• Journal of Science Education
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• v.34 no.2
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• pp.396-404
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• 2010

This study aimed to investigate a perception of teachers engaged in special education for scientifically gifted regarding nature of science and identify attitudes toward teaching nature of science. The sample of this study consists of 122 science teachers who are teaching or taught students attending gifted classes of any primary school in Korea and any gifted education center of every District Office of Education. We made a partial amendment of a VOSE that was developed by Chen(2006) and then used. We tested their perception and attitudes in regard to nature of science. In terms of nature of science, we devide it into 7 sub-areas to analyse. For attitudes toward teaching nature of science, we investigate and analyse following 5 sub-areas; tentativeness of scientific knowledge, nature of observation, scientific methods, theories and laws and subjectivity and objectivity. The result showed that the generally teachers have a desirable recognitions about a nature of science. For attitudes toward teaching nature of science, the teachers showed that they have positive attitudes. However between degrees of teachers' recognition about a nature of science and attitudes toward teaching nature of science showed a low correlation. To increase their understanding of nature of science and develop attitudes toward teaching nature of science, there should be more training time for the teachers and training contents also should be changed. In addition, we hope that this study contribute to develop contents and direction of training for the teachers as a basic reference.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.362-373
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• 2018

This study was pre-experimental research designed to compare the differences between pre-and post the effect of core fundamental education program of senior nursing student′s core fundamental nursing skills, clinical competency and problem solving process for one semester. Core fundamental education program which consists of three steps, 12 session. The subjects of this study were 192 graduates of one nursing college and surveyed from March 20 to June 23, 2017. The data were analyzed using descriptive statistics, the paired t-test, t-test, ANOVA by SAS for Windows(ver. 9.8) and AMOS(ver. 20.0) As a result, pre-post recognition level of core fundamental education program was nursing skills competency pre $(3.42{\pm}.42)$ and post $3.88({\pm}.61)$, clinical competency was pre $3.74({\pm}.47)$ and post $3.98({\pm}.67)$. The core fundamental nursing skills(p=.017), clinical competency(p=.041) increased significantly after education program. Core fundamental nursing skills, clinical competency and problem solving process was significantly different according to male group(p=.003/p=.013/p=.005), high satisfaction group in nursing major(p=<.000/p=.009/p=<.000), confidence improvement group(p=.044/p=.047/p=.004) at the core skill contest. In conclusion, this study showed that the core fundamental nursing education program of senior nursing students had a positive effect on core fundamental nursing skills and clinical competency.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.5
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• pp.101-115
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• 2017

This study analyzed the effects of social support on entrepreneurial opportunity competence for Baby boomer (born in 1955-1963), focusing on mediating effect of entrepreneurial self-efficacy. The governmental start-up policy and entrepreneurship education are mostly conducted for the college students and young generation mainly through such programs as the youth start-up school. In addition, studies on the effects of social support and institutional support on the entrepreneurial intention of young generation entrepreneurs are being actively pursued. Meanwhile, the study for baby boomers is on the welfare side mainly. Although they are starting to make their living-based business without prior careful preparation for their livelihood after retirement, while there is little study on the effect of social support for this baby boomer on entrepreneurial opportunity competence needed for opportunistic entrepreneurship. Therefore, in this study, in order to investigate the effect of social support on Baby boomer's entrepreneurial opportunity competence, an empirical analysis of the 387 questionnaires collected by the baby boomers living in Seoul and Gyeonggi provinces were conducted. As a result of analysis, First, Social support has a significant effect on both Opportunity recognition and Opportunity assessment of entrepreneurial opportunity competence. Second, In the effects of social support on self-efficacy were found to be significant in Emotional and Instrument support only on Self-confidence, In Emotional support and Feedback support only on Self-regulated efficacy & Emotional support and Instrument support only on Goal challenge were found to be a significant effect. Third, Self-regulated efficacy and Goal challenge in the Entrepreneurial self-efficacy on Entrepreneurial opportunity recognition were found to be a significant effect. All Self-confidence, Self-regulated efficacy & Goal challenge in the Entrepreneurial self-efficacy on Entrepreneurial opportunity assessment were found to be a significant effect. Fourth, Indirect effect of social support on entrepreneurial opportunity competence mediated by Entrepreneurial self-efficacy was found to be partially significant.

• 대한공업교육학회지
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• v.41 no.1
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• pp.108-127
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• 2016

We confront incessant choices in life. A person or a group stands at a crossroad continuously and make decisions under limited conditions in each time in order to achieve a goal. These series of processions are referred to as decision making and dominates our actions. Based on this view, the decision making is crucial and it secures its own position in school education as well as in real life. The purpose of this study is to develop decision making skills instructional model that can be applied to improve decision making skills in technological subjects. The components of decision making skills in technological education was problem recognition, problem identification, alternative production, alternative assessment, optimum selection, optimum evaluate. An instructional models for improvement of decision making skills in technology education and examination was designed according to the components of decision making skills in technological education. Depending on the components of decision making skills developed a teaching material to experience each step. And in the teaching material was to verify the improved decision-making skill. Accordingly, a decision making instruction model in technology is expected to contribute to enhance students' decision making skills.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.47-70
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• 2009

The purpose of this research was to confirm one of constructivists' assumptions that even children 조o are with low reasoning ability can make reflective abstracting ability and cognitive structures by this ability can make generation ability of new knowledge by themselves. To investigate the assumption, learner-centered instruction were implemented to 2nd grade classroom located in Suseong Gu, DaeGu City and with lesson plans which initially were developed by Burns and corrected by the researchers. Recordings videoed using 2 video cameras, observations, instructions, children's activity worksheets, instruction journals were analyzed using multiple tests for qualitative analysis. Some conclusions are drawn from the results. First, even children with low reasoning ability can construct mathematical knowledge on multiplication in their own. ways, Thus, teachers should not compel them to learn a learning lesson's goals which is demanded in traditional instruction, with having belief they have reasoning ability. Second, teachers need to have the perspectives of respects out of each child in their classroom and provide some materials which can provoke children's cognitive conflict and promote thinking with the recognition of effectiveness of learner-centered instruction. Third, students try to develop their ability of reflective and therefore establish cognitive structures such as webs, not isolated and fragmental ones.

• Journal of environmental and Sanitary engineering
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• v.20 no.3 s.57
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• pp.1-9
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• 2005

Recently, indoor air quality (IAQ) in workplace, residential environments and schools has been concerned of people, scientists and related the public, and has recognized the healthy effectsrelated to IAQ, specially in schools in Korea. Therefore, objectives of this study in this study were to measure and compare the perception of TAQ of selected air pollutants in Seoul from April to September 2004. Measurement place measured 2 schools of Seoul and local 9 schools (by Kyonggi Province, Chungchong-bukdo Chungchong-namdo, Chollado-bukdo, Cholla-namdo, Kyongsang-bukdo, Kyongsang-namdo, Kwangju, schoolin Pusan each 1 place). Temperature, humidity, illumination, carbon monoxide, carbon dioxide, TBC (total bacteria count), noise, PM10, TVOC(total volatile organic compounds), HCHO (formaldehyde) were measured simultaneously. Also, we Performed a questionnaire survey of 250 students and 50 teachers about their awareness for the importance of IAQ in their schools. Among this article, we handled noise, carbon monoxide, carbon dioxide, TBC, TVOC, HCHO, PM 10 in our conclusion. Major results were as follows ; Carbon monoxide (CO) was lower than indoor air standard of Korea. Carbon dioxide $(CO_2)$ appeared that 4 schools among our sample target school exceeded in normal standard. 4 schools were almost similar with normal standard. TBC appeared that 7 schools among 11 schools were higher than standard. Noise measured school's mean value passed exceeded standard. And school which passed over standard appeared to 7 schools among 11 schools. HCHO was exceeded 4 schools by standard that excess and certainly interrelation between school's establishment year and facilities of construction was detected. PM10 was exposed all schools by fitness in standard. TVOC appeared that 9 schools among 11 measurement school was exceeded health effect standard of Japan.

• Korean Journal of Psychosomatic Medicine
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• v.18 no.1
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• pp.40-47
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• 2010

Objectives：Body image is closely related to self-esteem and weight-control related behaviors. In particular, relationship between two factors would be stronger in female adolescents. False recognition on body image and weight can be a risk factor of eating disorder, depression, and suicidal ideation. This study aimed to examine the effects of body image and eating disorders on developing depressive symptoms and suicidal ideation in female adolescents. Methods：Two hundred thirty nine students of a Girls' Commercial High School in Seoul were recruited. Eating Attitude Test for Korean Adolescents, Self-Esteem Scales, Impulsiveness Scale, Beck's Depression Inventory and Beck's Suicidal Ideation Scale were used to measure eating attitude and severity of psychiatric symptoms. Results：Among 239 subjects, the estimated risk group of eating disorders was 10%(n=24). They experienced more depressive symptoms than the control group. The bigger discrepancy in current and ideal body mass index was significantly related with higher depressive mood, suicidal idea, abnormal eating habits and lower self-esteem. Discrepancy between current and idea BMI was the most meaningful predictive factor about depression and suicidal thoughts by linear regression analysis. Conclusion：In spite of normal weight range of enrolled subjects, they experienced significant depressive mood, suicide thoughts and lower self-esteem associated with the discrepancy of their own subjective body image and current body mass index. Hence educational approach regarding normal body image and healthy weight control is needed for their mental health and preventing eating disorder.

• Journal of the Korea Convergence Society
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• v.12 no.4
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• pp.237-248
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• 2021

Based on sports known to reduce adolescents' smartphone addiction, this study aims to identify the structural causal relationship between sport commitment and smartphone addiction. First of all, based on prior studies, it was intended to show that adolescents' sport commitment is effective in reducing smartphone addiction through social support and ego-resilience, and that such causal relationships vary significantly depending on gender. To this end, a survey of 605 middle and high school students was conducted, and the structural relationship between the four established latent variables was analyzed by analyzing the structural equation model using the SPSS 25.0 and AMOS 23.0 programs. According to the analysis, adolescents' sport commitment was found to have an adverse effect on smartphone addiction, and social support and ego-resilience in the relationship between the two variables were found to have a mediated effect. In addition, these results showed significant differences in gender. This study expanded the field of smartphone addiction and sports convergence study by revealing the relationship between sport commitment as psychological recognition variable and addiction Unlike previous studies using a participation time, duration, and intensity, and suggested that structural relationships with personal characteristic variables and gender-specific approaches are important. Through this, it is meaningful that it provided basic data for in-depth convergence study in the smartphone addiction and development of gender-specific programs.

• Cartoon and Animation Studies
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• s.36
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• pp.437-467
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• 2014

This study is intended to reveal reading comic books helps improve creativity. Though the long-lasting negative recognition towards comic books has positively changed these days, we need a ground upon which the social recognition needs improvement in that children's comic books have been used as a learning tool. Its introduction points out that there has been shortage of empirical researches on comic book reading, and as one of the empirical research methods, presents a method of comparative analysis on comic book reading, school study, and creativity tests via survey. The theoretical background in the 2nd chapter, first, puts emphasis on the significance of the creativity theory among all the other theories related to creativity, which focuses on problem-solving capacity. Second, it theoretically reviews the meaning which 'fun' and 'interest' have in development of creativity in the context of developmental process of the modern educational theories. Third, it empathizes that traits of reading comic books start off with 'fun' and 'interest', that awareness of reality gets expanded via the process of characters making their way through a strange world with empathy and absorption, and that comic book reading has to do with creativity. Fourth, it presents a model questionnaire with which to study relationship between comic books and creativity in an empirical way. The analysis on the survey outcome in the 3rd chapter shows, first, that smart students read many comic books, not to mention that studying helps improve creativity, which indicates above all, comic book reading and improvement of creativity are not negatively related, but are mutually complementary. Second, that creativity enhanced by reading comic books is higher than that enhanced by studying, which may mean comic book reading is more effective than studying in developing creativity. It has drawn a conclusion based upon these results, that reading comic books bears positive efficacy on both studying and developing creativity. Standing on this conclusion, it proposes it necessary to develop methods by grades of educating how to read comic books and to provide a recommended list of comic books to read.

• Journal of Science Education
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• v.43 no.1
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• pp.119-135
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• 2019

The purpose of this study is to analyze components of conflicts and investigate causes of them between mentor teachers and mentee teachers, who participated in the collaborative mentoring program to improve beginning science teachers teaching practice. The most often occurring component of conflict for surveyed teams was class strategy on knowledge of teaching methods. Then, conflicts in understanding student characteristics as a component of understanding students and knowledge transfer of concepts in science as a component of teaching contents followed as main causes. Changes in conflicts showed that less frequency of conflict occurred with ongoing mentoring. Conflicts from class strategy decreased the most, which had been the most often occurring cause. This decrease was explained as mentees were changed gradually into the teacher's role recognition through continuous mentoring. This study suggests that education for mentor and mentee teachers be provided with consideration of causes of conflicts and reasons for those causes, which eventually lead sustainable and efficient mentoring program management.