• Journal of Engineering Education Research
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• v.10 no.4
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• pp.78-92
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• 2007

This study presents how the engineering ethics instructional modules have been developed based on Korean culture and how they are implemented into the existing engineering curricula at Sungkyunkwan University. The engineering ethics instructional modules were designed to be taught by engineering faculty members who did not have any teaching experience in ethics. As a result, it was determined that the engineering ethics instructional modules should include a detailed instructor lesson plan and all supporting resources such as slides (Power Point base), and handouts, or assessment units (pre- and post-test). Two 75 minute modules developed in this study consist of the diverse instructional activities for various student group sizes. In order to improve students' interests and classroom attention, various visual and audio resources such as famous movies, cartoons, and poems were included in the instructional resources. In addition, a number of case studies which might happen in the students' daily lives were chosen. The resulting ethical module No. 1 has been instructed in the existing engineering classes during the 1st semester in 2007. Overall, the students reported positive impressions of the modules and the faculty members also reported favorable perceptions of the modules. Also, team based activities encouraged students to participate in constructing the event trees, which are a basic analysis tool for ethics case studies. The results of this study will provide a guideline of implementing engineering ethics into the engineering curricula to other engineering programs and schools.

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.81-94
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• 2004

The purpose of this study was to research middle school students' interest and practice about the housing education contents in Technology and Home Economics Subject(classify them into three units, application of living space, indoor environment and equipments. support and repair of housing) in their real life. This was the investigation of which 529 middle school students have lived in Jeonbuk province, SPSS program was utilized to analyze percentage. mean and standard deviation. as well as t-test, One-Way ANOVA and Pearson's correlation coefficients. The results of this research were as follows: Middle school students' interest and practice of the housing education contents appeared to the middle level. Middle school students was consider that the order of interest parts of housing contents were indoor environment and equipments. application of living space, support and repair of housing. And the order of practice parts of housing contents were application of living space. indoor environment and equipments. support and repair of housing. There were significant differences in interest and practice of contents according to demographic variables such as sex, educational level of parents, social status of home. school record. Interest about the housing education contents had significant positive relationships with practices of contents of housing education. Therefore. it would be necessary to develop teaching materials and housing education contents promoting interest of students.

• Journal of Korean Academy of Nursing
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• v.47 no.6
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• pp.794-805
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• 2017

Purpose: Interface pressure is a factor that contributes to the occurrence of pressure injuries. This study aimed to investigate interface pressure at common sites of pressure injury (occipital, gluteal and peritrochanteric areas), to explore the relationships among risk factors, skin condition and interface pressure, and to identify risk factors influencing interface pressure. Methods: A total of 100 patients admitted to the intensive care unit were enrolled at a tertiary teaching hospital in Korea. Interface pressure was recorded by a scanning aid device (PalmQ). Patient data regarding age, pulmonary disease, Braden Scale score, body mass index, serum albumin, hemoglobin, mean blood pressure, body temperature, and oxygen saturation were included as risk factors. Data collected from July to September 2016 were analyzed using binary logistic regression. Results: The mean interface pressure of the occipital, gluteal, and right and left peritrochanteric areas were 37.96 (${\pm}14.90$), 41.15 (${\pm}16.04$), 53.44(${\pm}24.67$), and 54.33 (${\pm}22.80$) mmHg, respectively. Predictive factors for pressure injuries in the occipital area were age ${\geq}70$ years (OR 3.45, 95% confidence interval [CI]: 1.19~9.98), serum albumin deficit (OR 2.88, 95% CI: 1.00~8.26) and body temperature ${\geq}36.5^{\circ}C$ (OR 3.12, 95% CI: 1.17~8.17); age ${\geq}70$ years (OR 2.81, 95% CI: 1.10~7.15) in the right peritrochanteric area; and body temperature ${\geq}36.5^{\circ}C$ (OR 2.86, 95% CI: 1.17~6.98) in the left peritrochanteric area. Conclusion: Our findings suggest that old age, hypoalbuminemia, and high body temperature may be contributory factors to increasing interface pressure; therefore, careful assessment and nursing care of these patients are needed to prevent pressure injury. Further studies are needed to establish cutoff values of interface pressure for patients with pressure ulcers.

• Journal of Digital Convergence
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• v.11 no.10
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• pp.103-122
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• 2013

It has been realized that the flavor of coffee depends on the coffee-producing region and the growing condition. It has also been realized that the species of coffee beans influence the taste of coffee. However, coffee education is currently underway mainly for the simple job training of baristas such as roasting, extracting and customer service, and very little education on green coffee is being done. Therefore, this study is to contribute to the basic research material for the curriculum development of green coffee education. Through surveys to coffee instructors and students to investigate the current situation of green coffee education and awareness level of green coffee, the requirements of green coffee education has been analyzed. Further, the teaching direction and learning factors of green coffee have also been analyzed through Interview Analysis to coffee professionals. Based on the result thereof, this study is to suggest systematic lecturing-learning standards by presenting an education goal of green coffee, selection of education contents, determination of subject name, and composition and listing of education units to be learned. This study will be one of the basic research materials to plan and design the curriculum for green coffee education.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.9-14
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• 2020

This study examined whether the integrated education science and resource e-book developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 sciences", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school science course in the 2015 revised curriculum. The science grades are composed of 40 units, including basic science inquiry, matter, life, kinetic and energy, earth and universe. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). As a result of the study, the strategy network was the largest among the UDL principles. As for the domain of the science curriculum, the kinetic and energy was the most common. As UDL detailed items, informations presentation suitable for learners was most frequent in cognitive network. Various ways of searching for data, was most frequent in strategies network. Diverse materials optimized difficulty of contents was most frequent in affective network.

• Journal of the Korean Chemical Society
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• v.55 no.4
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• pp.703-714
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• 2011

The purpose of this study was to investigate the effect of STS modules reflecting Ansan's geological characteristics in Chemistry I on high school students' science related attitudes and preference for STS lessons. The subjects were 10th grade students from K High School in Ansan and comprised 71 students in the experiment group and 78 students in the control group from 2 classes each. Pretest-posttest control group design was employed for the purpose of research. Four STS modules with lesson plans and teaching materials with themes of water, air, and energy, all of which are closely related to high school Chemistry I were developed and applied to the experiment group. The science related attitudes and preference for STS lessons were then examined in pre- and post-tests. The science related attitudes of the experiment group were significantly high in three out of five domains compared to the control group who was taught traditionally. The preference for STS lessons of the experiment group were highly positive in all five areas and were particularly high in the area of 'relation to society'. Such results imply that in order to make effective high school Chemistry I curriculum units related to STS, emphasized by both the 7th National Curriculum and the Revised 7th National Curriculum, it is necessary to use episodes reflecting local characteristics in which students show greater interest and active participation.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.69-94
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• 2009

The purpose of this study was to develop and apply a Korean language education program based on multiple intelligences in a bid to foster the multiple intelligences, self-efficacy and achievement motivation of elementary schoolers in regular language arts class. It's basically meant to create the educational conditions for every child to exert his or her abilities. Two research questions were posed: 1. What should be the objectives, content and teaching-learning methods of a Korean language education program based on multiple intelligences? 2. What effect does a Korean education program based on multiple intelligences have on children's multiple intelligences, self-efficacy and achievement motivation? The subjects in this study were 58 Students in two different third-grade classes in M elementary school in the city of Daejeon. A Korean language education program based on multiple intelligences was implemented during a 4month period of time, and an inclusive approach of multiple intelligences and cooperative learning were applied. The major findings of the study were as follows: First, in order to develop a Korean education program based on multiple intelligences, the kinds of themes that could cover multiple intelligences in an inclusive way were selected in consideration of the learning objectives of the major units of a third-grade language arts textbook(second semester) of the 7th national elementary language arts curriculum. And then an inclusive Korean education program was prepared, which consisted of four stages: problem awareness, problem-solving planning, problem solving, and reflection/application/development. Second, the Korean education program based on multiple intelligences had a positive effect on the children's multiple intelligences, self-efficacy and achievement motivation and suggested some of new directions for school education that typically stressed linguistic and logical-mathematical intelligences only.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.117-136
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• 2008

This research analyzed the contents of the high school home economics textbooks within the 7th Curriculum from three theoretical viewpoints: structure functionalism family development and healthy family. A quantitative and in-depth content analysis were carried out with the six elements of family structure, family role, family relation, family life cycle, adjustment to the aged, marriage and childbirth. From the in-depth analysis, a healthy family viewpoint was reflected in the family structure, family role, adjustment to the aged, marriage and childbirth elements and a structure functionalist viewpoint was found in the family relation element. The family life cycle elements reflected a strong tendency of family development theory. The quantitative content analysis consisting of pictures, illustrations, examples indicated that a structure functional viewpoint was prevalent in both the family structure and family role elements. Overall, structure functionalism and healthy family viewpoint were reflected at similar level in the textbook. Implications for curriculum development, teaching methods and future study were suggested.

• School Mathematics
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• v.19 no.3
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• pp.593-615
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• 2017

The purpose of this study is to develop a mobile-based math learning application and explore its application. In order to develop a learning application, the present study included literature review on math education involving mobile learning, investigation of literature related to mathematics education conducted in a digital environment, and method of use and implementation environment of existing math learning applications by type. Based on these preliminary investigation and analysis, an android version application, 'Mathematics Classroom for Middle School 3rd Graders' was developed. This application can be used for learning units such as Quadratic Functions and Graphs, Representative Value, and Variance and Standard Deviation. For the unit on Quadratic Functions and Graphs, the application was constructed so that students can draw various graphs by using the graphic mode and discuss their work with other students in the chatting room. For the unit on Representative Value, the application was constructed with the mathematical concept of representative value explained through animation along with activities of grouping data acquired after playing archery games by points or arranging them according to size so that students can study when and how to use median value, mode, and average. The application for Variance and Standard Deviation unit was also constructed in a way that allowed students to study the concept of variance and standard deviation and solve the problems on their own. The results of this study can be used as teaching & learning materials customized for individual student in math classes and will provide anyone the opportunity to engage in an interesting self-directed learning of math at anytime. Developed in the format of real life study, the application will contribute to helping students develop a positive attitude about math.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.130-141
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• 2017

This study examined the effects of learners' job competency development on their vocational key competency improvement in lifelong education based on national competency standards. A survey was empirically carried out to 480 learners of lifelong education institutions in Seoul and the results were statistically analyzed. Covariance analysis was conducted to allow for external influences of lifelong education learners' educational environment in the process that verifies the effects of job competency development on vocational key competencies classified into 4 units, namely, mathematical skill, problem-solving skill, resource management skill, and communication skill. The findings are summarized as follows. First, all factors of job competency development had no effect on mathematical competency in the single dimension. Second, the testing of hypothesis 2 showed that education system(F=3.021, p<.05) and curriculum(F=6.684, p<.05) of job competency development factors had a significant positive effect on mathematical competency in the single dimension. Third, the testing of hypothesis 3 showed that only curriculum(F=5.865, p<.05) of job competency development factors had a significant positive effect on resource management in the single dimension. Fourth, the testing of hypothesis 4 showed that all factors of job competency development had no effect on communication in the single dimension. These findings suggest that the proper harmony of both education system and curriculum or all education system, curriculum and evaluation management in the combination of lifelong education support with teaching interaction can have a positive effect on the improvement of communication.