• Education of Primary School Mathematics
• /
• v.16 no.2
• /
• pp.123-145
• /
• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• Journal of Korean Public Health Nursing
• /
• v.11 no.2
• /
• pp.180-193
• /
• 1997

This study was designed to set up more developed curriculum in Nursing department of a junior college. The sample for the study were fifteen curriculums of fifteen selected junior colleges in Seoul and Kyunggi area. The credits and hours of each curriculum were analyzed into means and compared with the one of the example college. The data were categorized into seven sections; cultural subject, basic medical science, major subjects such as Nursing, Fundamental Nursing, electives, teaching and non-teaching subjects, and clinical practice. The data were analyzed by means of descriptive statistics. The results of the study were as follows; 1. Credit hours of Cultural subjects of each college ranges from $5.8\%\;to\;25.7\%$ of the total graduate credit hours; most commonaly lectured subjects are English 05 colleges), Korean (11 colleges), psychology (10 colleges), and computer (10 colleges). 2. In the case of the example college, Anatomy and Psychology were jointed as one subject, Basic Nursing Science, and some more study in depth should be made to develop more of this type of conjunction among related subjects on basic medical science. 3. As for the mendatory subjects of the example college, subjects on Adult Nursing was fourteen credits (14 hours), which was higher than the average 12.9 hours of other colleges compared. 4. Credit hours of Basic Nursing Laboratory were eight to ten credits (12-18 hours), which was higher than actual class hours. As more and more hospitals test clinical aptitude when recruiting nurses, more emphasis should be paid to the clinical practice. 5. Among fifteen sample curriculums six to twelve electives were offered with twelve to twenty-three credits. Most commonly opened subjects were Physical Examination (5), Nursing English (14). and Geriatrics Nursing (13). Nursing English are considered to be more important in the view of clinical practice. and Oriental Nursing, Nursing Information and Health Insurance Management should be considered as specialized subjects. 6. Teaching and Non-teaching subjects In case of the example school. Clinical Emergency Medicine, Introduction to Emergency Medicine were offered for these non-teaching class students so they could prepare for the qualification examination. 7. Clinical Practice The average credit hours for clinical practice of the sample college were 20.9 credit hours $(66.5\%)$ and the example school offered twenty credit hours which was slightly lower than the other forteen.

• 대한공업교육학회지
• /
• v.42 no.2
• /
• pp.47-66
• /
• 2017

As the necessity of humanistic education has recently been socially emphasized, aptitude and character test has been conducted in the stage of training instructors to focus on making them equipped with proper ability of humanistic education. Especially, considering characteristics of students in specialized high schools with stronger negative concept of ego along with higher proportion of students looking for job in early ages compared to regular high schools, instructors in specialized high schools need to pay more attention on humanistic education of students compared to those in regular high schools. Therefore, this study has developed social emotion learning (SEL) of preliminary teachers in specialized high schools and analyzed the influence of developed programs on characters in teaching positions of preliminary instructors in specialized high schools. In this study, ADDIE model has been used developing SEL programs, and developed programs were comprised of total six sessions. Social emotion learning has been performed on 27 preliminary teachers in experiment group, and regular academic education courses were given on 30 preliminary teachers in control group. At this time, as for class contents, 'self-recognition' has been dealt with in the first and second sessions followed by 'self-management' in the second and third sessions, 'adjustment in relationship' in the fourth session, 'responsible decision making' in the fifth session, and 'personal relationship' in the sixth session. Classes have been conducted for 90 minutes in average. Since intentional sampling method has been used in this study, difference of pre-scores between groups might influence on the difference on post-scores. Therefore, ANCOVA that adjusted the pre-scores to be consistent has been utilized. As a result, there was a significant difference on the post-scores in characters in teaching positions between experiment group and control group.

• The Korean Journal of Emergency Medical Services
• /
• v.15 no.1
• /
• pp.65-78
• /
• 2011

Purpose : We investigated the career choice and the employment preparation of emergency medical technology (EMT) students. The results of study will provide the base information about the consciousness for career choice and employment of the EMT students. Method : We conducted 1,586 surveys from 665 students at six four-year colleges and 921 students at seven three-year colleges, from Aug. 27th to Oct. 31st in 2010. The result was analyzed by SPSS 18.0 using description statistics, t-test, ANOVA, Scheffe and Pearson correlation coefficient. Result : The general characteristics showed male 50.2% and female 49.8%, and first grade 34.6%, second grade 27.4%, third grade 28.2%, and fourth grade 9.8%. The 53.9% of students had experienced the hospital training and the 44.8% did the fire station training. For the choice of job, there were the 61.8% student who hope to enter the employ in fire station or public service, while 25.7% students hope to be employed in hospitals. The reason for a wish job were 'majors-related job' in 18.2% students, 'employment stability' in 17.2% and 'hit on the aptitude and talent' in 16.7%, 'appropriate salaries' in 15.9%. In the questionnaire of the University what to assist you for job preparation, they chose the 'support for get major related license', 'support for officer exam preparation' and 'support of foreign language study' in 34.6%, 16.8% and 16.6%, respectively. For achieved licence, they had a driver's license in 53.9%, BLS (basic life support) provider in 20.3%, life guard in 16.2% and scuba in 8.8%. The statistically significant correlation was identified between the awareness of University that provides job information and one's career awareness (r= .203, p<.000), the awareness that University provide job information and one's confidence in employment (r= .236, p<.000), and one's career awareness and one's confidence in employment (r = .356, p = .000). Conclusion : The most of EMT Students are well conscious of the their future employment and has prepared career to be employed their preference job.

• Journal of Korean Academy of Nursing
• /
• v.5 no.1
• /
• pp.59-69
• /
• 1975

Author studied on various psychiatric nursing problems applying with the test of questionnaire to the 376 nurses who are attending at 13 general hospitals and one mental hospital in Korea from Apr. 1, 1974 to July 30. 1974. The results obtained were ai follows: 1. 13.095 of nonpsychiatric registered nurses wanted the psychiatric service for their most attractive assignment and this was the 3rd in order next to the general surgical and operating room. Among the psychiatric nurses, the popularity toward psychiatric ward was 31. 0% and they were 26.0%at the private general hospitals and 6, 0% in national public hospitals. 2, The feelings or attitudes of disgust and apprehension on nursing care of the patients at-flirted with infectious diseases were the highest responses (38.5%) and these 1.ends were also appeared in 6.9% of psychiatric nurses. 3. 85.5% of nonpsychiatric registered nurses have had received course lectures on psychiatric nursing and nursing care training on the psychiatric ward at their school of nursing. 38.0% of psychiatric nurses had received post graduate psychiatric nursing and they were higher in national public hospitals (27.0% ) than in private general hospitals (11.0%). 4. The responses of satisfaction and security on their employment were almost similar patterns between nonpsychiatric registered nurses and psychiatric nurses. But among the psychiatric nurses. they were more satisfied at private general hospitals (33.0%) than that of national public hospitals (10.0%). 5. Almost the half of the nurses (50.8%) were employed by the hospitals without considering their past educational or clinical experience or career. Among the psychiatric nurses, who were employed by hospitals without considering their past experience or career were 35.0% in national public hospitals and 12.0% in private hospitals. On the contrary, the nurses who were employed by their wishes fore more higher (26.0%) in private general hospitals than national public hospitals (2.0%). 6. The nurses who thought their employment was fit for their aptitude were 48.6% in nonpsychiatric registered nurses and 51.0% in psychiatric nurses. Among the psychiatric nurses, this response was higher in private general hospitals (34.0%) than the national public hospitals (17.0%). 7. Responses on wort loadings of nurses showed almost same patterns between nonpsychiatric registered nurses and psychiatric nurses. But. among the psychiatric nurses who felt much heavier than the nurses of other part were 24.0% in national public hospitals and 8.0% in private general hospitals. 8. 92.6% of nurses felt that the psychiatric nurses should have post graduate training in psychiatric nursing prior to their assignment. 9. 96.0% of nurses agreed to the risk coverage on the payment for the nurses assigned to the psychiatric ward and the ward for infection diseases.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.8 no.1
• /
• pp.51-60
• /
• 2002

The purpose of this study was to identify the relationship between self-esteem, self- efficacy and clinical practice performance, academic achievement, decision making of major field in clinical practice . The study subjects consisted with 244 students from G. junior nursing college that will adapt a new majoring program of clinical nursing practice funded by Ministry of human and resources development. Data were analyzed using descriptive statistics, and t-test, Pearson correlation, and multiple regression. The results of this study were summarized as follows: 1. The students were relatively performed well in clinical practice setting (total M :3.78). The item of student's personal relationship between patients, patient's family, and professional staff showed high score (M=3.96). However students did not feel comfortable to communicate with patients, patient's family and professional staffs in clinical setting(mean=3.56). 2. Students who had experiences of temporal absence from school showed significant difference in the variable of academic achievement and decision making of major field in clinical practice Students who entered to nursing school with self-motive revealed statistically significant difference in the variable of clinical practice performance, academic achievement, self-esteem, self-efficacy, and decision making of major field in clinical practice. 3. There was a significant correlation between self-esteem and clinical practice performance, (r=.512, p<.000). And the relation between self-esteem and decision making of major field in clinical practice was significantly correlated(r=.377, p<.000). Self-efficacy and clinical practice performance(r=.567, p<.000), and decision making of major field in clinical practice (r=.441, p<.000) showed significant correlations. Also relation between academic achievement and self-esteem reveled a significant correlation(r=.129, p<.05) but correlation between self-efficacy and academic achievement was not significant. 4. Correlation between clinical practice performance and decision making of major field in clinical practice also identified a significant relation(r=.498, p<.000). 5. Self-esteem and self-efficacy variables predicted clinical practice performance and explained 37.7% of clinical practice performance. 6. Aptitude and personal interests(m=4.07) reveled important factor affecting to select majoring area in clinical practice, and advice from parents reflected low percentage on selecting places(m=2.42). In conclusion, the variables of self-esteem and self-efficacy showed significant correlations with the variables of student's clinical practice performance, academic achievement, and decision making of major field in clinical practice. Thus it is recommended that student's affective domain of self-esteem and self-efficacy should be developed by nursing intervention before clinical nursing education.

• 대한공업교육학회지
• /
• v.31 no.1
• /
• pp.146-169
• /
• 2006

'VEC 2010' is a mid-long term scheme on the development of Vocational Education for Chung-buk which is to be accomplished by 2010. On the basis of this scheme, schools adopt 3-Type curriculum considering their conditions and covert themselves into specialized high school which is associated with local industry cluster. They also establish combined high schools which run various curriculums emphasizing basic vocational abilities so that they can meet the needs of demanders The activation plan of Chung-buk province vocational education is a dualized one which is for both ongoing education for entrance into a school of higher grade and the last education for employment, which is supposed to foster the human resources required by the knowledge-based society in the 21st century. The specific contents of 'VEC 2010' is as follows. First, VEC 2010 presents 2 kinds of mid-long term management system for industrial high schools: general industrial high school, specialized high school(single type, combined type). Second, VEC 2010 arranges and run the 3-Type of curriculum of Chung-buk province industrial high schools: employment-centered type, entering higher school-centered type, inaugurating enterprise-centered type. Third, VEC 2010 divides Chung-buk province industrial high schools into 4 districts and suggests mid-long term reorganization plan of system. Fourth, VEC 2010 suggests the substantial strategies of Chung-buk province vocational education: scholarship improvement in the vocational investigation course of the government-sponsored scholastic aptitude test, education for improving basic vocational abilities, substantial management of joint laboratory, administrative and financial support of development of specialized, licensed textbooks. reenforcement of career education.

• 대한공업교육학회지
• /
• v.40 no.2
• /
• pp.22-43
• /
• 2015

The purpose of this study was to analyze students' expectation for specialized subjects teacher's role of technical high school. The study was carried out through questionnaire survey method. A survey questionnaire was developed by researcher to collect the information needed for the study. It consists of 15 items. 428 questionnaires were used for analysis. A chi squared test was used for data analysis. Major findings of this study were as follows: First, when specialized subjects teachers lecture major theory subject classes, students of technical high school wanted it to be according to their level. Their practical class preference differed depending on their department. For the security guidance method during practical class, students most wanted teachers constantly instructing in class. Second, students of technical high school wanted their teachers to pay attention to personality guidance during student life guidance & counseling time. They hoped that teachers would not discriminate towards wrong doings. Also students wanted career the most as a counseling topic and expected a guidance role from teachers. Third, students of technical high school wanted teachers to work hard to create a harmonious class atmosphere when managing a class. They wanted teachers to have affection for class and students. They wanted teachers making jokes easily with students to get friendly. Fourth, students of technical high school hoped 'employment and entrance higher grade school' the most as a career guidance topic. They wanted teachers to consider their aptitude when they were counseling about finding a job and wanted to learn more about job information during employment instructions.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.21 no.3
• /
• pp.17-27
• /
• 2010

This study aimed to identify the problems of college students in reading the literature and on the basis of the identified problems, to suggest the approaches to solve the problems. To this end, time required for reading passages, reading patterns, understanding, memory and reading habits and attitudes were analyzed with the freshmen in A university. In accordance with the analysis results, 58% of subjects was good and 42% was not sufficient on the basis of the averages in Scholastic Aptitude Test. Second, 77% of subjects had the good patterns but 23% showed certain problems in reading patterns. Third, 69% and 67% of subjects illustrated good results in the analysis on understanding and memory, respectively. However, 31% and 33% were evaluated as being on the general level or requiring efforts in the analysis on understanding and memory, respectively. Next, according to the analysis on reading habits and attitudes, 77% had no problems but 23% required improvement. For solving the problems identified through the analysis, it is recommended to develop the scientific and standardized evaluation tools for evaluating the reading ability of college students. Second, it is necessary to evaluate the reading ability, habit and attitude during the screening process for admission or after admission. Finally, it is required to operate the Fundamental Academic Ability Learning Center(tentative name) to improve the ability of students who show the insufficient results in evaluation.

• Korean Journal of Social Welfare Studies
• /
• v.47 no.4
• /
• pp.183-216
• /
• 2016

This study aims to investigate the career development experience of youth in late adolescence who entered a different university after taking a semester off (as known as Bansu in Korean), in depth, applying a phenomenological research method. For the research, this study selected seven adolescents as research participants to reveal the essential meaning of their experience, vividly. The data were analyzed by Giorgi's method to draw components of the experience of research participants. As a result of the research, the career development experience of youth in late adolescence who entered a different university after taking a semester off was systematized into 19 sub-categories and structured into four main categories: "high school years in which academic record was more important than aptitude", "the step away from the dream, being forced to proceed to college", "the time of study to take the exam again, which was an advantage and disadvantage at the same time" and "the wish unfulfilled even with the success of entering a different university." It turned out that the main topic was "the repeated way even after passing the repeat sign." They took the College Scholastic Ability Test (CSAT) once again and came back to the narrow way to enter a prestigious university, but they still compromised the standard made by the older generation. This study has significance for late adolescents' welfare and happiness in that it explored the in-depth meanings of the career development experience of youth who entered a different university by taking the CSAT again after taking a semester off. Lastly, based upon the situation of the increase in the number of students who take the CSAT again, this study suggested better measures for career development during adolescence and the promotion of their quality of life.