• 한국응급구조학회지
• /
• 제14권3호
• /
• pp.95-105
• /
• 2010

Purpose: This study aims to investigate the operation of continuing education system and continuing education program for emergency medical technician in Korea, Japan and United States and develop reasonable operating scheme of continuing education and curriculum in order to provide the base data for the improvement of continuing education for the improved practice capability and its maintenance, Method: The overall review of continuing education for domestic 1st class emergency medical technician was performed and also the content of continuing education for Emergency Medical Technician - Paramedic in the United States and Paramedics of Fire Department with the license for the paramedic in Japan, have been analyzed through literature, books, articles, agencies' data, laws, and internet date. Result: Hours for domestic continuing education was 4-8 hours and it was only 3-11% compared to 72 hours in the United States and 128 hours in the Japan. And with respect to the types and methods of programs, there were differences both in quantity and quality. Conclusion: As an education, providing and supplementing the changed content and technical information for the improvement of the capability and qualification of emergency medical technician, selection of education hours and various continuing education should be continuously and regularly provided and conducted. The introduction of various continuing education system and programs for this is considered to be required.

• 한국학교보건학회지
• /
• 제10권2호
• /
• pp.137-156
• /
• 1997

Most education materials on sexuality developed in the past 10 years have not been thoroughly evaluated. This study provides results from a content analysis of 5 education materials for primary, middle and high school student. The results of this study were as follows: The Analysis Framework was developed to measure content in the education materials. It was organized into six domains. They are "Human Development", "Relationship", "Personal Skills", "Sexual Behavior", "Sexual Health", "Society and Culture". Each was associated topics and age appropriate developmental guides. The standard for analysis was the developmental guide suggested by the analysis framework. Each education material was assessed for developemtal guidance and its appropriateness for primary, middle and high school students. The total number of "being" responses to each developmental guidance equaled the score the material earned. These scores then were judged as to how well each education materials was comprehensive. 3 of 5 education materials were addressed as less than half the developmental guidline. Certain education materials were less comprehensive than others. I want to know 'Sexuality' covered the fewest developmental guidliness (34.6%). Interstingly, certain domains received much more coverage across all education materials than others. Most education materials provided instruction concerning "Human Development" (62.6%), "Sexual Health" (61.0%). However, topics such as "Personal Skills" (16.2%), "Relationship" (44.1%), "Sexual Behavior" (46.8%), "Society and Culture" (48.6%) were rarely addressed. Three topic, "negotiation", "sexual fantasy", "sexual dysfunction", were never addressed by most of the materials. Because several of the education material contained gender and sexual orientation biases. Certain topics such as "sexual identity and orientation" and "Gender role" were not adequately addressed by most of the material. Unfortunately, the overall findings of this study revealed that most of the education materials were considered insufficient for students. Because this study focused on whether or not the education materials addressed the developmental guidlines, further research is recommended to evaluate and addressed each developmental guidline.

• 한국간호교육학회지
• /
• 제29권1호
• /
• pp.27-40
• /
• 2023

Purpose: The study aimed to examine the concept and attributes of the quality of clinical nursing education for new graduate nurses. Methods: This study adopted a hybrid model introduced by Schwartz-Barcott and Kim. In the theoretical stage, the meaning and attributes of the quality of clinical nursing education for new graduate nurses were determined by analyzing eight articles. In the fieldwork stage, data were collected using semi-structured interviews with five new graduate nurses and seven experienced nurses. The data were analyzed by qualitative content analysis methods developed by Elo and Kyngӓs. In the final analysis, a final result was arrived at comparing, contrasting, and integrating the attributes of the concepts derived in the theoretical and field-work stages. Results: The quality of clinical nursing education for new graduate nurses was identified as excellence or the standard of education for new graduate nurses that would support them in adapting to clinical settings and transitioning to professional nurses. The attributes of the quality of clinical nursing education were founded to possess three dimensions, six categories, and 18 attributes. The multidimensional attributes of the quality of clinical nursing education for new graduate nurses were confirmed as education resources, design, method, content, evaluation, interaction, and outcome under the three dimensions of input, process, and output. Conclusion: The concept and nature of the quality of clinical nursing education observed in this study can be utilized as a basis for the future development, evaluation, and improvement of clinical nursing education for new graduate nurses in healthcare organizations.

• Nutritional Sciences
• /
• 제1권1호
• /
• pp.34-41
• /
• 1998

This study examined the proper roles of dietitian and nurse-teacher in the weight control program (WCP) in schools and the effect of the WCP on subjects with respect to anthropometric measurements, nutrition knowledge, dietary attiude, and behavior changes. The program consisted of six sessions of nutrition education and frequent face-to-face nutrition counseling. Subjects were 22 obese children in the 4th and 5th grade who underwent counseling and 18 obese children in another school who served as a control group. After two months of WCP, obesity index such as .elative body weight (RBW, from 135.7 to 132.5), tricep skinfold thickness (TSFT, from 34.9 to 32.8 mm), and body fat content (from 32.0 to 29.8%) had decreased significantly in the experimental group, while the control group showed no significant differences in these indices. The reductions in obesity indices were maintained in the experimental group except for fat content (32.6%), which returned to its original value within six months. The control group significantly increased fat content in the same period (from 31.2% to 36.2%). Both groups decreased RBW, TSFT, and fat content while midarm circumference and waist/hip ratio remained the same after one year. Subjects' nutrition knowledge was improved with average test scores from 15.1 to 16.7 while nutrition attitude and behavior test scores remained unchanged suggesting that behavior modification may require more time than knowledge acquirement. These results suggest that proper nutrition counseling can initiate weight reduction. However, the maintenance of controlled weight requires changes in attitude and behavior which have not been achieved by the present WCP. The role of school dietitian for WCP in this study was limited to assisting the nurse-teacher in nutrition education. Expansion of dietitian's role in nutrition education and counseling is needed.

• 한국과학교육학회지
• /
• 제32권8호
• /
• pp.1356-1366
• /
• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• 디지털콘텐츠학회 논문지
• /
• 제18권2호
• /
• pp.239-247
• /
• 2017

과거의 교육은 주로 좌뇌 발달에 치중되어 지식 전달 위주의 형태로 시행되었으나, 우뇌 역할의 중요성이 밝혀지면서 창의성과 관련된 다양한 교육이 시도되고 있다. 뇌에 관한 연구의 진보에 따라, 좌뇌와 우뇌의 기능이 서로 상이하다는 관점에서 일부 기능이 특화되어 있지만 많은 뇌의 기능은 좌뇌와 우뇌가 협력적으로 수행하고 있음이 밝혀지고 있다. 본 연구는 좌우뇌의 균형있는 발달을 위하여 한자를 소재삼아 콘텐츠를 개발하였다. 음양오행의 다섯 가지 요소를 도입하여 항목을 정의하고, 각 한자당 4 단계를 거쳐 학습하도록 구성하였다. 1단계는 시각적 강제 결합을 활용한 뇌를 자극하는 도입단계, 2단계는 우뇌형 학습, 3단계는 좌뇌형 학습, 4단계는 좌우뇌통합 학습 구조로 설계하였다. 개발된 콘텐츠에 전문가의 인터뷰를 통해 효과적인 두뇌 학습 콘텐츠로서 가능성을 확인할 수 있었다.

• 한국융합학회논문지
• /
• 제12권7호
• /
• pp.133-142
• /
• 2021

본 연구는 온라인 교육의 효과를 학습자들이 수업 관련 특정 이슈들에 대한 적극적 탐색과 공유의 측면으로 확대하여 살펴보고자 선행연구를 바탕으로, 이슈를 탐색하도록 유도하는 동기의 두 유형(개인적, 사회적)과 인게이지먼트, 이슈콘텐츠에 대한 태도, SNS구전의도 모형을 검증하였다. 연구결과, 학습자들의 두 동기는 인게이지먼트에 정(+)의 영향력을 미치고 있었으며, 인게이지먼트가 증가할수록 이슈콘텐츠 태도와 SNS 구전의도는 긍정적으로 나타났다. 본 연구에서는 스스로 학습을 진행하도록 유도하는 인게이지먼트의 역할을 확인할 수 있으며, 인게이지먼트의 증가를 위해 수업내용뿐만 아니라 사회적, 개인적 동기를 활용해야할 필요성을 제안한다.

• 문화기술의 융합
• /
• 제10권4호
• /
• pp.65-70
• /
• 2024

장애학생을 위한 다양한 디지털 활용 교육 콘텐츠가 확산되고 있는 추세 속에서 스마트교육을 위한 교수지원체계와 장애 유형별 특성을 고려한 활용 방안이 마련되어야 한다. 이에 본 연구에서는 지체장애 특수학교 사례를 중심으로 디지털콘텐츠를 활용한 수업을 분석하여 교수학습 콘텐츠의 현장 적용방안과 지원체계의 개선방안을 제안하였다. 서울의 한 특수학교 수업 사례를 목적표집하여 수업동영상 자료, 수업성찰지, 교사대상 심층면담의 방법으로 분석을 실시하였다. 사례 분석 결과를 토대로 지체장애 학생의 특성을 반영하여 특수교육현장에서 디지털 콘텐츠가 효과적으로 활용하기 위한 방안을 제시하였다. 본 연구결과를 토대로 후속 연구를 제안하였다.

• 한국과학교육학회지
• /
• 제35권6호
• /
• pp.1039-1048
• /
• 2015

본 연구는 2015 개정 '통합과학' 교육과정에서 추출한 학습 내용에 대해 과학 분야 통합성 분석과 예비 과학 교사 교육 내용과의 연관성 분석을 실시하였다. 이를 통해 예비 과학 교사 교육에 대한 시사점을 고찰하고자 하였다. 이를 위해 2015 개정 '통합과학' 교육과정과 물리학, 화학, 생명과학, 지구과학 분야에서 사용하는 11종 사범대학 예비 과학 교사 교재를 분석대상으로 선정하였다. 그 결과, 2015 개정 '통합과학' 교육과정의 학습 내용들은 비교적 과학 분야 통합성을 가진 것으로 나타났다. 또한 2015 개정 '통합과학' 교육과정에 제시된 학습 내용들은 모두 예비 과학 교사 교육 내용에 포함되었으며, 화학 분야의 교육 내용이 가장 높은 비율로 소개되었음이 확인되었다. 또한 예비 과학 교사들을 위한 교육 내용에는 '통합과학'의 '환경과 에너지' 영역 교육 내용들을 가장 많이 포함하고 있는 것으로 나타났다. 위와 같은 내용을 종합했을 때, 새로운 교육과정이 제대로 실행되기 위해서는 본 교과를 가르칠 교사들을 위해 통합과학 관련 소재들과 다양한 연수과정이 개발되어 현장에 보급될 필요가 있다. 또한, 예비 과학 교사들을 위해 사범대학 교육과정 개편, 임용 체제와의 연계 방안 마련 등이 요구된다.

• 한국재난정보학회 논문집
• /
• 제18권4호
• /
• pp.713-728
• /
• 2022

연구목적: 본 연구의 목적은 소방안전체험관에서 안전교육을 담당한 전, 현직 직원을 대상으로 VR 안전체험 교육 콘텐츠 품질이 행동 의도에 미치는 영향을 파악하고 인터뷰를 통해 추가적인 운영 관련 의견을 수집하는 것이었다. 연구방법:소방안전체험관 전·현직 직원 93명을 대상으로 설문을 실시하고 체험관 15개소를 방문하여 인터뷰를 실시하였다. 연구결과: VR 안전체험교육 콘텐츠 품질 중 몰입감과 편리성이 이용 만족도, 추천 의도, 현업적용 의도에 유의미한 영향을 미쳤다. 그리고, 교육 효과에는 편리성, 심미적 체험이 유의미한 영향을 미쳤지만 몰입감, 다양성은 유의미한 영향을 미치지 않았다. 인터뷰에서는 VR 교육은 체험자 만족도가 높고 교육의 효과도 좋다는 의견을 제시하였다. 콘텐츠의 품질은 VR 교육의 중요한 요소로 특히 몰입감과 편리성이 중요하다고 하였다. 중장기적으로는 체험관의 인력, 전문성, 유지 보수 문제, 재난 분야별 표준 교수안 마련 등 필요하다고 하였다. 결론:본 연구 결과를 통해 VR 콘텐츠 품질이 행동 의도와 교육 효과에 영향을 미친다는 것과 VR 교육의 효과 증진을 위해 콘텐츠 품질 향상을 위한 노력과 투자가 필요하다는 것을 확인할 수 있었다. 그리고 인터뷰에서 도출된 내용은 효과적인 소방안전체험관 운영에 도움이 될 것이다.