• 한국수학교육학회지시리즈A:수학교육
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• 제45권3호
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• 자원ㆍ환경경제연구
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• 제16권4호
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• pp.947-978
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• 2007

본 연구에서는 원유시장의 변동성 분석에 적용될 수 있는 VaR(Value-at-Risk) 접근법을 고찰한다. 그리고 다양한 VaR 모형들(RiskMetrics, GARCH, IGARCH와 FIGARCH 모형)의 성과를 정규분포와 치우친 Student-t 분포 가정 하에서 평가한다. Brent 및 Dubai 시장의 일별가격 자료를 이용한 실증분석 결과에 따르면, FIGARCH 모형이 GARCH 모형이나 IGARCH 모형보다 원유시장의 변동성에 내재되어 있는 장기기억 특성을 잘 반영한다는 점에서 더 우월한 것으로 나타났다. 이러한 사실은 원유시장 수익률의 변동성에는 장기기억이 존재한다는 것을 의미한다. 그리고 VaR 분석 결과, 치우친 Student-t 분포 가정 하에서 추정되는 FIGARCH 모형이 롱 포지션과 숏 포지션 모두에서 정규분포 가정 하에서 추정되는 다른 변동성 모형들보다 원유시장에서의 투자 위험을 더 정확하게 예측하는 것으로 나타났다. 이러한 사실은 치우친 Student-t 분포 가정이 원유시장 수익률 분포에 내재되어 있는 비정상적 왜도와 첨도를 모형화하는데 더 적합하다는 것을 의미한다. 이와 같은 발견은 원유시장 구매자 및 판매자들이 원유가격의 움직임을 올바르게 측정하고 VaR을 정확하게 추정하는데 도움을 줄 것이다.

• 한국학교보건학회지
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• 제25권1호
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• pp.105-113
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• 2012

Purpose: The purpose of this study was to identify the statistical indicators of OECD and Korea for student health among Korea's approval statistics. Methods: Searching for health indicators by using Health at a Glance 2009, Society at a Glance 2009, and Education at a Glance 2009 through the formal OECD web site in 2010, and investigating the approval statistics through the Korean formal organizational web sites and published data in 2012. Results: Among OECD indicators, indicators for adolescent health were smoking and alcohol consumption, nutrition, physical activity, overweight and obesity, bullying, risk behaviors, and poverty children. However, most of Korea student health indicators were missing except poverty children and life satisfaction, because OECD has taken chiefly data from Health Behavior in School-aged Children survey (HBSC), international study, which has not been carried out in Korea. The Ministry Of Education, Science And Technology (MEST) and the Ministry of Health and Welfare, and National Youth Policy Institute in Korea have produced the major statistics for student health which was only 11 (1.3%) among 858 approval statistics. Conclusion: Identifying a current Korea school health is essential through participating actively to OECD whose statistic indicators are internationally comparable with Students Physical Development Survey, MEST's approval statistics, using Korea Student Health Examination. It was also suggested that quantitative and qualitative expansions for Korea student health statistics by the activation of approval statistics including processed statistics, and by researchers' easy expanded access to a raw data.

• 한국가정과교육학회지
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• 제9권2호
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• pp.87-100
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• 1997

The purpose of this study were to investigate and no investigate and to compare perceptions of home economics teachers and educators regarding home economics student teaching pratice, thereby to provide fundamental information for improving home economics student teaching pratice. The specific objectives of this study were at follows. 1. To determine and compare the perceptions of home economics teachers and teacher educators regarding the importance and achievement of (1) the objectives of student teaching, (2) the experiences of student teaching, (3) procedures for selecting cooperating teachers, (4) roles and responsibilities of cooperating teachers, and (5) roles and responsibilities of university supervisors. 2. To identify problems and revisions about home economics student teaching pratice suggested by home economics teachers and teacher educators. The subjects in this study included 90 home economics teachers in 500 girls’middle schools and 13 teacher educators in 21 universities with home economics education department in Korea. For this study, the Habedi’s instruments were used through testing validity and reliability. The data of this study were analyzed by using mean, standard deviation, t-test, and content analysis. The results of this study were as follow；1. The areas with the difference of perceptions of the importance between the two groups were objectives of student teaching, experiences of student teaching, procedures for selecting cooperating teachers, and roles and responsibilities of cooperating teachers. 2. Regarding problems about home economics students teaching practice, home economics teachers indicated difficulty in performing adequate student teaching because of reduction in class hours, and lack of student teachers’positive attitude in performing student teaching, while teacher educators indicated having reluctancy of cooperating school to admit student teachers, and difference in experiences of student teachers because of disparity among cooperating schools. As solutions about the problems of home economics student teaching practice, home economics teachers suggested that student teaching course should be limited to the students qualified for teaching and that class observation and teaching practice in real class should be emphasized, while teacher educators suggested that student teaching should be performed adequately by providing institutions to control student teaching practice teacher should be made efficient by examining the scales of cooperating schools.

• Journal of Preventive Medicine and Public Health
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• 제15권1호
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• pp.197-203
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• 1982

A study was carried out in order to obtain the status of student sickness and medical care in University Health Service, Ewha Womans University. This study was based on the clinical records of University Health Service and hospitals 'for student insurance pay claims during the year of 1981. And the findings from the study were as follows; 1. A total number of student patients cared at University Health Service in 1981 was 9,822 and the incidence rate of primary cared was 773 per 1,000 students. 2. A total number of student patients cared at hospitals was 393 and the incidence rate of secondary cared was 31 per 1,000 students and 5 student out of 31 per 1000 was cared under the haspitalization. 3. The evacuation rate of student patients from University Health Service to hospital was 393 out of 9,822 student primary cared or 4.0 percent. 4. The order of 5 major diseases of primary cared in University Health Service was respiratory system diseases (36.6%), Digestive system diseases (17.4%), Skin and subcutaneous tissue diseases (16.0%), Symptoms and undetermined diagnosis (13.7%) and Nerve and sensory organ diseases (12.0%) respectively. 5. The disease order of student patients(333) cared in hospitals as out-patients was Skin and subcutaneous tissue diseases (40.3%), Nervous and Sensory organ disease (19.2%), Digestive system diseases (10.8%) respectively. 6. The disease order of student patients (60) cared in hospitals as in-patients was Digestive system diseases (35.0%), Respiratory system diseases (13.3%), Nerve and sensory organ diseases (10.0%), Infectious and parasitic diseases (10.0%), and Symptom and Undetermined diagonsis (10.0%) respectively. 7. The evacuation rate of student patients in University Health Service to hospital was varied according to disease groups; the lowest rate was the diseases evacuated to Internal Medicine Department 1.5% or 75 out of 5,072 patient primary cared and the highest rate was Neuropsychiatry department 63.7% or 7 out of 11 patients. 8. The monthly distribution of student patients in University Health Service was the highest in September (17.9%) and April (15.5%) each semester. 9. The monthly number of student patients treated in hospitals was the range 20 to 40 in out patients and 2 to 9 in in-patients. 10. The hospital ill days per case were $4.3{\pm}5.0$ days in out-patients and $9.7{\pm}9.5$ days in in-patients.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권1호
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• pp.47-58
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• 2005

Although student-centered teaching practices have been advocated in mathematics education reform, implementing them at the classroom level remains challenging. This exploratory case study examined two unevenly successful student-centered approaches to see how teachers understand and characterize reform, and to articulate issues in implementing reform ideas. The comparison and contrast between the classrooms showed similar classroom social norms but dramatically different mathematical practices. This affords the possibility of exploring the challenges of reform for teachers and other personnel who are attempting to move teaching practices towards the student-centered ideals.

• 의학교육논단
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• 제16권2호
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• pp.99-107
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• 2014

The purpose of this study was to establish a better operation plan for medical school student internship by gaining a deeper understanding of the student internship process. Toward this end, an investigation was carried out using in-depth interviews of students with experience as student internship at Catholic University of Daegu School of Medicine. Students who participated in the student internship program at Catholic University of Daegu School of Medicine took part in the clinic twice every two-week period for a total of four weeks as a member of the care team. The students performed several activities during their internships, including for example history taking, physical examinations, keeping medical records, simulation of writing prescriptions, clinical skills, patient education, night work, and rounds with the attending professor. In this study were analyzed the contents of a student internship, the difference in clerkship, the competence of the faculty, student participation attitudes and the overall effect of the internship on the students. It was found that the in-depth contents, passion of members including professors and students, especially the role of the professor, was more important component than the contents of the internship program or clinical training. The student-intern system was revealed to have the following positive characteristics: 1) education deeper than clerkship was performed through one-on-one faculty-student interaction, and 2) students' experience was broadened.

• International Journal of Computer Science & Network Security
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• 제22권4호
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• pp.47-52
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• 2022

The current study investigates how student-teacher interaction can be developed through task-based teaching in undergraduate students' Saudi teaching and learning context. An experiment was conducted for five weeks on 85 male undergraduate students at a Saudi public university based in Jeddah, Saudi Arabia. The study investigated different types of student-teacher interaction through task-based teaching (speaking activities). The results revealed that the experimental group (43 students) evinced much more enthusiasm, willingness, engagement and readiness in their inclass participation than their peers in the control group (42 students). The student-teacher interaction also helped students to be more responsive to general and specific topics in speaking activities. The study recommends that decision-makers in education make student-teacher interaction part of the student's monthly assessment. It also recommends that more efforts be made to foster the awareness of students, teachers, and parents awareness of the academic and non-academic importance of interaction. One final recommendation of the research is that student-teacher interaction should be more emphasized and integrated into the school curriculum and adopted as a critical teaching strategy.

• 한국과학교육학회지
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• 제14권2호
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• pp.133-142
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• 1994

Many students have misconceptions that upward direction force act on the object which is moving upward after being thrown vertically upward, and no force act on the object at the top of its flight because the object stop or don't' move at the top. To change these misconceptions, in this study, deductive reasoning tasks were used, and student's responses to the tasks were analyzed. In the first part of this study, student's prior conceptions about force and motion and student's deductive reasoning abilities were investigated. And the second part, student's explanations were classified to either the premise-based or idea-based explanation. In the case of the object which is moving upward, 62% of students who had misconception changed their misconceptions to physically correct concept, but, only 24% of students changed their misconceptions for the object at the top. For the first task, more students changed their misconceptions when they made responses based on premises than based on their own idea(p<.05), so, the first task can be helpful for conceptual change. 40% students changed their own misconception by reasoning deductively based on premises provided in the first task, but only 17% students changed by the second task. Student's reasoning abilities investigated in the first part of this study did not affect the conceptual change. Four students for the first task and one student for the second task did not change their misconception even though they made premise-based explanation and had high reasoning abilities.

• Journal of Chest Surgery
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• 제49권4호
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• pp.321-324
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• 2016

Medical student examination questions of 60 years ago are very rare to find irrespective of medical specialty. Recently, medical student examination questions for thoracic and cardiovascular surgery were found, which were presented between 1957 and 1959 at Seoul National University Medical College. All examination questions were hand-written in six pages by a professor as examiner. Among the six pages, four examination papers were dated and/or the target grade was identified, while the remaining two did not offer any information. These materials are thought to have a valuable historical meaning for the Korean medical community as well as the Department of Thoracic and Cardiovascular Surgery at Seoul National University Hospital.