• 한국응급구조학회지
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• 제28권1호
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• pp.97-112
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• 2024

Purpose: This study compared the relative importance of educational content, teaching methods, and evaluation methods in the patient assessment curricula of 119 emergency medical technicians (EMTs). Methods: First, we identified the educational content, training hours, and teaching and evaluation methods of the existing patient assessment curriculum based on the National Competency Standard learning module. Second, we surveyed 30 EMTs affiliated with 119 services using the Analytic Hierarchy Process (AHP) method. Subsequently, we compared the differences between the current curriculum and the AHP analysis results. Results: Currently in operation, the "Advanced EMT Course" comprises three learning modules: assessment of patient status, scene size-up and triage, and assessment using monitoring devices. Among these, content related to the assessment of patient status received the most allocated time and was deemed the most important according to the AHP survey results. Conversely, while less time was allocated to scene size and triage compared with assessment using monitoring devices, the former was assessed as more important than the latter in the AHP results. Furthermore, scenario-based team training and procedure-focused individual practice were evaluated as relatively important teaching methods, while practical examination using a checklist was deemed the most appropriate evaluation method for all learning content. Conclusion: To improve the patient assessment curriculum, we propose adjusting teaching hours and introducing new teaching and evaluation methods based on the results of relative importance. The proposed improvement plan will contribute to enhancing the competency of 119 EMTs.

• 한국수학교육학회지시리즈A:수학교육
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• 제38권2호
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• pp.173-177
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• 1999

This study has its purpose to diversify teaching and evaluation for college mathematics, moreover increasing students loaming ability, who dislike or have lower ability to study. Cooperation, level learning and various evaluation make students better reaction in 1999 first term than in 1996 first term. Also we hope more researches for this field could be syudied.

• 한국지구과학회지
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• 제26권5호
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• pp.367-375
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• 2005

본 연구에서는 문헌 연구, 설문 조사, 수업관찰 및 교사 면담 등을 통하여 수업평가 기준의 목적, 개발이 필요한 이유, 수업평가 기준의 역할 등을 살펴보았다. 이어서 현장 교사들이 생각하는 수업평가 기준 개발의 바람직한 주체가 누구이며, 수업평가 기준이 개발될 경우 누가 가장 많은 혜택을 받을 것으로 기대하는지를 살펴보고, 나아가 수업평가(기준) 정착을 위한 선결 요건을 고찰하였다. 요약하면, 수업 평가기준은 (1) 초보자를 위한 지침, (2) 숙련된 전문가를 위한 지침서 (3) 개선 노력을 집중할 부분을 파악하는 구조, (4) 교직이외의 다른 공동체들과의 의사소통의 수단이 될 수 있다. 또한, 수업평가는 물론 수업평가 기준 개발의 주체는 교사들이어야 하며, 일반 기준과 차별화 되는 교과별 기준, 즉 과학과 수업평가 기준 개발의 필요성을 논의하였다. 즉, 교과별 수업평가 기준 개발은 교사들의 적극적인 참여와 교육과 관련된 주요 이해당사자들이 폭넓게 참가하지 않고서는 성공하기 어렵다. 이러한 수업 평가기준 개발의 성공 여부는 이러한 평가기준이 일반 공동체, 특히 교육 공동체에 의해 수용되는 수준에 따라 결정될 것이다.

• 한국간호교육학회지
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• 제27권4호
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• pp.423-435
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• 2021

Purpose: The purpose of this study is to identify the educational needs of a severe trauma treatment simulation program based on mixed reality which combines element of both virtual reality and augmented reality. Methods: Focus group interviews were conducted with ten military hospital nurses on February 4 and 5, 2021. The collected data were analyzed using a qualitative content analysis. As a framework for data analysis, the educational needs were clustered into the following four categories: teaching contents, teaching methods, teaching evaluation, and teaching environment. Results: The educational needs for each category that emerged were as follows: three subcategories including "realistic education reflecting actual clinical practice" and "motivating education" for teaching contents; five subcategories including "team-based education," "repeated education that acts as embodied learning," and "stepwise education" for teaching methods; six subcategories including "debriefing through video conferences," "team evaluation and evaluator in charge of the team," "combination of knowledge and practice evaluation" for teaching evaluation; six subcategories including "securing safety," "similar settings to real clinical environments," "securing of convenience and accessibility for learners," and "operating as continuing education" for teaching environment. Conclusion: The findings of this study can provide a guide for the development and operation of a severe trauma treatment simulation program based on mixed reality. Moreover, it suggests that research to identify the educational needs of various learners should be conducted.

• 공학교육연구
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• 제17권5호
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• pp.13-16
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• 2014

This paper describes the evaluation procedures which was applied to the team teaching-based technical writing and presentation class. Among the various evaluations for the class, three major cases are introduced. Self-established goal evaluation, presentation evaluation and team evaluation are those. Each evaluation is designed to promote or evaluate student activities from the class. And it was found to be effective for team-based writing class.

• 한국과학교육학회지
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• 제32권8호
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• pp.1378-1389
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• 2012

Environmental education is usually taught across the curriculum in most of the countries. This teaching approach has been a challenge for teachers to implement it especially in the Malaysian curriculum context. Thus, science teachers require effectual Pedagogical Content Knowledge of Environmental Education (PCK-EE). The purpose of this study was to explore the influence of teaching option and teaching experience on science teachers' PCK-EE. Five components of PCK-EE were investigated in this study, which were: a) knowledge of curriculum, b) knowledge of content, c) knowledge of student, d) knowledge of teaching strategies, and e) knowledge of evaluation. 347 secondary science teachers from the state of Selangor have participated in this survey study. The questionnaire used had 60 items. The findings revealed teaching option has a significant influence on science teachers' knowledge of content (p=0.000); knowledge of student (p=0.000) and knowledge of teaching strategies (p=0.016). In the case of teaching experience, it was found that there is a low correlation on knowledge of content (r=0.174) and knowledge of evaluation (r=0.170) only. Implication of this study leads to the suggestion in enhancing teachers' service training to improve their PCK-EE and subsequently their ability in teaching environmental education across curriculum.

• 환경위생공학
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• 제21권2호
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• pp.69-83
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• 2006

This research aims to improve the environmental education for elementary student's education program. That let environmental education be connected to other curriculum with a compunction enhancement plan to the internal volume side of environmental education, and grope for activation of compunction environmental education with curriculum necessary paradigm conversion of education for continuance possibility in green education. In case of legal and system, improving of legal and system by establishment of the environmental education act for system repair and source of revenue preparation of environmental education is needed. Based on importance of teaching-education and evaluation, it must be developed various teaching-education ways of environmental education in case of curriculum and an improvement of teaching-education ways and evaluation must be performed. After teaching-education about environmental education has been executed, a teaching-education improvement must be performed by evaluation.

• 유통과학연구
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• 제22권1호
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• pp.115-125
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• 2024

Purpose: This study is to analyze the purchasing process and distribution management requirements for teaching materials that have important meaning in the practical field of preschool education. Research design, data and methodology: A structured questionnaire was used to survey 103 childcare staffs regarding the purchasing process and distribution managements. The collected data underwent Likert's 5-point scale analysis and keyword grouping. Additionally, ANOVA was conducted to examine the distribution management demands based on demographic characteristics. Results: The purchasing of teaching materials involved more offline channels than online, and the purchase decisions were predominantly made by principals rather than teachers. Although the purchasing process is similar to that of general businesses, there are difficulties in purchasing due to the disorganized distribution channels and limited accessibility to product information. Additionally, the management of inventory for teaching materials is challenging due to limited personnel and storage. Childcare staffs have requirements for classification systems, evaluation criteria, environments and policies related to teaching materials distribution. The need to introduce a teaching material evaluation and certification system to ensure quality was not high. Conclusions: Most of the respondents recognized that strict management and measures should be taken for the distribution of teaching materials. There were differences in the demand of teaching material distribution depending on the respondents' status, age, education, and experience.

• Educational Technology International
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• 제8권2호
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• pp.73-91
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• 2007

The purpose of this study is to explore tools for systemic and integrated teaching analysis in recognition of problems derived from the existing teaching analysis which have been held fragmentarily and temporarily. In order to do so, a teaching analysis tools is identified by examining the current services of video-taping and analysis, which are the most representative teaching analysis methods among the Centers for Teaching and Learning (CTLs) in Korea, and by redefining teaching analysis through literature review. A teaching analysis is to be done to challenge teachers to change and grow by providing a motive to reflect on the act of teaching and carry out improvements, and it has to be held covering the general act of teaching and examined through diverse methods in systemic and multidimensional perspectives over a full period of teaching. In this study, an act of teaching is examined in four areas: planning, teaching skill, evaluation and reflection, and teaching analysis frameworks according to an act of teaching are suggested by periods of before, during, and after a term. Teaching analysis methods are also suggested by the frameworks.

• 한국가정과교육학회지
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• 제33권4호
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• pp.119-137
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• 2021

본 연구는 청소년의 바람직한 식생활 형성을 위해 온·오프라인을 연계할 수 있는 '블렌디드 러닝'의 수업 방식을 활용하여 중학교 기술·가정① '청소년기 영양과 식행동' 단원으로 교수·학습과정안을 개발하는데 목적이 있다. 본 연구에서 개발된 교수·학습과정안은 한국교육과정평가원의 '분석-설계-개발-평가 및 수정'모형을 적용하였다. 블렌디드 러닝에 적합한 교과서 내용을 분석하고, 차시별 주제, 교수전략, 매체 및 평가도구를 선정하여 교수·학습과정안을 설계하였으며 이를 활용하여 교수·학습과정안, 활동지, 평가도구를 개발하였다. 또한, 개발된 교수·학습과정안은 전문가 검증을 받아 수정·보완하였다. 본 연구의 결과를 살펴보면, 블렌디드 러닝을 적용한 '청소년기 영양과 식행동' 단원의 교수·학습과정안은 현시점에 부합성이 있는 것으로 나타났으며 블렌디드 러닝을 적용한 온라인 수업에서는 학생들이 모둠 및 발표 활동을 제시하여 학습자들의 참여도 및 흥미가 저하되지 않도록 구성되었다. 그리고 개발된 교수·학습과정안은 수업 의도에 맞게 패들렛, 띵커벨과 같은 원격수업 도구를 사용하여 온라인 환경에서도 원활하게 수업이 진행되도록 개발되었음을 확인하였다. 본 연구에서 개발된 블렌디드 러닝을 활용한 교수·학습과정안이 온라인 수업에서 청소년기인 학생들의 올바른 식생활을 실천할 수 있는 수업으로 활용될 수 있고, 더불어 다양한 수업환경을 띠는 블렌디드 러닝 수업에서도 효과적으로 활용될 수 있기를 기대한다.