most often, but in case of co-ed school, 5-7times a session or more(20.1％) are being practiced. Looking at education time, 1-2 hour(s)(22.1％) or for a short time(22.1％) during class are being practiced. As an education method, instruction(43.8％) and video education(32.5％) are being practiced, and when it comes to education evaluation method, ‘not practiced’(70.0％) answered. To the question if they are satisfied with school safety education, they answered more ‘no(43.1％)’ than ‘yes(6.7％)’, and the reason is that safety education class is just for formality's sake, and the fact they already know is being repeated. The contents of safety education is composed of school safety, home safety, and first aid. 5. It is turned out that 56.5％ of the total boy students and 61.1％ of the total girl students recognize the necessity of safety education. To the question if safety education is needed in an elementary and middle education course, 46.4％ of the subject answer answered' it's necessary'. The most reason for their answers are ‘safety education is directly related to life’. 6. Regarding the requested time of safety education is ‘one hour a week’ by 55.9％. For safety education, safety education teachers(38.7％) are answered to be the most proper. As a request for safety education, video education is answered to be the most appropriate(30.6％), followed by practical skills, lecture and discussion(p〈0.05). Demand of educational evaluation, practical skills, interview and observation are answered to be needed. To the question if they want to participate in the way of demanded safety education, 41.9％ of respondents answer ‘have a mind to participate in’ (41.9％). To benefits followed by completing safety education, 72.0％ of respondents answer ‘agree’, and 24.7％ ‘do not agree’, which means lout 4 disagrees with completing safety education. 7. Looking at demand of safety education according to the features of the subject, ‘our position for the person who has handicapped’ was answer to the most.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.11 no.1
• /
• pp.79-90
• /
• 2000

Objective：This study was performed in order to develop a measuring instrument for assessing and predicting delinquent behavior of the adolescents in Korea. Methods：This study was methodological research for developing a questionnaire for measuring delinquent behavior. Through the relevant literature review and personal interview using open-ended question with 12 adolescents in schools, outpatient basis and the juvenile corrective institutions, the author developed a pre-questionnaire with 31 items for assessing delinquent behavior among delinquentprone adolescents. Statistical method employed were test-retest reliability and Cronbach's alpha coefficient for testing reliability and factor analysis for testing validity of this questionnaire, and t-test for mean difference between student adolescents and delinquent adolescents, using SAS program. Subject served for this study consisted of 2,177 adolescents including 1,206 students and 971 delinquent adolescents by proportional stratified random sampling method. Results：1) Three stable factors were emerged and these contributed 52.2% of the variance in the total score. All 31 items loaded above .40 on each factor. 2) Factor I was named as antisocial delinquent behavior(17 items), factor II was named as aggressive delinquent behavior(8 items), and factor III was named as psychopathic delinquent behavior(6 items). 3) Comparison of these 3 factors between student adolescents and delinquent adolescents showed that there was a significant difference in factor Ⅰ(t=-42.91(student), -41.71(delinquent), p=.0001), factor II(t=-34.10(student), -35.72(delinquent), p=.0001), factor III(t=-14.24(student), -14.26 (delinquent), p=.0000), and total score(t=37.02(student), -36.38(delinquent), p=.0001). 4) Internal consistency reliability was tested by Cronbach's ${\alpha}$. Cronbach's ${\alpha}$ was .952 for total 31 items and .950, .866 and .721 for each 3 factors related to delinquent behavior. Conclusions：The author confirmed that this scale can use for measuring delinquent behavior, and hope to make a contribution to screening test and prevention of juvenile delinquency in Korea.

• Journal of Intelligence and Information Systems
• /
• v.18 no.1
• /
• pp.109-123
• /
• 2012

Many kinds of the education systems are provided to students. Many kinds of the contents like School subjects, license, job training education and so on are provided through many kinds of the media like text, image, video and so on. Students will apply the knowledge they learnt and will use it when they learn other things. In the existing education system, there have been many situations that the education system isn't really helpful to the students because too hard contents are transferred to them or because too easy contents are transferred to them and they learn the contents they already know again. To solve this phenomenon, a method that transfers the most proper lecture contents to the students is suggested in the thesis. Because the difficulty is relative, the contents A can be easier than the contents B to a group of the students and the contents B can be easier than the contents A to another group of the students. Therefore, it is not easy to measure the difficulty of the lecture contents. A method considering this phenomenon to transfer the proper lecture contents is suggested in the thesis. The whole lecture contents are divided into many lecture modules. The students solve the pattern recognition questions, a kind of the prior test questions, before studying the lecture contents and the system selects and provides the most proper lecture module among many lecture modules to the students according to the score about the questions. When the system selects the lecture module and transfer it to the student, the students' answer and the difficulty of the lecture modules are considered. In the existing education system, 1 kind of the content is transferred to various students. If the same lecture contents is transferred to various students, the contents will not be transferred efficiently. The system selects the proper contents using the students' pattern recognition answers. The pattern recognition question is a kind of the prior test question that is developed on the basis of the lecture module and used to recognize whether the student knows the contents of the lecture module. Because the difficulty of the lecture module reflects the all scores of the students' answers, whenever a student submits the answer, the difficulty is changed. The suggested system measures the relative knowledge of the students using the answers and designates the difficulty. The improvement of the suggested method is only applied when the order of the lecture contents has nothing to do with the progress of the lecture. If the contents of the unit 1 should be studied before studying the contents of the unit 2, the suggested method is not applied. The suggested method is introduced on the basis of the subject "English grammar", subjects that the order is not important, in the thesis. If the suggested method is applied properly to the education environment, the students who don't know enough basic knowledge will learn the basic contents well and prepare the basis to learn the harder lecture contents. The students who already know the lecture contents will not study those again and save more time to learn more various lecture contents. Many improvement effects like these and so on will be provided to the education environment. If the suggested method that is introduced on the basis of the subject "English grammar" is applied to the various education systems like primary education, secondary education, job education and so on, more improvement effects will be provided. The direction to realize these things is suggested in the thesis. The suggested method is realized with the MySQL database and Java, JSP program. It will be very good if the suggested method is researched developmentally and become helpful to the development of the Korea education.

• Journal of Science Education
• /
• v.33 no.2
• /
• pp.336-345
• /
• 2009

The purpose of this study is to analysis ERF components patterns of causal questions generated during the observation of biological phenomenon. First, the system that shows pictures causing causal questions based on biological phenomenon (evoked picture system) was developed in a way of cognitive psychology. The ERF patterns of causal questions based on time-series brain processing was observed using MEG. The evoked picture system was developed by R&D method consisting of scientific education experts and researchers. Tasks were classified into animal (A), microbe (M), and plant (P) tasks according to biological species and into interaction (I), all (A), and part (P) based on the interaction between different species. According to the collaboration with MEG team in the hospital of Seoul National University, the paradigm of MEG task was developed. MEG data about the generation of scientific questions in 5 female graduate student were collected. For examining the unique characteristic of causal question, MEG ERF components were analyzed. As a result, total 100 pictures were produced by evoked picture and 4 ERF components, M1(100~130ms), M2(220~280ms), M3(320~390ms), M4(460~520ms). The present study could guide personalized teaching-learning method through the application and development of scientific question learning program.

• Journal of The Korean Association For Science Education
• /
• v.23 no.3
• /
• pp.254-264
• /
• 2003

Researches on laboratory work show that students often achieve little meaningful learning through laboratory work. One reason for this failure is that students often do not know the different types of laboratory work and the 'purposes' of them. Therefore, this study investigated middle school student' ideas about the purposes of laboratory work. To seventh grade students(n=147) of middle school in Seoul, Korea, we asked (Question 1) "Why do scientists do laboratory work?" and (Question 2) "Why do you do laboratory work in science classes?" It was required a short essay including the reasons and examples of them. From the results, it was found that 56.8% of the students had ideas that scientists do laboratory work for discovering new facts or inventing something, and 82.9% of the students responded that they do laboratory work for understanding and memorizing the contents of science textbook. In addition, the differences according to gender and to school achievement level, and the relationship between the ideas about scientists' laboratory work and about school science laboratory work were examined. The results showed that boys responded 'social usefulness' more frequently than girl, while girls mentioned 'personal pleasure' more frequently than boys in relation to the purposes of scientists' laboratory work(p<.05). According to the achievement level, it was founded that 'middle' level students replied 'to remember' more frequently than high and low levels in relation to school science laboratory work. Finally, students who had ideas that scientists do laboratory work for verifying a theory had the similar ideas about school science laboratory work. In conclusion, students are lack of diverse and proper views about laboratory work. It is recommended that teacher need to make clear the purpose of laboratory work and help students to understand of it.

• Journal of radiological science and technology
• /
• v.31 no.2
• /
• pp.191-198
• /
• 2008

This study investigated the realities of information acquirements and its requirements in the overseas employment and domestic connected education for students at the department of radiation in order to provide basic information for developing the standard educational curriculum for future internationalization in the education of radiation and presenting its direction. The investigation implemented in this study was performed through a questionnaire with 688 students enrolled in the department of radiation. The conclusion of the investigation is summarized as follows : The answers for the question of 'No acquirements in the information of the overseas employment and connected education for radiological technologists' were 487 students (70.8%), and the reason that 'There are no chances in related education' was the highest rate, 424 students (61.6%), of the answers. In the education for the overseas employment, the answers for the question of 'Select a connected education program in school instead of study abroad' were the highest rate, 436 students (63.4%). The most concerned country for the overseas employment was 'Australia', 247 students (35.9%). As a result, answers for the interest, participation, need, and hope for the overseas employment showed high rates even though they demonstrated a low recognition level in the overseas employment. In addition, it is necessary to strategically plan an education program for this issue because all participants agree with the current stream.

• Journal of the Korean earth science society
• /
• v.25 no.4
• /
• pp.232-241
• /
• 2004

The purpose of this study is to investigate the educational validity of EBS education broadcasting. The purpose of science education is not only to improve metacognition, but also to make student acquire scientific knowledge. So, this study present the question of whether EBS education broadcasting could raise students' metacognition or not. At ㅂ highschool, the VOD texts provided by EBS education broadcasting was used for all curriculums including science in 2002 and 2003. It was accepted that the model wpuld be using considered VOD texts as materials and focusing on students' voluntary acting. But the students couldn't be given a stimulus raising metacognition by these models. The metacognition such as metaknowledge, metaexperience, and monitoring must be mediated during school hours for valuable science lessons. First, the manipulation such as teacher's pertinent question or comment reminding students about the materials was connected with teaming subject. Second, it is important for students to do an analogical experiment in odor to experience the reality. Third, feedback and the scripts of students' conversation must be given to students to monitor their own learning process.