• Journal of Navigation and Port Research
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• v.35 no.9
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• pp.721-727
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• 2011

This paper compares the English language programs of two maritime institutes in very different parts of the world, South Korea and Belgium. It will show that although both institutes comply with the minimum standard set by the STCW Code issued by the IMO, course contents and requirements can vary greatly. Method of class delivery, choice of learning tools and testing will be examined to illustrate some of these differences. This paper will show that in order to train new seafarers in the best possible way that will fulfill the IMO mandate of Safer Shipping and Cleaner Oceans, continual review and development of course curriculum should be an ongoing process that focusing on encouraging cadets to communicate in a targeted, efficient and professional way within a nautical context. This paper will show by comparison the huge potential that the Korean Maritime English program has for positive change and growth.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.2
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• pp.359-375
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• 2000

PBL can be defined as an active, self-directed and student-centered learning, and an opposite way of classroom teacher-centered learning which has been traditional role learning. PBL enables students think more efficiently and effectively when puzzling through the patient problems. The purpose of this study is to find out the perception of student nurse about PBL, the characteristics and the structure of the type for PBL. The research process is as follow : First, the researcher selected 35 statements for PBL with the content analysis of in depth interview and the literature review. Second, the researcher asks 38 student nurse to classify the statement cards. The result of the research is that the type of student nurse's PBL perception is divided into 4 types(Affirmative type, Negative type, Suspicious type, and Preferable type), and the explanative total variance is 44 percent. In relation to this, if PBL well combined and adapted in our traditional curriculum will change our nursing education in better direction.

• International conference on construction engineering and project management
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• 2005.10a
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• pp.1203-1207
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• 2005

At this point of time that it is required to improve educational environment and the function of educational facilities as well as interests on educational facility business is increasing, it is actual situation that unsystematic maintenance of educational facility is not being able to cope with the change caused by introducing the 7^th curriculum. Also, in spite of enormous career in maintenance work, the function is not properly performed because of unsystematic management. In case of educational facility manager, he parallels performing general administrative work and facilities maintenance work not as a maintenance expert but as a member of administration office. So there are difficulties in performing maintenance work, and systematic maintenance work cannot be expected because of lacking maintenance manual. Therefore, in this research, I would like to investigate and analyze the status of educational facilities and to elicit the point of issue as a basic research to save maintenance expenses and to make pleasant educational environment.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.271-281
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• 2011

The environmental education is based on the assumption that accurate knowledge and attitude could be linked to real action, but those have no effect on changing the behavior. To effect the change in behavior, we need to consider the reflective thinking which can make people change their behavior. The strategies to accelerate the reflective thinking are five steps of the reflective thinking process and the interaction through the discussion of students. And also, it is more proper if the contents are based on the real experiences of the students. Thus, this study tried to know whether the improvement of reflective thinking was able to affect to the environmental behavior. The environment education program was applied to the 60 elementary school 6th grade students in Gyeonggi-do and the survey methods were presented in the general experimental curriculum. To study 6th subjects (energy, harmful chemical material, heavy metal and agricultural chemicals, food additive, environmental friendly consumption, and recycle) was developed. This study shows the effect of the program on the environment knowledge, the environment behavior, the level of reflective-thinking and communication ability.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.3
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• pp.279-297
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• 2020

The purpose of this study is to find ways to establish and operate Process-focused Assessment in the classroom as the 2015 revised curriculum has emerged. As a way of doing so, we proposed a Process-focused Assessment through self-assessment and looked at the impact of the applied classes on the mathematical academic performance and affective domain of fifth-grade elementary school students. After selecting two classes of fifth grade with proven homogeneity for research, the experimental group applied Process-focused Assessment through self-assessment and the teacher-led Process-focused Assessment to the comparative group. As a result, it was confirmed that the classes applying Process-focused Assessment through self-assessment significantly improved the math and academic performance of fifth-grade elementary school students. The affective domain of the experimental group did not change significantly, but the analysis of the students' comments and interview data showed that they had more interest and confidence in mathematics.

• Journal of Korean Home Economics Education Association
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• v.24 no.1
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• pp.1-20
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• 2012

The study, published in the 2007 revised curriculum of Practical Arts and Technology and Home Economics textbook(16 species) of the 'human development and family members' area of learning content elements were analyzed. This analysis was conducted in order to evaluate that the 2007 revised curriculum of Practical Arts(Technology and Home Economics) has been made well Articulations. The criteria of Articulations is "Development of learning content, Repeating, Gaps, Reduction. Content criterias is 'human development and family' area. These include "human development, human relationships, marriage and family life, caring for family members and family welfare" of the four criteria and 14 content elements. The results of this analysis, the first content elements is "process of human development, characteristics of human development, family relationships, communication, dating and partner selection, the significance of marriage and family, understanding the basic concepts of family, family change and family problem solving". There was no content elements. content element is 'friendship'. content elements is 'Characteristics of human development', 'understanding of sex and pregnancy and childbirth'. Thus, in the new curriculum, a review of these Articulations are required. Especially, the 'friendship' and 'understanding of sex and pregnancy and childbirth' of the content element should be noted in the curriculum configuration because of content elements be Analyzed as or . Also 'values about marriage change' importance in the low fertility society is a big learning content elements need repeating. However, textbooks should reflect differences in the configuration will hakgyogeupgan. Meanwhile, 'changes in values about marriage' that it is necessary to deal with the repeatedly because of recentely society is The low fertility society, However, for this content element based on the differences between school level to appear the contents of textbooks, the textbook screening process will be provided with the correct guidance.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.583-594
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• 2020

In this study, the existing concept of density has a limitation in providing the cause of phenomena, and the concept of buoyancy poses a problem because it has many misconceptions and requires an overly difficult concept to understand quantitative calculation, so we suggest an explaining method as process viewpoint introducing the principle of lever. The new method of explanation has been proposed using the lever as visual tool to reveal the gravity as the fundamental principle and process viewpoint. As a result, teachers stayed on many alternative concepts and less than half of the teachers were aware that density was related to gravity. In addition, they recognized it as matter viewpoints, but there is a meaningful conceptual change after intervention(p<.000). Also, they evaluated that the new method is better able to recognize the principle and process viewpoint than the existing description method. Through this, we can confirm the educational value of explaining method as process viewpoint introducing the principle of lever.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.163-186
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• 2017

The purpose of this paper is to propose the policy change of teachers education in Korea with an analysis of America statistical literacy education. we found the difference of statistical literacy education between Korea and America with each nation's social and educational environment. We can get the need of new change for statistic teacher's education in Korea. We think of Mathematics teachers should know about the difference between statistics and mathematics at school mathematics. And they should know the new change thinking about teaching method and process assesment methods. Second, Teachers should focused on teaching of problem solving and statistical thinking ability based on data analysis than the teaching of probability and mathematical theory.

• Research in Community and Public Health Nursing
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• v.33 no.1
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• pp.13-31
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• 2022

Purpose: This study conducted a job analysis of visiting nurses in the process of change. Methods: Participants were the visiting nurses working for the Seoul Metropolitan city. On the basis of the Public Health Intervention Wheel model, two times of the focus group interview (FGI) with seven visiting nurses and one time of the Developing a Curriculum (DACUM) with 34 visiting nurses were performed. A questionnaire survey of 380 visiting nurses was conducted to examine the frequency, importance and difficulty levels of the tasks created by using the FGI and DACUM. Results: Visiting nurses' job was derived as the theme of present versus transitional roles. The present role was categorized as 'providing individual- and group-focused services' and 'conducting organization management', while the transitional role was categorized as 'providing district-focused services' and 'responding to new health issues'. The job generated 13 duties, 28 tasks, and 73task elements. The tasks showed the levels of frequency (3.65 scores), importance (4.27 scores), and difficulty (3.81 scores). All the tasks were determined as important, exceeding the average 4.00 scores. The group- and district-focused services of the tasks were recognized as more difficult but less frequent tasks. Conclusion: The visiting nurses exert both present and transitional roles. The transitional roles identified in the present study should be recognized as an extended role of visiting nurses in accordance with the current changing healthcare needs in South Korea. Finally, the educational curriculum for visiting nurses that reflects the transitional roles from the present study is needed.

• Journal of Engineering Education Research
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• v.7 no.3
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• pp.5-18
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• 2004

This paper, as a continuation of 'Job Analysis for developing Vocational Education & Training Program' executed from 1998, is aimed at complementing a guidebook for job analysis developed in 2002 to improve its usage in the areas of education, training and qualification, and at making and distributing basic data to develop curriculum for vocational education, standards for vocational training, and guidelines for making questions in qualification examination for 10 kinds of vocations through job analysis, which were precedently selected, for the purpose, out of environment industry-related vocations drawn from carried out together with this project by our Institute in 2003. The contents of this paper are first, to analyze what have precedently been done for job analysis, second, to complement a guidebook for job analysis, third, to select vocations for which job analysis will be made, and fourth, to carry out job analysis for developing curriculum for vocational education and training and guidelines for making questions and to distribute comprehensive data made on a basis of the results. Paper methods for the purpose of this paper are an analysis on literatures and data related to job analysis, experts councils for complementing job analysis, selecting target vocations and conducting job analysis by the vocations, and job analysis applying DACUM method. In the first place, this report presents job analysis models by procedures for developing curriculum for vocational education and training. The first step is preparation for job analysis, the second step the establishment of job models, the third step the drawn-out of knowledge, skills, and tools, the fourth step the selection of courses and subjects, the fifth step the specification of education and training contents, and the sixth the establishment of guidelines for making questions. In this paper, job analysis for 10 vocations were conducted in accordance with these procedures.