• Journal of Korean Dental Hygiene Science
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• v.6 no.2
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• pp.91-100
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• 2023

Background: This study evaluated the learning outcomes of dental hygiene students' ethical consciousness and ethical decision-making competence through dental ethics courses conducted in some universities. Methods: The subjects were 35 and 29 fourth-year dental hygiene students at G University in the first semester of 2021 and 2022, respectively, and 53 and 43 third-year dental hygiene students at D University, respectively, for a total of 160 students. After implementing the dental hygiene ethics course, classroom performance was evaluated in terms of moral sensitivity, confidence in making ethical decisions, classroom practicality, learning outcomes, and class satisfaction. Statistical analysis was conducted using independent t-test and paired t-test, and the statistical significance level was 0.05. Results: Both universities reported an increase in moral sensitivity and confidence in ethical decision-making after the course (p<0.001). Classroom practicality and class satisfaction for the dental hygiene ethics course did not differ between disciplines and were rated positively with a score of 4 or higher (p>0.05). Learning outcomes were higher among 4-year students than 3-year students (p<0.001). Conclusions: It was evaluated that the ethics in dental hygiene curriculum can strengthen students' competence in ethical decision-making, including moral sensitivity and confidence in solving ethical problems in dental hygiene.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.175-188
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• 2008

The purposes of this study were to develop an Earth systems-based earth science module and to investigate the effects of field application. The module was applied to two classrooms of a total of 76 second-year high schoolers, in order to investigate the effectiveness of the developed module. Data was collected from observations in earth science classrooms, interviews, and questionnaires. The findings were as follows. First, the Earth systems-based earth science module was designed to be associated with the aims of the national Earth Science Curriculum and to improve students' Earth science literacy. The module was composed of two sections for a total of seven instructional hours for high schoolers. The former sections included the understanding of the Earth system through the understanding of each individual component of the system, its characteristics, properties and structure. The latter section of the module, consisting of 4 instructional hours, dealt with earth environmental problems, the understanding of subsystems changing through natural processes and cycles, and human interactions and their effects upon Earth systems. Second, the module was helpful in learning about the importance of understanding the interactions between water, rock, air, and life when it comes to understanding the Earth system, its components, characteristics, and properties. The Earth systems-based earth science module is a valuable and helpful instructional material which can enhance students' understanding of Earth systems and earth science literacy.

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.17-29
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• 2006

The purpose of this research was to examine the problems, confidence and satisfaction of teachers on the subject ${\ulcorner}technology and home economics{\lrcorner}$ in the 7th national curriculm. For this research, questionnaires were sent by post to teachers who teach technology and home economics in middle schools and high schools. The collected questionnaires were technically analyzed by SPSS/WIN 10.0 program, which measured frequency, percentage, average, standard deviation. According to the types of data, they were also analyzed by t-test and cross tabulation analyses. The results of this research were summarized as follows. 1) There were two teaching types of technology and home economics: the partial charge and the whole charge teaching according to teachers' majors, and both types occurred in similar percentage. The partial charge teaching means that teachers majoring in technology teach only the technology part and teachers majoring in home economics teach only the home economics part when they teach the same subject, technology and home economics. These days the partial charge teaching more often occurs in national or public schools than in private schools, and in coeducational schools than in girls' or boys' schools. 2) The major problems of teaching technology and home economics were caused in order by teachers' lack of skills and knowledge which we not their own major, the lack of students' interests and teaching materials, and burden of tests. 3) Teachers' confidence in teaching the contents of the subject, technology and home economics, made a significant difference according to their majors. Teachers whose major was technology felt more confident when they taught the chapters of the textbooks related to their major, technology, while teachers whose major was home economics felt more confident when they taught the chapters of the textbooks related to their major, home economics. According to implementation types, the partial charge teaching gave higher confidence to the teachers than the whole charge one in teaching almost all the chapters of the textbook. 4) According to implementation types, teachers' satisfaction was showed to be higher in the partial charge teaching than in the whole charge one.

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.49-64
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• 2006

The objective of this research is to see the current status of application and development of web contents data, and to suggest the way to improve the application and development of web contents data in home economics classes in middle schools. The respondents of the research were 312 middle school home economics teachers from all over the nation, and the tool was a questionnaire which consist of 22 questions about general status of the person who was answering and their recognitions and demands on the application and development of the web contents data. The major findings were as follows : 1) 88.5% of the sample responded that they accurately grasped a meaning of a class employing web contents data, and as for effects on preparation of professional study. 2) Most of the teachers were making good use of materials from the web in their classes. They responded that it maximized the efficiency of students' learning. Some didn't use the web contents in their classes. The reasons why the web contents data usage had been low were that the classrooms were not equipped properly (43.2%) and it took long time to create web contests (37.8%). 3) Kinds of web contents data that showed the most amount of usage were the presentations (48.4%), multi-media teaching materials(23.7%), and moving pictures(19.9%). 4) Teaches wanted to improve these particular materials among the web contents: family life and home, administration and environment of resources, and clothing preparation and administration. As for the lessons, teachers wanted developments of contents of lessons, generating motives, and evaluation to be by individual teachers or curriculum researchers' societies, and 30.8% were by Korea Education & Research Information Service (KERIS).

• Journal of Korean Home Economics Education Association
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• v.24 no.4
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• pp.133-144
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• 2012

The purpose of this study was to investigate Home Economics(HE) teachers' stages of concern, levels of use, and needs about the practical reasoning instruction focusing on the Concerns Based Adoption Model(CBAM). Questionnaires were administrated to HE teachers who worked for middle or high school in Korea and used HE textbooks according to the revised 2007 HE curriculum through mailing and visiting HE teacher training centers. 350 data collected from the responses were finally analyzed using SPSS 12.0. The results of the study were as follows: First, HE teachers' stages of concern about the Practical Reasoning Instruction(PRI) were demonstrated by the following order: awareness stage 0(97.05%), informational stage 1(87.06%), personal stage 2(86.23%), management stage 3(79.85%), refocusing stage 6(63.22%), consequence stage 4(61.26%), and collaboration stage 5(60.12%). Second, HE teachers' levels of use for PRI were demonstrated by the following order: preparation level 2(30.3%), orientation level 1(18.30%), refinement level 5 (18.30%), mechanical level 3: (16.0%), routine level 4(10.09%), nonuse level 0(4.0%), integration level 6(1.70%), and renewal level 7(0.60%). Third, needs for HE teachers' practical reasoning process were shown as the following order: '(O)Outline and implement a plan for action'(1.89), '(A)Analyze choices and consequences'(1.75), '(N)Note the results of your action(s)'(1.57), '(E)Evaluate information needed to solve the problem'(1.44), '(R)Recognize the problem'(1.39), and '(S)Select the best choices'(1.36).

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.832-859
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• 2011

The importance of scientific education on accurate oceanic currents and circulation has been increasingly addressed because the currents have played a significant role in climate change and global energy balance. The objectives of this study are to analyze errors of the oceanic current maps in the textbooks, to discuss a variety of error sources, to suggest how to produce a unified oceanic current map of the East Sea for the students. Twenty-seven textbooks based on the 7th National Curriculum were analyzed and quantitatively investigated on the characteristics of the current maps by comparing with both the previous literature and up-to-date scientific knowledge. All the maps in the textbooks with different mappings were converted to digitalized image data with Mercator mapping using geolocation information. Detailed analysis were performed to investigate the patterns of the Tsushima Warm Current (TWC) in the Korea Strait, to examine how closely the nearshore branch of the TWC flows along the Japanese coast, to scrutinize the features of the offshore branch of the TWC south of the subpolar front in the East Sea, to quantitatively investigate the northern range of the northward-propagating East Korea Warm Current and its latitude turning to the east, and lastly to examine the outflow of the TWC near the Tsugaru Strait and the Soya Strait. In addition, the origins, southern limits, and distances from the coast of the Liman Current and the North Korea Cold Current were analyzed. Other erroneous expressions of the currents in the textbooks were presented. These analyses revealed the problems in the present current maps of the textbooks, which might lead the students to misconception. This study also addressed a necessity in a bridge between scientists with up-to-date scientific results and educators who needed educational materials.

• Journal of Korean Academy of Nursing
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• v.15 no.1
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• pp.59-75
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• 1985

Accepting the health as the fundamental human right, the nation and society came to admit the duty to give it to all the people. Korean government is expanding the Primary Health Care as one of the policies for developing the people's health by the lead of community. Like this current situation the School Health Service which is the center of community Health Service schould be active to keep, promote and maintain the health of students and teachers. This investigation was attempted to help to establish the basis of the Health Education Program which would perform the health education efficiently and bring the reforming of student's health control, by measuring the degree of junior high school student's practice concerning health care and con-firming the relationship of knowledge, concern and level of health. The subjects for this study were made up 296 boys at the third grade in a school, located in Seoul. The tool for this study was questionaire. Data were collected for five days, September 22∼26, 1983. The investigators explained the students how to answer the questions of the survey questionaire and then collected the survey cards immediately. The data were analyzed by means of percentages, Pearson Correlation Coefficient and Stepwise Multiple Regression. The results of this study are as follows. 1. The subjects' reaction to the practice concerning Health Care; According to the average proportion of practice concerning health care, subjects' practice in the aspect of Infectious Disease Care is the highest 82.4％ and they showed their practice in the aspect of the accident prevention by 77.5% and in the aspect of mental health by 74.8%. Their practice in the aspect of personal hygiene and daily lifehabit is the lowest 71.2%. 2. Health Knowledge; The whole mark distribution of health knowledge is ranged from the lowest 4 point to the highest, 30 point, therefore point range is 26.0. The Average point is 16.58. 11.2% of students solved more than two thirds of personal knowledge levels. 81.4% of students did more than one third of them. 7.415 of students did less than one third of them. 3. Health Concern; The Students of the average 3.99 point respond positively to the question about the health concern, ‘They think health is more important than money’, this is the highest rate. The students of the average 2.78 respond“when they are sick, they enter the appointed hospital where they own choose”, while it is the lowest. 4. Subjects' response to the health level are at follow: Very healthy 26.0%, healthy 47.0%, less healthy 10.5%, 34.9% of them have ever been sick within two weeks, the number of symptoms they reported amount to 114 and the number of cases poi one person is 0.35. 5. The hypotheses test about the practice concerning health care and the factor which effect on it. 1) The main first hypothesis:“The more knowledge of health the subjects have, the better they practice health care.”was accepted. (r=0.1582, p <0.05) 2) The minor first hypothesis:“The more interest in health subjects have, the better they practice”was accepted. (r=0.4354, p ＜0.001) 3) The minor second hypothesis;“The healthier subjects are, the better they practice health care”was accepted. (r=0.1069, p＜0.05) As other test, partical correlation test is performed in other refine whether health knowledge, a fact influencing the students practice concerning health care, is associated with the practice after controlling the third variables. First, after controlling health concern, the correlation of health knowledge and practice concerning health care was kept. (r=0.1347, p <0.005) Second, after controlling health level, the correlation of health knowledge and practice concerning health care was kept. (r=0.1526, p <0.005) And finally, after controlling economic state, the correlation of health knowledge and practice concern-ing health care was kept. (r=0.1413, p <0.05) Additionally Stepwise Multiple Regression between practice concerning health care and variables. 1.6591 of compliance was explained with the know-ledge (F=5.584, p <0.05), 20.0% of compliance was explained with the health concern added to knowledge. (F=63,213, p <0.005) As the above, health knowledge obviously have effects on the practice about the health care. But, contrary to researcher's expectation, health concern has more affects than health knowledge. Therefore, we must grope the plan to enhance health concern through the regular curriculum and systematic health education for students. Besides, we must study further on, to find the factors which have affect on the practice concerning health care.

• Journal of dental hygiene science
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• v.8 no.3
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• pp.189-198
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• 2008

Objective: The study aimed to provide basic data for enhancing dental hygienists' practice of prevention for infections of dental hygienists by examining what factors there were in their preventing the infections in dental clinics. Method: The subjects of study were 168 dental hygienists who participated in continuing medical education of Incheon & Gyeonggi-do association and Seoul city association in October and November 2005. For the data analysis, an SPSS WIN 13.0 program was used and its significance level was 0.05. In terms of analysis methods, frequency analysis and technical statistics analysis were performed for general characteristics, ANOVA was performed for general traits, practice, medical environments for knowledge and practice analysis, correlation analysis was performed for the relation between knowledge & organization-related factors and practice, Chi-Square Tests were performed for the relation between general traits and educational experiences, T-test was performed for practice and knowledge according to the educational experiences for preventing infections and multiple regression analysis was performed for the factors that affect the practice for preventing infections. Result: knowledge showed statistically significant differences by age (F=4.895, p=0.003) and those with the education experiences in preventing infections had higher scores in practice of prevention for infections than those without them (t=3.315, p=0.001). The correlation between knowledge and practice was significant statistically (p<0.05), the factors related to organization showed significant correlation (p<0.01) and the higher the factors related to organizations, knowledge, education experiences, service career, the higher the practice for prevention of infections was ($R^2=0.32$). Conclusions: In order to enhance the dental hygienists' practice for the prevention of infections, it would be necessary to treat the contents of the infection prevention in educational curriculum at schools and enhance dental hygiene students' knowledge on the prevention of infection and to develop the programs, with which continuous education and PRS could be conducted through in-house education and continuing medical education of the hospital after school graduation and it has been believed that it would be the most important for dental hygienists to make efforts and interest in organizations actively so as to build up safe working environments.

• Journal of Fisheries and Marine Sciences Education
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• v.13 no.1
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• pp.117-131
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• 2001

The character of the educational tradition of Germany could be divided into two aspects. One is the humanistic liberal tendency and the other is vocational. From the beginning of the Twentieth Century, however, there has been an attempt to unify these two trends by the . Georg Kerschensteiner is the first of importance to make some comprehensive curriculum for this goal. In Kerschensteiner, the genuine education makes the individual assume his work and role in society, and to develop them by cultivating insight, will and power. His view is well expressed in the slogn "The vocational education is the beginning of the humanistic education." His goal is to make men of independence and autonomy through vocational education. The theory of Kerschensteiner's education is called 'general vocational education'. The reason why is that his vocational education concerns not just technical training for industry, but also general liberal arts. In this point, Kerschensteiner's point of view goes back to Wilhelm von Humboldt, neo-humanist afar in the first half of the Ninteenth Century, and to John Dewey, pragmatist in the contemporary age of Kerschensteiner. Kerschensteiner was much influenced by Humboldt's concepts of power and individuality. These concepts came to be embodied as a principle of vocational education in Kerschensteiner. Furthermore, Humboldt's concept of power could be associated with Dewey's theory of reflexive thinking. The power in Humboldt is to create spirit, which is connected with the world outside through language. The reflexive thinking of Dewey is a process that examines and selects some alternative thinking in the consciousness before acting. This process makes one find the method of problem-solving which results in behaviour. That is the experimental spirit or pragmatic behaviourism. These theories are reduced to the concept of 'work' in Kerschensteiner. And Kerschensteiner's theory of education that has both sides, humanistic and vocational, is similar to that of John Dewey. Dewey brings forward the idea that the vocational education is the best way to cultivate intelligence and emotion, as intelligence operates best in the life. The position of Dewey is in accord with that of Kerschensteiner who intends to cover experiences of various fields of society through practice-learning, and to have knowledge got from outside of school, refuting the misled trend of education isolated from real life. However, there is some difference between Kerschensteiner and Humbolt or Dewey. While the Neo-humanism of Humbolt and the pragmatic education of Dewey put emphasis rather on the liberal arts and culture of individuality, Kerschensteiner is concerned more with the work and life of the reality of society as a group. Kerschensteiner's concept of utility is related to education for the whole man and to the work of the individual and the nation as well as the will and power to practice it. The ideal man of utility of Kerschensteiner is to learn perfectly the value and behaviour of society through vocational life and to have right view of the state establishing a sound mutual relation between individual and state. Kerschensteiner is regarded as a devotee of 'the state of harmony' or 'the ideal of the state', as he makes the state as the criterion for defining the role of the individual. It can be said that Kerschensteiner is not a democrat of the American style as Dewey is, as he makes much of the value of the nation and state. However, he is a humanist and democrat in the point of vocational education. His purpose of education is to make whole men through work and vocational education.

• Journal of the Korean Society of School Health
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• v.6 no.2
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• pp.89-100
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• 1993

This study intended to examine closely the reasons which influence the health status and to health behavior of teenagers and plan the development of the school health education. The subject of this study was the boys, and girls' high school students in Chonguy city. The number of them was totally 632 and the period was from July 9 to 14, 1990. 1. The Health Status of Teenagers. I have examined closely the health status of teenagers. They answered they continued to go to school. ever though the majority of teenagers had troubles in their sleeping and felt sick As for one's health, most of teenagers were in a good condition and were sometimes worrying about their health condition. 2. The Degree of Interest and Responsibilities of Teenagers for Their Own Health. In the responsibility of teenagers for their own health the answer, 'my health depends on my taking care of it', had the highest grade, 4.67. And the answer, 'I am in a good health condition because I have taken of my health very well', had the lowest average, 4.1. In the degree of interest of teenagers for their own health, the problem of studying had the highest degree, 4.48 and the use of drugs, the smoking behavior, masturbation, the drinking behavior and the birth control were the lowest degree. 3. The Health Behavior of Teenagers. In this part, teenagers performed about 64 percent's health behavior on the point of 3.37. 4. The Comparison of the Health Behavior, the Health Responsibility and the Health Interest of the Subject According to the General Characteristics. The results were as follows: 1) There are significantly different in the health behavior according to sex (t=6.23, p<.001), smoking experience (t=5.33, p<.001), living place (t=5.09, p<.001), ranking of brothers (F=4.19, p<.01), economic situation(F=6.57, p<.001). 2) There is significantly different in the health responsibility according to sex(t=2.31, p<.05), experiencd by disease(t= 1.92, p<.05). 3) There are significantly different in the health interest according to the chronic disease experience of family (t=3.29, p<.001), smoking experience(t=2.71, p<.01). 5. The Correlation of the Health Behavior, the Health Responsibility, the Health Interest and the Health Locus of Control of the Subject. The health behavior showed the positive correlation with the health responsibility (r=.2906, p<.001), and the health responsibility showed the positive correlation with the health interest (r=.0938, p<.01). Also the health behavior showed the positive correlation with powerful others health locus of control (r=.2606, p<.001), and internal health locus of control (r=.2023, p<.001), the health responsibility showed the positive correlation with internal health locus of control (r=.4541, p<.001), and chance health locus of control(r=.1352, p<.001), and the health interest showed the positive correlation with internal health locus of ccntrol (r=.0920, p<.001), powerful others health iocus of control (r=.1907, p<.001 chance health locus of control (r=.1191, p<.01). On the basis of the above result, we can find the fact that the interest of teenagers for their own health is increasing. And so, it is necessary for the school health management to establish the new curriculum which strengthens the health education for the planning of one's desirable health management. Besides we need efforts to develop the standard scale through the analysis of all reasons which influences the tenagers' health status and health behavior.