• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.4
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• pp.506-519
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• 2011

Purpose: The purpose of this study was to identify content of Fundamental Nursing Practice (FNP) and the educational needs for nursing practice items in schools of nursing. Methods: Participants were 81 professors who were teaching FNP and 166 clinical nurses. The research questionnaire included 148 practice items, which were selected by content analysis of 7 FNP textbooks. Data were collected from May 20 to July 27, 2011 and analyzed using descriptive statistics and t-test with SPSS 17.0. Results: The research findings showed that : 1) the seven items included in the education content of all schools of nursing were putting on sterile gloves, checking radial pulse, checking blood pressure in the arm, Foley catheterization, injection preparation with ampule, intramuscular injection in the buttocks, and mixing intravenous fluid. Fifty items were included in the content in more than 80% of the schools. 2) Educational domains needing emphasis were medication, infection control, health assessment, oxygenation, urinary elimination, activity/positioning, and nutrition. There were significant differences in reported educational needs between professors and clinical nurses for 62.8% of practice items. Conclusions: Results indicated that standardization of FNP education contents using the findings of this study should lead to improvement in quality of FNP education.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.135-143
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• 2001

Teachers' cognitive understanding of subject matter content have direct impact on the quality of students learning. In order to understand this, we need to investigate the relationships between the teachers' level of knowledge about the content and the instruction teacher provide for students. Professional development programs for computer education teachers include courses in computer science, curriculum studies, and the application of computers in the classroom. Effective teachers, however, have expertise in the subject matter content, know curriculum, and understand contextual knowledge for teaching computers in the classrooms. Although computer education have evolved for last 20 years, we have not yet made significant progress on researching "what" is the professional knowledge of computer teachers, and "how" they could be trained. Teacher's knowledge includes pedagogical and contextual knowledge of teaching the specific subject. The purpose of this paper is to understand the professional knowledge of computer teachers, and the adoption of PCK (pedagogical content knowledge). As a result of this paper, I hope to initiate further discussions and researches on PCK and its' implication for computer teachers and teacher preparation programs in Korea.

• Journal of the Korean institute of surface engineering
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• v.51 no.2
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• pp.116-125
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• 2018

Aluminum-doped zinc oxide (AZO) is a commonly used material for the front contact layer of chalcopyrite $CuInGaSe_2$ (CIGS) based thin film solar cells since it satisfies the requisite optical and electrical properties with low cost and abundant elemental availability. Low-resistivity and high-transmission front contacts have been developed for high-performance CIGS solar cells, and nearly meet the required performance. However, the durability of the cell especially for the corrosion resistance of AZO films has not been studied intensively. In this work, AZO films were prepared on Corning glass 7059 substrates by radio frequency magnetron sputtering depending on the hydrogen content. The electrical and optical properties and electrochemical corrosion resistance of the AZO films were evaluated as a function of the hydrogen content. With increasing hydrogen content to 6 wt%, the crystallinity, crystal size, and surface roughness of the films increased, and the resistivity decreased with increased carrier concentration, Hall mobility, oxygen vacancies, and $Zn(OH)_2$ binding on the AZO surface. At a hydrogen content of 6 wt%, the corrosion resistance was also relatively high with less columnar morphology, shallow pore channels, and lower grain boundary angles.

• Journal of the Korean Home Economics Association
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• v.33 no.5
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• pp.269-278
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• 1995

This study is to suggest the perspectives of family resource management education in social education. From this purpose, necessity and position of FRM education in social education are discussed. And the perspectives about FRM education are presented from delphi research to experts. This perspectives contain the purpose, sphere, relation to existing programs, education for housewife, future tasks. Finally, several names of education program are illustrated in two dimension, which is divided into consciousness-raising and technique-learning in content and personal and family in object.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.36 no.1
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• pp.25-32
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• 2018

Namdae-cheon in Gangwon-do Province, Korea, is a valuable well-preserved lagoon. The estuary of Namdae-cheon Stream is closed because of the surrounding natural sand shoal. Thus, during the dry season, river water cannot easily flow to the ocean and therefore stagnates. River water congestion causes environmental deterioration of estuaries, often by eutrophication. In this study, we examined wall disintegration in the estuary area and used it to determine appropriate measures for the conservation of estuary water quality in the future. A total of 24 sites were selected, with 13 sites on the west side and 11 sites on the east side of the estuary study area. Samples were collected and analyzed for particle size and moisture content both vertically and horizontally. Sedimentary deposition rate was measured, and subsidence analysis was performed. Particle size, water content, sedimentary deposition, and subsidence analyses indicated that flow shifted to the west during the study period. In conjunction with other variables that may affect changes in flow, these parameters can be used in future research to predict shoal breaches and associated changes in water flow direction.

• Research in Mathematical Education
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• v.8 no.2
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• pp.107-114
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• 2004

University teachers of linear algebra often feel annoyed and disarmed when faced with the inability of their students to cope with concepts that they consider to be very simple. Usually, they lay the blame on the impossibility for the students to use geometrical intuition or the lack of practice in basic logic and set theory. J.-L. Dorier [(2002): Teaching Linear Algebra at University. In: T. Li (Ed.), Proceedings of the International Congress of Mathematicians (Beijing: August 20-28, 2002), Vol. III: Invited Lectures (pp. 875-884). Beijing: Higher Education Press] mentioned that the situation could not be improved substantially with the teaching of Cartesian geometry or/and logic and set theory prior to the linear algebra. In East Asian countries, science-orientated mathematics curricula of the high schools consist of calculus with many other materials. To understand differential and integral calculus efficiently or for other reasons, students have to learn a lot of content (and concepts) in linear algebra, such as ordered pairs, n-tuple numbers, planar and spatial coordinates, vectors, polynomials, matrices, etc., from an early age. The content of linear algebra is spread out from grades 7 to 12. When the high school teachers teach the content of linear algebra, however, they do not concern much about the concepts of content. With small effort, teachers can help the students to build concepts of vocabularies and languages of linear algebra.

• The Mathematical Education
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• v.54 no.3
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• pp.207-222
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• 2015

Mathematics preservice teachers' Mathematical Content Knowledge ("MCK") includes not only knowledge for mathematics, but also academic knowledge for school mathematics and mathematical process knowledge. We can consider the items in PISA 2012 as suitable tools to assess process knowledge as well as mathematical content knowledge because these items are developed by competent international educational experts. Therefore, the responses to items with the low percentage of correct answers in conjunction with the mathematical contents were analyzed with focus on FMC. The results showed the reasoning competency in responses using the conditions of the problem and of understanding the conditions after reading the complex problems within the context (i.e. the reasoning and argumentation competency, and communication competency) requires improvements. Furthermore the results indicated the errors due to a lack of ability of devising strategies for problem solving. Based on the foregoing results, the implications towards the directions of the education for the preservice mathematics teachers have been derived.

• Journal of the Korea Fashion and Costume Design Association
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• v.25 no.3
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• pp.41-52
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• 2023

This study developed and taught VR content to be used in clothing design and composition practice, which are practical subjects for home education students at the College of Education, and examined the learning effects on students who participated in VR experiences. First, after experiencing classes using VR content, students' perceptions of classes were examined considering participation, class level, expectations, and satisfaction through a survey. As a result of examining the experience of learning sewing machines in classes using VR content and changes in perception of classes, it was found that the class level, class expectations, and satisfaction were affected. As a result of comparative analysis of VR experiences and the perception of VR classes prior to experiencing VR content related to sewing machines developed for practical subjects, VR experiences affected class participation, class level, expectations, but satisfaction was not affected. The advantages of the VR class that students mentioned in the subjective evaluation included interest in the class, the degree of participation, the VR experience, and the use of VR. As for the disadvantages, difficulties in using the device, dizziness, frustration when using the device, and limitations of the program were mentioned.

• Journal of the Korean Geographical Society
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• v.32 no.4
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• pp.511-520
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• 1997

As the spatial analysis paradigm was established in the discipline during the 1960s, the regional geography became regrded as a nonscientific enterprise. However, school geography has remained an old fashioned regional paradigm. Since then, regional framework which characterized geography curricula in education has been attacked and replaced by more scientific and systematic content. But recently, globalization and localization has rapidly transformed the everyday life of ordinary people. This social change requires regional awareness in school. The purpose of this study is to find relevant learning theories for geography in deucation and to suggest principles of constructing content for regional geography. We must transform the logic of regional concepts into educational content with reference to the learning process. We must examine various propositions for the leaming process. According to the Atomic view of knowledge, the learning process is cumulative, but this can't be applied to sophisticated knowledge. In the Organic view, the learning process is regarded as gradual differentiation. But the learning process is reciprocal, and socially constructed. Applied to geography in education, this view regard "meaningful learning" as social interaction between student's private geographies and content based on public (or academic) geographies.

• Journal of dental hygiene science
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• v.7 no.1
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• pp.49-54
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• 2007

This research was conducted to provide standardization method for new dental hygiene curriculum by identifying the overlapping of education content of the Department of Dental Hygiene and analytic syllabus. To complement these overlapping education programs, I would like to make some proposals. First, unified course shall be provided by compromising specific terms of overlapping subject, overlapping curriculums for the necessary skills required for job analysis of dental hygienist and overlapping class time. This shall increase the efficiency the class time and required curriculums. Next, proactive and continuos research for standardized approach to the Department of Dental Hygiene education content is necessary and Dental Hygiene academic circle shall build trust.