• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.113-123
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• 2017

This research is designed to review the systems thinking and STEAM theory while ascertaining the effects of the classroom application of the STEAM programs based on systems thinking appropriate for studying climate change. The systems thinking based STEAM program has been developed by researchers and experts, who had participated in expert meetings in a continued manner. The program was applied to science classes over the course of eight weeks. Therefore, the application effects of the systems thinking based STEAM program were analyzed in students' systems thinking, STEAM semantics survey, and students' academic achievement. The findings are as follows. First, the test group has shown a statistically meaningful difference in the systems thinking analysis compared to the control group in the four subcategories of 'Systems Analysis', 'Personal Mastery', 'Shared Vision' and 'Team Learning' except for 'Mental Model'. Second, in the pre- and post-knowledge tests, the independent sample t-test results in the areas of science, technology, engineering, art and mathematics show statistically meaningful differences compared to the control group. Third, in the academic performance test regarding climate change, the test group displayed higher achievement than the control group. In conclusion, the system-based STEAM program is considered appropriate to enhance amalgamative thinking skills based on systems thinking. In addition, the program is expected to improve creative thinking and problem-solving abilities by offering new ideas based on climate change science.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.22
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• pp.9631-9634
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• 2014

Background: : In 2012, the breast cancer estimate worldwide stood at 1.67 million new cases, these accounting for 25% of all types of cancer diagnosed in women. For 2014, 57,120 new cases are expected, with a risk estimated at 56.1 cases for every 100,000 women. The objective of this study was to analyze the satisfaction regarding the use of external breast prostheses by women undergoing mastectomy. Materials and Methods: This cross-sectional study was conducted with 76 women who used an external breast prosthesis (EBP), registered in the services of the Cuiaba Center for Comprehensive Rehabilitation, Mato Grosso, Brazil, from 2009 to 2012. Data were collected from the records of women who had requested the opening of a process of external breast prosthesis concession. Results: Satisfaction with the EBP was identified in 56.6% of the women. Those satisfied with the EBP reported that its weight was not annoying (p<0.01). Although the women felt body sensations of stitches, pains, pulling, dormancy and phantom limb, they are satisfied with the EBP. The variable related to the displacement of the breast prosthesis during activity of everyday life has demonstrated that even though the women have reported the possibility of displacements, they are satisfied with the EBP. The satisfaction with the use of external breast prosthesis did not affect the sexuality of the women with mastectomy. Conclusions: Learning the specificities of the EBP, taking into consideration the satisfaction of its use, allows the rehabilitation team, by listening to their clientele more attentively, following up this woman throughout her life journey, supporting and guiding the best way of use, with an eye to her personal, emotional and social life, as well as to her self-esteem.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.76-94
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• 2001

Promoting positive values, attitudes, participation and personal actions on the basis of the acquisition of one's knowledge and skills is emphasized on teaching environmental education. To complete this purpose of environmental education, it is necessary not only to use various and practical educational resources, but also to develop information system, with multimedia and internet, which are effective for learning. This research attempts to assess the consistency of planning, organization and operation of integrated program for social environmental education which was developed for the necessities mentioned above. We surveyed about the accuracy of contents, usefulness, convenience and easiness of Integrated program for social environmental education. Also, we used a questionnaire to clarify the values and attitudes of respondents after they took environmental education. Then, technically, descriptive statistical method has been used to analyze the results of these surveys. Finally, we conduct an examination of the distribution of chi-square to verify the relationship between the learner's experience of using computer and one's concern about environmental issues. The results of this program, developed by research team, can be assessed by following five basic elements: usefulness, practicality, appropriation, efficiency and effectiveness. More than 90% of respondents said that this program is convenient and easy to loam. Also, more than 85% of whole respondents identified that after teaming this program they recognized more clearly what the main contents of environmental education are. In addition, we got positive response from 93% of respondents that they could understand environmental problems. On the other hand, values and attitudes of respondents have not improved a lot after the environmental education compared with the remarkable change in their recognition and understanding of environmental issues; only 34% of respondents responded that they changed their life style for making better environment after teaming this program. But it is clear that they understand much better about the environmental policy after they are educated. Developed by using information system, this integrated program for social environmental education may get different results according to a respondent's experience of using computer. Therefore, the more a respondent got a chance to use computer for a long period of time, the more he/she gave positive evaluation on the convenience and easiness of this program. However, there was no certain relationship between the frequence of using computer and one's understanding of environmental issues. Futhermore, a person who has constant concerns about environmental problems showed more positive attitudes against the understanding of environmental education. This integrated program for social environmental education, characterized by integrated, specialized and efficient educational system, can also be used as a curriculum or teaching materials for environmental education for adults; especially, it would be appropriate for teaching learners at all levels, who have different personal characteristics, to let them acquire virtual education by using information system.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.2
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• pp.501-506
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• 2015

Background: To evaluate the effectiveness of the National Train-the-Trainers Program for Hospice and Palliative Care Experts (TTHPC) sponsored by the National Cancer Center of Korea between 2009 and 2012. This program was developed to improve the teaching skills of those in the field of hospice and palliative care (HPC). Materials and Methods: Training was offered in eight 1-day sessions between 2009 and 2012. The effect of the program was measured using Kirkpatrick's model of educational outcomes. First, levels 1 and 2 were evaluated immediately after the 1-day program (n=120). In 2012, the level-3 evaluation test was administered to trainers who offered at least one HPC training (n=78) as well as to their trainees (n=537). Results: The level-1 evaluation addressed participant reactions to and satisfaction with the program. Participants (n=120) were generally satisfied with the content, the method, and the overall course (mean range: 3.94-4.46 on a five-point Likert scale). The level-2 evaluation (learning) showed that participants gained knowledge and confidence related to teaching HPC (4.24 vs. 4.00). The level-3 evaluation (behavioral), which assessed trainers' application of teaching skills to HPC, showed that trainees rated the teaching methods of trainers (mean range: 4.03-4.08) more positively than did trainers (p<0.05). Female trainers were more likely than were male trainers to plan sessions in consideration of their trainees' characteristics (4.11 vs. 3.58; p<0.05), and nurse trainers were more likely than physician trainers to use a variety of instructional methods (4.05 vs. 3.36; p<0.05) Conclusions: We conducted systematic evaluations based on Kirkpatrick's model to assess the effectiveness of our train-the-trainers program. Our educational program was practical, effective, and followed by our HPC experts, who needed guidance to learn and improve their clinical teaching skills.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.468-480
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• 2004

It has been criticized that there are discrepancy between 'general statements' of the curriculum and subject-matter curricula. The possible reasons for this are as follows: The developers of the general statements were educational curriculum specialists. These specialists were not good enough to develop general statements and guidelines of subject matter curricula reflecting the characteristics of science contents, to examine developed science curriculum, and to give feedback to science curriculum developers. Under the present curriculum developing system where curriculum is developed in ten months or less by the research team commissioned unpredictably and imminently, it might be difficult to develop valid and precise science curriculum reflecting the purport of the general statements and teachers' needs. The inadequacy of these curriculum development processes resulted in (1) inconsistent statement about the school year to be applied to differentiated curriculum, (2) abstract and ambiguous stating about the characteristics, teaching-learning and assessment guidelines of enrichment activities, and (3) failure to reduce science contents to a reasonable level. Therefore curriculum development centers should be designated in advance to do basic research at ordinary times, and organized into a cooperative system among them. Two years or more of developing time and wider participation of scientists are recommended to develop more valid and precise science curriculum. In addition, commentaries on science curriculum should be published before textbook writing begins.

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.111-125
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• 2000

This paper presents cross-national perspectives on challenges in implementing current mathematics education reform ideals. This paper includes detailed qualitative descriptions of mathematics instruction from unevenly successful second-grade classrooms both in Koran and in the U. S with regared to reform recommendations. Despits dramatic differences in mathematics achivement between Korean and the U.S student. problems in both countries with regard to mathematics education are perceived to be very similar. The shared problems have a common origin in teacher-centered instruction. Educational leaders in both countries have persistently attempted to change the teacher-centered pedagogy to a student-centered approach. Many teachers report familiarity with and adherence to reform ideas, but their actual classroom teaching practices do not reflect the full implications of the reform ideals. Given the challenges in implementing reform, this study explored the breakdown that may occur between teachers adoption of reform objectives and their successful incorporation of reform ideals by comparing and contrasting two reform-oriented classrooms in both countries. This comparison and contrast provided a unique opportunity to reflect on possible subtle but crucial issues with regard to reform implementation. Thus, this study departed from past international comparisons in which the common objective has been to compare general social norma of typical mathematics classes across countries. This study was and exploratory, qualitative, comparative case study using grounded theory methodology based on constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The Korean portion of this study was conducted by the team of four researchers, including the author. The U.S portion of this study and a brief joint analysis were conducted by the author. This study compared and contrasted the classroom general social norms and sociomathematical norms of two Korean and two U.S second-grade teachers who aspired to implement reform. The two classrooms in each country were chosen because of their unequal success in activating the reform recommendation. Four mathematics lessons were videotaped from Korean classes, whereas fourteen lessons were videotaped from the U.S. classes. Intensive interviews were conducted with each teacher. The two classes within each country established similar participation patterns but very different sociomathematical norms. In both classes open-ended questioning, collaborative group work, and students own problem solving constituted the primary modes of classroom participation. However in one class mathematical significance was constituted as using standard algorithm with accuracy, whereas the other established a focus on providing reasonable and convincing arguments. Given these different mathematical foci, the students in the latter class had more opportunities to develop conceptual understanding than their counterparts. The similarities and differences to between the two teaching practices within each country clearly show that students learning opportunities do not arise social norms of a classroom community. Instead, they are closely related to its sociomathematical norms. Thus this study suggests that reform efforts highlight the importance of sociomathematical norms that established in the classroom microculture. This study also provides a more caution for the Korean reform movement than for its U.S. counterpart.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.2 no.1
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• pp.102-115
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• 1991

This study reviewed the stuttering literature and reported the clinical experiment in stuttering intervention. There is still no single answer as to the cause of stuttering or to the most effective therapy for stutterers despite the vast amount of research. One certain thing is that we have come closer to a better understanding of the stuttering and to more effective therapy. There have been three main statements about the origins of stuttering ; biologic origins ; psychodynamic origins ; environmental-learning origins. There also have been various methods of the treatment of stuttering. Broadly, two major treatment approaches are attentive ; stuttering modification therapy and fluency shaping therapy. In this experiment, the researcher attempted to investigate complex elements that each child might have and to use an integrative approach rather than to keep the specific one. Individual subjects were evaluated by a multidisciplinary team. Initially, the subjects received individual therapy. They then were placed in group therapy. The purpose of the group therapy was to raise their fluencies to the higher communicative situation and to maintain improved fluency over time. All three subjects improved their fluencies in reading and in conversation and showed the better(SSI)scores in total stuttering behaviors. It was also discussed that it is necessary to have sensitive assessment tools to investigate each element of stuttering ; and to develop a therapy program reflecting current advanced stuttering theories.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.1-14
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• 2010

Previous researches on the improvement of logical thinking in Informatics subject have used general logical thinking test and only limited improvement of logical thinking by programming learning result. In this study, the operational definition of the logical thinking in problem-solving process on Informatics education is different from the general logical thinking and the logical thinking of the other subjects. Firstly, we suggested the operational definition of components of logical thinking using the open questionnaire by expert and research team discussion. Also, we suggested the relationship between the operational definition and contents of the 'problem-solving methods and procedure' section in secondary Informatics subject. Finally, this study developed the evaluation contents based on the operational definition of components of logical thinking. The components of logical thinking which was required in problem-solving process on Informatics subject were ordering reasoning, propositional logic, controlling variables, combinatorial logic, proportional reasoning. We suggested the relationship between operational definition and problem-solving process and assessment of logical thinking in problem-solving process on Informatics subject. This paper will give meaningful insight to supply the guideline of the teaching strategy and evaluation methods for improving the logical thinking in Informatics education.

• 대한공업교육학회지
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• v.42 no.1
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• pp.1-29
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• 2017

The purpose of this study was to investigate the vocational identity through the reflection of the major experience as the teacher through the life history of the technical high school. In order to achieve the purpose of this study, two technical high school mechanical and career teachers were selected as research participants and in-depth interviews were conducted with them. The data obtained through the in-depth interviews were analyzed through six steps. Six major experiences of the participants were identified as results of the research: (1) the experience of trying to train the specialist of precision machining in the beginning of teacher's life, (2) experience as a skill competition team teacher, (3) experience of innovating public education by introducing new industry field, (4) experience of constant learning new field and sharing with colleagues, (5) experience in the rapid change of the status of technical high school, (6) experience in the prevention of students' safety accidents and maintenance of the practice field. Through these educational experiences, each research participant was forming one's vocational identity as a mechanical teacher. The vocational identity of the research participants were identified as follows: (1) identity drifting phase, (2) identity stability stage, (3) transition stage of the teacher role, (4) suspended stage to preserve identity, (5) identification sublimation stage, (6) identification of the true meaning of the teacher, and integration of the identity. Through these six steps, their identities were formed, strengthened and changed at each stage.

• Information Systems Review
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• v.11 no.1
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• pp.19-47
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• 2009

Many products today tend to adopt a convergence approach by adding new features or functionalities to the existing products. The convergence, however, results in both positive and negative effects on usage of products, and thus demonstrates the characteristics called "paradox of technology." On the one hand, the added functionalities or features will increase the usefulness of the products. On the other hand, the convergence increases complexity of learning and usage of products and may decrease satisfaction or user evaluations. This study provides an empirical evidence of this paradox through investigation of telematics, one of the exemplary products of convergence services. Our research model is designed to test the existence of the "paradox of technology" and includes variables such as variety of functions, complexity of usage, perceived usefulness, service evaluation, and service fit. The proposed research model and subsequent hypotheses are empirically tested using 149 survey responses from telematics users. We have found that the variety of functions is positively associated with perceived usefulness, but is negatively associated with the complexity of usage. The data analysis reveals that the perceived usefulness has more significant impacts on service evaluation than the complexity of usage does. Furthermore, the strength of causal relationships among these variables is partially moderated by the degree of service fit. This study thus highlights the paradox of technology in explaining user attitudes and beliefs associated with convergence services.