• Journal of Engineering Education Research
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• v.19 no.4
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• pp.83-88
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• 2016

In this paper, we surveyed from students and professors of Hanbat National University to examine the current state of running the introductory engineering design and to derive the direction of future improvements of the subject. A total of 783 students from nine departments and 12 professors who are in charge of the introductory engineering design participated in the present questionnaire evaluation. Outcome categories of the interest in their major and the learning of design theory appears relatively lower than other learning outcomes of the introductory engineering design course. Accordingly, it is determined that the theoretical aspects of designing should be emphasized in performing a team project. The design process, writing and presentation ability, teamwork theory are dealt in more than 70% of the departments, but engineering ethics, patent, visualization education had not been addressed in a number of departments due to their department characteristics. While a lesson outcome of the creativity resulted in the largest for the students, most of the professor feel difficult in increasing the creativity. It is urgent to develope of teaching methods in order to promote the creativity in the introductory engineering design course.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.153-166
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• 2017

164 preservice elementary teachers' decision and enactment of their knowledge of fraction multiplication were examined in a context where they were asked to write a story problem for a multiplication problem with two proper fractions. Participants were selected from an entry level course and an exit level course of their teacher preparation program to reveal any differences between the groups as well as any recognizable patterns within each group and overall. Patterns and tendencies in writing story problems were identified and analyzed. Implications of the findings for teaching and teacher education are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.6
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• pp.2472-2478
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• 2012

This research is aiming to develop Semiconductor equipment maintenance certification course to train qualified maintenance experts more effectively requested in related semiconductor industry. In the course of research, we adopted diverse research technique such as interview, on-spot investigation, documentary references to analyze current status of related training facilities, and forecast the population of test applicants. We analyzed similar certification course(Craftsman SMT, Industrial Engineer SMT, Craftsman Mechatronics, Industrial Enginee Mechatronics, et) as reference to set up job objectives and curriculum of semiconductor equipment maintenance certification. We conducted survey on expectations on newly created certificate, presented evaluation standard and objective of test, and preliminary writing test and demonstration test. Based on the result of various research, we were able to present training program for semiconductor equipment maintenance certification and set the assessment standard of qualification exam.

• Journal of The Korean Association For Science Education
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• v.10 no.1
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• pp.17-31
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• 1990

The purpose of this study is to make a comparative analysis of the educational bojective, organization, contents, teaching and evaluation of the biological curriculum in high school of Korea and the United States. The results are summarized as follows: 1. In case of the educational objectives, both Korea and the United States emphasize the importance of the process of inquiry, experimentation and observation. Particularily, great emphasis is placed upon the human centered curriculum by reinforcing the relationships between the nature and human being. 2. In regard to the educational organization, eleven credit units(Science I: 5 credits, Biology: 6 credits) is allocated in Korea, and ten credit unit, in the United States. Both of Korea and United Stats designate the biology as elective course. But the science I course is designated as required in Korea 3. This study have been analyzed the educational contents of the two countries within the framwork of the basic concepts and essential informations contained in the curriculum. Results of the analysis as follow: The educational contents have less quantity and lower level in Korea than in the United States. And interrelations among the other curricula are not well considered in the curriculum of Korea/ On the other hands, interrelations among the oter curricula are fully considered and the purpose for emphasizing the importance of the process of inquiry course is well considered in the United States. The themes are stressed on "Structure and Function" (34.5%), "Genetic continuty" (21.3%), "Diversity and Unit" (14.2%) and "Regulation and Homeostasis" (10.3%) in Korea, and in the United States "Structure and Function" (27.3%), "Diversity and Unity" (25.6%), "Genetic continuty" (17.9%) and "Organism and Environment" (9.3%). 4. Regarding the educational guidance, both of Korea and the United States emphasis the interrelation of the basic concepts and principles within the total framwork. Also observation and experimentation, safety education, interest of students, life dignity, pretection of nature, social biology are reguired being paid special attentions. 5. In case of evaluation, both of Korea and the United States are the same in all of methods of evaluation. But the United States is grest stressed on reading and writing.

• International Journal of Costume and Fashion
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• v.15 no.1
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• pp.75-85
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• 2015

Due to the plethora of political, economic, and social challenges experienced on a global scale in the 21st century, students need to be concerned with more than their immediate surroundings (Johnson, 2005). When implemented in an educational setting, topics encompassing social justice may provide students with the confidence and skills to become "reflective, moral, caring, and active citizens in a troubled world" (Banks and Banks, 2009, p.5). The purpose of this article was to provide examples of undergraduate lessons focused on sweatshop conditions within three time periods of United States history that incorporate social justice into the course curriculum. By implementing social justice lessons into the curriculum, students can engage in critical reading, writing, and thinking about injustices faced by society. Girded with knowledge of past oppression within the apparel industry, students may become actively engaged in challenging social injustices in our world.

• Korean Journal of Mathematics
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• v.22 no.1
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• pp.45-56
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• 2014

Modern society demands leaders who are trained with competence to not only approach knowledge but also create new knowledge by comprehensively understanding and applying it, and a leader with character and commitment to share one's ideas with others and be able to accept criticisms. In response to these societal changes, universities are increasingly adopting 'small group discussion-based classes with an attempt to develop and strengthen communication skills through reading, writing and speaking. This paper seeks to introduce a case of a math lecture, where discussion-based class was applied to mathematical education, requiring practical problem-solving through an argumentative thought process.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.13 no.2
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• pp.117-127
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• 2010

This paper aims to give beginners an introductory course on how to write a medical paper more effectively. Bear in mind the reviewer and the reader will be reading your paper for the first time, so you should write it easily. Everything in your paper must be coherent. Use of the active voice is usually shorter and clearer. Organize your story carefully and logically, and then you can avoid unnecessary repetition in different sections. Think hard, because research is made by the mind, not by the hands. Write technically and powerfully. Above all, you have to meet the submission regulation of the target journal exactly.

• CELLMED
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• v.4 no.2
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• pp.13.1-13.6
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• 2014

The written case that reflects the course of treatment for a person is central to the East Asian medical tradition. This paper examines the approaches and particularities of producing the actual written account of the clinical encounter, or a particular aspect of a case, that may be required by acupuncture practitioners and researchers. It will discuss the influences that can be brought to bear on the construction and production of these accounts. In addition, it will outline and highlight historical approaches to the case record documentation process as well as debate the value and purpose of these. This paper aims both to assist the production of helpful and authoritative case records for practitioners and researchers, and to highlight the usefulness of such case records. Moreover, it will discuss not only why the case needs to be written and for whom, but also which agencies support and control what is written. How can contemporary requirements and traditional views both be incorporated accurately, with context and with meaning? The essence of this paper is that practitioner/patient interactions need to be documented, and it will explore how this can best be supported.

• Journal of Physiology & Pathology in Korean Medicine
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• v.22 no.1
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• pp.216-221
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• 2008

A lot of medicine-related schools have courses for Medical English in their curricula these days. Medical English of Oriental Medical Colleges is somewhat different from that of other colleges, especially medical schools, in contents for the lecture. The lectures on Medical English of Oriental Medical Colleges need to include : Oriental medical terminology, Medical terminology, Materials about Oriental Medicine and Western Medicine, Writing about Oriental Medicine in English, Conversation with patients in English, Presentation on Oriental Medicine in English. It would be better that the study of Medical English should be placed in the second year of pre-medical course in Oriental Medical Colleges.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.159-165
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• 2018

For the first time, the spot the differences (STD) game was employed in the teaching of basic organic chemistry course. Three sets of paired pictures associated with selected topics in organic chemistry were presented to the students and they were required to spot the differences between the two pictures. Based on the students' pre and post self-assessment, the STD game resulted in several positive learning outcomes as indicated in the students' reflective writing, including knowledge recall, deeper understanding of a subject, enhanced analytical skill, motivation and fun-filled learning, learning from peers and self-empowerment in learning. The STD game is a desirable teaching and learning tool, as learning in an entertaining and interactive way is highly sought after in today's classroom, especially to novice students. In the future, the STD game can be modified and implemented to cater the needs of different courses and topics.