• 대한공업교육학회지
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• v.38 no.2
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• pp.89-113
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• 2013

The study started from the point that learners should be basically equipped to quickly respond to changes in demand for future human resources efficiently and effectively, and an attitude to take part in learning voluntarily should thus be cultivated. To this end, the author applied the TAI model based on a module as a class strategy to solve problems related to several classes occurred in specialized high schools. This application of the TAI model was also motivated by the necessity for designing an appropriate teaching-learning method that encourages improvement of self-learning capacity, consistent learning motivation, and willingness rather than external factors. Through this work, the author aims to heighten the interest of learners and improve endurance in learning. The study results are as follows. First, the learning unit was structuralized as a module and then learning stages were proceeded with so that capacity to adapt to learning would improve. The achievement standard (learning goal) was structuralized in a module type by analyzing and reorganizing the textbook considering the link between the actual practice field and a curriculum based on subject characteristics. Through the process of module type learning stages, the student's capacity to ascertain characteristics of units and to adapt to learning both improved. Second, through application of a TAI model based on a module, Self-Directed Learning capacity and capacity to adapt to a new field improved. By applying the module, Self-Directed Learning could be accomplished more effectively than in the existing passive learning environment. By grafting cooperative learning of the TAI model, students had greater interest and achievement in classes, self-confidence and community consciousness, and an opportunity to broaden their thinking. In particular, improvement of self-confidence is effective in cultivating the capacity required in industrial society to transcend the learning of simple functions and knowledge, as well as the capacity to adapt to new environments. Third, by solving tasks focused on fields related to industrial sites, not only actual survey capacity but also additional capacity to identify and solve tasks through various experiences improved. Furthermore, it was helpful for students to have interest and motivation about their own life and learning to cultivate the qualities and capacity to adapt to the working world where new knowledge and technology rapidly change. Fourth, by applying a standard-based assessment system for technical subjects introduced in 2012 to model design for learning plans, clearer and more objective assessment criteria were arranged, and individual learning through instruction at each achievement level could be accomplished. This improved achievement level of individual learners was helpful in reaching achievement goals at specific levels by overcoming the disadvantages of cooperative learning in each group.

• Journal of the Korean Institute of Landscape Architecture
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• v.41 no.2
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• pp.38-46
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• 2013

The goal of vocational school is to provide students with basic skills and help develop them to have satisfactory careers. With the knowledge they have learned, it helps them to find their interests and aptitudes when they graduate. The government is putting a lot of effort into clarifying the goal accomplishment and the vision proposals of vocational schools, and the structure-oriented guidance controlled by the government is thought to be very influential to the social structure and individual perceptions. Social stereotypes(discrimination) and perceptions that can be the core of a social structure need to be transformed for people to be fulfilled in their careers in the upcoming advanced Korean society. The important solution is to form correct values and a system of career selection which can ensure a stable future for students. Therefore, to carry out research regarding training human resources in terms of students from vocational schools' landscape architecture majors in an approaching method with a new perspective, we analyzed education plans from vocational schools in 11 regions, textbooks used in common, governmental publications regarding career education policies of vocational schools and questionnaires from students who are majoring in landscape architecture at vocational schools. As a result, we were able to find out the types and the frequencies of career-occupation education at each school through analysis of education plans and the necessity to control the amount and the level of the contents for high school students to have careers in analyzing textbooks. In addition, in Ministry of Education, Science and Technology's analyzing career education policies of vocational schools, we figured out the government's policies and directions of training. From the questionnaires from students majoring in landscape architecture, we were able to compare and analyze the satisfaction level of students on career education(education plans), textbooks, governmental career policies and career selection.

• Journal of Preventive Medicine and Public Health
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• v.26 no.3 s.43
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• pp.359-370
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• 1993

To identify the smoking status and its related factors in middle and high school boys in Kwanju a study was performed from 15th to loth of June 1992. Population were selected by two-stage stratified random sampling method and total 3,959 students replied to the self-administered questionnaire survey (1,574 in middle school, 1,664 in academic high school, 712 in business high school). The results were as follows ; 1. The proportion of current smokers was 1.5% in middle schools and 20.1% in high schools. And the smoking rates increased with school grade years (p<0.01). 2. For the motivation of smoking, curiosity was the most frequent factor and the next was temptation by friends. 3. The most common situation on the first experience of smoking was that middle school boys smoked a cigarette which was found in a house, through curiosity, with friends, at home. High school boys smoked a cigarette taken from friends, through curiosity, with friend, on the road or at home. 4. The proportion of smokers who smoke a cigarette regularly was 34.8% among smokers in middle school and 70.2% among smokers in high school. The most proportion of duration of smoking was less than 1 month among middle school boys (20.8%) and more than 2 years among high school boys (43.9%). The first smoking experience was in elementary school among middle school boys and the third grade of middle school in high school students. Most current smokers (73.9% in middle school boys, 65.3% in high school boys) wanted to quit smoking. 5. Smokers had significant association with intimate friend's smoking, mother's and brother's smoking, inharmonious friendships, dissatisfied with home and school life, lower school grades, generous attitude to other smokers, lack of knowledge to passive smoking and no contact to mass media (TV) (p<0.01).

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.425-443
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• 2013

We developed problem-solving type inquiry learning programs reflecting scientists' research process and analyzed the activities of science-gifted high school students, and the understanding and the effects of the programs after implementation in class. For this study, twelve science-gifted students in the 10th grade participated in the program, which consisted of three different modules - making a cycloidal pendulum, surface growth, and synchronization using metronomes. Diet Cola Test (DCT) was used to find out the effect on the improvement of the ability to design experiments by comparing pre/post scores, with a survey and an interview being conducted after the class. Each module consisted of a series of processes such as questioning the phenomenon scientifically, designing experiments to find solutions, and doing activities to solve the problems. These enable students to experience problem-solving type research process through the program class. According to this analysis, most students were likely to understand the characteristics of problem-solving type inquiry learning programs reflecting the scientists' research process. According to the students, there are some differences between this program class and existing school class. The differences are: 'explaining phenomenon scientifically,' 'designing experiments for themselves,' and 'repeating the experiments several times.' During the class students have to think continuously, design several experiments, and carry them out to solve the problems they found at first. Then finally, they were able to solve the problems. While repeating this kind of activities they have been able to experience the scientists' research process. Also, they showed a positive attitude toward the scientists' research by understanding problem-solving type research process. These problem-solving type inquiry learning programs seem to have positive effects on students in designing experiments and offering the opportunity for critical argumentation on the causes of the phenomena. The results of comparing pre/post scores for DCT revealed that almost every student has improved his/her ability to design experiments. Students who were accustomed to following teacher's instructions have had difficulty in designing the experiments for themselves at the beginning of the class, but gradually, they become used to doing it through the class and finally were able to do it systematically.

• Journal of Preventive Medicine and Public Health
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• v.9 no.1
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• pp.11-24
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• 1976

This study was a part of large scale of a prospective study on attitudes of professional students in medicine, nursing and teaching toward population related issues in Korea. The study was first conducted in May 1974 and then in May 1975 for the 1974 class cohot using a questionaire consisted of attitude scales and other items developed by Lee. The purpose of stuay was twohold, namely, to determine the difference in students among specializations on one hand and between the first and second years in the 1974 class cohot regarding tile subject matter. A one-way analysis of variance was used for attitude scale, and absolute and relative frequency were computed for the analysis of non-attitude scale items by employing Fishers' Ratio and Duncan's multiple range test at 5% level and chi square test at 5% level as significance tests. The hypothesis 'students in health profession are more likely to have positive attitudes toward population related issues progressively as class year advances than students in teaching profession' was tested and the following results were obtained: 1) Nursing students were more likely to display favarable attitudes toward family planning than medical or teaching students although the class cohot showed slightly negative improvement in the second year. Medical and teaching students apperaed to have slightly improved attitudes in the second year. 2) Respondents in general perceived national family planning program as a means of population control and this tendency was more true among nursing students as the class year advances than two other professional groups of students. Students in teaching profession appeared to perceive it more as a means to improve individual family welfare while health students were likely to see as to improve maternal and child health. This tendency was progressively improved as the class year advanced. 3) The majority of students regardless of their respective specializations believed that family planning program should be directed toward the improvement of individual family welfare. No progressive changes in the class cohot were observed. 4) About the plan to use contraceptives in future, no singnificant differences were observes among different specializations nor in different class years. However, the majority was confirmed to have a plan to use contracepives in future. An increasing proportion of the undecided category was observed, as class year advanced among health students. 5) Students in health profession were found to be more favorable about 'more leisure opportunities' as motive for limiting number of children whereas education students indicated the reasons as 'facilitate ambitions' and 'economic base' The progressive changes toward positive direction in both groups were observed as the class years advanced. 6) Attitudes toward induced abortions of the health students were observed to be positively related to class years while an inverse relationship was found in teaching students who showed much less favor in the subject matter than health students. This phenomenon may be due to the different exposure to learning environments unique to respective specializations. 7) Health students were found to have more favorable attitudes toward population education in general than the teaching students. The teaching students appeared to have changed more to the negative direction when they became the second year while no such development was observed in health students. The teaching students seemed to hold a very conservative position with regard to sex education in schools. 8) About the equality of sexes, the nursing group was found to be most favorable while the reverse was true in the teaching group. A change in the negative direction as the class year advanced was found in the teaching group. 9) About questions related to fertility values-the 10 percent of respondents regardless of specialization indicated that they would maintain their single status in future, however no change was observed in the second year. The desired number of children was found to be two by the majority of students in nursing, medicine and teaching in order of high proportion. No changes in a different class year were observed. The childless marriage was seen by nursing students as a problem more than other students, but a slight change in positive direction was found when the nursing students became the second year. In summing, as data supported in the above, students in health profession demonstrated more favorable attitudes toward population related issues than the teaching students and this tendency became more apparent in the second year. It was noticed that health students were more conscious about the health aspect of population and family planning program while the teaching students gave more attention to the socioeconomic aspect. The sex variable seemed to have operated in the item related to the equality of sexes. In conclusion, as data presented in the above, the hypothesis of this study was accepted except in the few items. It should be noted that the limitation of this study is the short duration of the observation in measuring the possible attitude changes. It should include curriculum analysis for the respective specializations in order to indentify the area of curriculum impact on students in future study.

• Journal of Preventive Medicine and Public Health
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• v.20 no.1 s.21
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• pp.129-136
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• 1987

To determine the hepatitis 8 virus infection rate of the medical school students and appropriate time for immunization with hepatitis B vaccine,355 students in the 1st, 2nd and 3rd grades of Medical School of Kyungpook National University who had not been vaccinated and volunteered to participate in this study were tested for HBsAg, anti-HBs and anti-HBc with radioimmunoassay method (Abbott Lab. kit). A questionnaire was administered to ask the history of transfusion, acupuncture and surgery. HBsAg positive students were retested 16 months after the initial test. Overall HBsAg positive rate was 6.8% and the age adjusted rate for male (7.2%) was higher than that for female (4.9%). Anti-HBs positive rate was 35.3% (36.1% for male, 37.9% for female) and anti-HBc positive rate was 45.5% (46.5% for male,44.7% for female). Overall hepatitis B virus (HBV) infection rate was 49.1% and the infection rate for male (50.3%) was slightly higher than that for female (46.5%). HBsAg positive rate and infection rate were increased as the grade increased but it was attributed to the age distribution of the students. HBaAg positive rate for 20 years old students was 1.7%; 21 years, 6.6%; 22 years, 6.1%; 23 years, 12.2%; and 24 years and older, 6.4%. HBV infection rate showed an increasing trend as age increased; 45.8% for 20 years,41.5% for 21 years, 49.5% for 22 years, 55.5% for 23 years and 59.6% for 24 years and older. The age differences in HBsAg positive rates and HBV infection rates did not reach the statistical significance level of 0.05. However, these findings and similar age differences in HBsAg positive rates and HBV infection rates observed in other study suggest that there is a significant age differences. Study of the same age group in other schools and different social classes is warranted to confirm the age difference. Clarification of the reason for such differences would provide a clue to identify the major route of HBV transmission in this age group. Among 26 HBsAg positive students in the initial test, only one student was active hepatitis patient. Out of 24 students who had follow-up test after 16 months 22 students were positive for HBaAg and two students became HBsAg negative and anti-HBs positive. It is obvious that nearly one-half of the medical school students were infected with HBV before 20 years of age and the HBV infection occurs in medical school. Thus, it is recommended to test all the students for HBV infection soon after the admission to the medical school and immunize all the susceptible students with hepatitis B vaccine and give booster as they start to practice at a hospital.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.442-448
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• 2016

This study was conducted to determine the appropriateness of systemic radiation exposure control for students in clinical practice by comparing radiation exposure in radiography employees at different stations of a hospital with that of students conducting clinical practice using identical stations. Overall, 121 students who conducted clinical practice in the department of radiology area of C university hospital from July 2014 to August 2014 and 62 workers working in the same medical facility (47 in the department of radiology, 8 in the department of radiation oncology, 7 in the department of nuclear medicine) were investigated. The radiation exposure experienced by students was measured for 8 weeks, which is the duration of the clinical practice. Additionally, radiation exposure of workers were classified into 4 groups, department of radiology, department of radiation oncology, and department of nuclear medicine was compared. Dose was measured with OSLD and differences among groups were identified by ANOVA followed by Duncan's multiple range test. Among employees, those in the department of radiology, oncology and nuclear medicine were exposed depth doses of $0.127{\pm}0.331mSv$, $0.01{\pm}0.003mSv$, and $0.431{\pm}0.205mSv$, respectively, while students were exposed to $0.143{\pm}0.136mSv$. Additionally, workers in the department of radiology, oncology and nuclear medicine were exposed to surface doses of $0.131{\pm}0.331mSv$, $0.009{\pm}0.003mSv$, and $0.445{\pm}0.198mSv$, respectively, while students were exposed to $0.151{\pm}0.14mSv$, which was significantly different in both doses (p < 0.01). The average dose that students received is higher than that of the other groups (except for nuclear medicine workers), indicating that further improvements must be made in systemic controls for individual radiation exposure by including the students as subjects of management for protection from radiation.

• The korean journal of orthodontics
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• v.28 no.4 s.69
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• pp.517-531
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• 1998

The purpose of this study was to investigate the changes in the craniofacial skeleton subsequent to chincap therapy in the juvenile skeletal Class III malocclusion with more appropriate control samples. The experimental group consisted of 29 Korean children(14 males, 15 females) who had skeletal Class III malocclusion with prognathic mandible and were undergone chincap thorny from the beginning of treatment. The control group was composed of 21 Korean children(10 males, 11 females) who had no orthodontic treatment, but with similar skeletal discrepancies to experimental group. Lateral cephalometric radiographs at the age of 7, and 2 years later were analyized and compared with student's t-test(p<0.05). The results of this study were as follows; 1. The control group without chincap therapy had not shown any improvement of the skeletal discrepancies, but had grown to be much severe. This means that the untreated Class III patient with prognathic mandible would not be corrected by growth. For the experimental group with chincap therapy, the anterior-posterior skeletal discrepancies and mandibular prognathism were both improved. 2. Neither significant restraint nor acceleration of growth was found in the cranial base and maxilla by chincap treatment. 3. The inhibition of mandibular growth could not be accepted, but the changes of the direction of growth and morphological changes were found. 4. Vertical growth tendency was increased with chincap therapy. 5. When Putting together the results of the analyses , it seems to be the rotation and displacement of the mandible that the major treatment effects of chincap we. The changes of the direction of growth and the morphological changes also seems to contibute to the treatment effect partly. In summary, the chincap doesn't restrain the mandibular growth. But, it is considered as a useful treatment modality for correction of skeletal discrepancies and reduction of mandibular prognathism in growing Class III patients with madibular prognathism.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.225-238
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• 2011

The purpose of this study was to investigate the effects of the instruction with question-creation training, compared with traditional science instructions. The instruction with question-creation training is to give students chances to make questions by themselves based on what they learned before the end of the classes. The four effects of the instruction were studied: students' achievement, metacognition, self-efficacy, and the level of the questions created by the students according to different proficiency levels. Research data was gathered from 65 second grade students at a middle school in Busan. The comparative group was instructed in traditional lecture-type teaching method. The experimental group was instructed with questioncreation training. Students in the experimental group were asked to make 3 questions by themselves and then, to solve their peers' questions about 15 minutes before the end of the classes. Both groups were divided into 3 groups by proficiency level according to the results of last semester's science test. Before the research, a metacognition test and a self-efficacy test were conducted. After the research, an achievement test, a question level test, a metacognition test, and a self-efficacy test were conducted and analyzed by t-test. The research data for question level was analyzed by one-way ANCOVA. The results of this study revealed that question-creation training has a positive effect on student's achievement, metacognition, and self-efficiency. It also showed most of the students have gained an ability to make higher-level questions regardless of their proficiency level due to the increased number of students who made higher-level questions. It also showed that most of the students could gain an ability to make higher-level questions regardless of their proficiency level from the fact that the number of students who made higher-level questions increased in every proficiency level.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.575-596
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• 2012

Students' perception on a science program for gifted was investigated. The whole program was designed in consistency and integrity based on the Autonomous Learner Model suggested by Betts & Kercher(1999). 7th, 8th and 9th grade students were enrolled in this program, offered by G Education Institute for Gifted(GEI) located in Seoul. A survey was done to ask students' perception regarding the effect of the program. The survey consisted of statements about the expected effects of the program and students were asked if they agreed with the statements. Most students strongly agreed that GEI's program has positive effects. Students replied that they learned useful and interesting science contents, enjoyed meaningful experience of cooperating with members in small groups, and were challenged by the inquiry tasks. They recognized that they were being trained to become autonomous learners. They also said that their choices and decisions were respected, which resulted in positive effects on their ability to negotiate or to inquire actively. These implies that Autonomous Learner Model had been successfully applied. Although it was not clear autonomy of students was fully grown, the possibility of becoming an autonomous learner was evident. Satisfaction level is higher for the older students, implying that the integrity in the program gave accumulating effect. Students response showed that three sub-programs of GEI, the classes of each subject, conference at the end of the year and autonomous learner training played equally important role for students to learn the process of scientific inquiry and autonomous learning. This was a positive sign that the strategies for scientific inquiry and autonomous learning were embedded and integrated deeply in the program. The results of current research suggests that the integrity of a program based on a specific education model for the gifted could provide better education environment for the gifted students.