• Journal of Korean society of Dental Hygiene
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• v.11 no.2
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• pp.159-167
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• 2011

Objectives : The purpose of this study was to examine the satisfaction level of dental hygienists with supplementary education. The subjects in this study were 305 dental hygienists, on whom a survey was conducted from September 26 to December 10, 2009. Methods : The instrument used in this study was questionnaires that consisted of three sections: educational environments, the content and method of education, and educational administration. Results : The findings of the study were as follows: 1. In terms of satisfaction level with supplementary education, they gave a mean of 3.13, which was on the average. The dental hygienists who worked in public dental clinics, who had a 10 years or more of career and who worked in the provinces expressed more satisfaction. 2. In terms of satisfaction level with educational environments, they gave a mean of 3.22. They were most gratified with lecturers(3.34), and they expressed the least satisfaction with educational opportunities(3.14). 3. In terms of satisfaction level with the content and method of education, they gave a mean of 3.15. They were most contented with the professionalism of education, and they expressed the least satisfaction with the ratio of theory and practice(2.92). 4. In terms of satisfaction level with educational administration, they gave a mean of 3.02. They were most satisfied with the application procedure(3.22), and they expressed the least satisfaction with educational cost and publicity(2.91). Conclusions : Educational institutions that provide supplementary education should reinforce small-group supplementary education for each district, provide systematic practice-centered educational programs and offer streamlined administration service to boost the satisfaction level of dental hygienists.

• Communications of Mathematical Education
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• v.30 no.2
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• pp.139-159
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• 2016

This study is the field of mathematics education on the assumption that they can extend outside the classroom. Recent mathematics education is increasing the importance of field experience and various activities based on real-life math education. Thus, it is necessary to consider this situation in pre-service teacher's education. The purpose of this study is to apply the 'Mathematics Field Trips Activities' in the pre-mathematics teacher education. So the specific case of 'Mathematics Field Trips Activities' was analyzed. Mathematics teachers conducted preliminary exploration activities on the historical cultural property which were effective in the following four aspects. First, cognitive effects and second, definitive effect. Third, cultural-mathematical effect. Fourth, the effect on improving math class. Finally they were summarized and divided into classes target content knowledge and teaching knowledge both sides. As a result, the 'Mathematics Field Trips Activities' were found to have significant effects on pre-service math teacher. Finally, ongoing research is needed to settle into a new teaching and learning methods.

• Safety and Health at Work
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• v.6 no.3
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• pp.211-217
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• 2015

Background: E-learning-based programs have recently been introduced to the occupational safety and health (OSH) education for migrant workers in Korea. The purpose of this study was to investigate how the factors related to migrant workers' backgrounds and the instructional design affect the migrant workers' satisfaction with e-learning-based OSH education. Methods: The data were collected from the surveys of 300 migrant workers who had participated in an OSH education program. Independent sample t test and one-way analysis of variance were conducted to examine differences in the degree of learning satisfaction using background variables. In addition, correlation analysis and multiple regression analysis were conducted to examine relationships between the instructional design variables and the degree of learning satisfaction. Results: There was no significant difference in the degree of learning satisfaction by gender, age, level of education, number of employees, or type of occupation, except for nationality. Among the instructional design variables, "learning content" (${\beta}=0.344$, p < 0.001) affected the degree of learning satisfaction most significantly, followed by "motivation to learn" (${\beta}=0.293$, p < 0.001), "interactions with learners and instructors" (${\beta}=0.149$, p < 0.01), and "previous experience related to e-learning" (${\beta}=0.095$, p < 0.05). "Learning environment" had no significant influence on the degree of learning satisfaction. Conclusion: E-learning-based OSH education for migrant workers may be an effective way to increase their safety knowledge and behavior if the accuracy, credibility, and novelty of learning content; strategies to promote learners' motivation to learn; and interactions with learners and instructors are systematically applied during the development and implementation of e-learning programs.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.194-206
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• 2002

This article describes the major themes to change in historical and philosophical perspectives of science education that lead the US and Korean science curriculum reform movements since 1957. Inquiry teaching and criticism of teaching science as inquiry in the late 1950s and the 1960s, Science-Technology-Society (STS) Curricula, and Science Literacy and the 1980s science literacy crisis are discussed. In the US, three major curricular projects as responses to the scientific literacy crisis are exemplary such as the Project 2061 sponsored by the American Association for the Advancement of Science, the Project on Scope, Sequence, and Coordination (SS&C) initiated by the National Science Teachers Association (NSTA), and the National Science Education Standards (NSES) published by the National Research Council. To identify how each set of national content standards differ, we compared specific content standards related to the theory of plate tectonics in Earth and Space science in grades 9-12 over the three national standards: Benchmarks of AAAS, NSES of the NRC, and SS&C of the NSTA. Against this historical background of the US science education reform movements, the curriculum reform movements in Korea is briefly discussed. In general, Korean science curriculum reform movements have reflected and resembled the recommendations of the US reform movements. In addition, it is important to note that throughout the history of curriculum revision in Korea, there have been continuing pendulum swings between a theoretical, discipline-centered curriculum and a liberal, humanistic, and student-centered curriculum, which pays more attention to students in terms of their interest and psychological preparedness. In conclusion, the sixth and seventh national science curriculum revisions reflect rather a student-centered movement by reducing technical and sophisticated topics, taking constructivism learning theory into consideration, and adding more STS related topics.

• Journal of the Korea Society of Computer and Information
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• v.4 no.4
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• pp.120-125
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• 1999

This paper is a study on the cyber education center, OpenEdu, developing on internet. The conventional cyber university is allowed for ID user only, but OpenEdu is opened all internet user for open education and it has a various content. free of charge and high quality. Also. in this system, we support the various 500 contents, other efficiently services and it is a self-learning(asynchronous) distance education application(HTML, PDF. Front Page) on cyber-space using the information super highway It will make the cyber education center from new paradigm of distance education. The purpose of OPenEdu provides a async. distance education service, free of charge to obtain many various contents on internet. The future study is enhanced user interface and upgraded content quality.

• Child Health Nursing Research
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• v.25 no.4
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• pp.435-448
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• 2019

Purpose: The purpose of this study was to review sexual abuse prevention education program for Korean elementary school students. Methods: Whittemore and Knafl's integrative review methods were used and Gough's weight of evidence was employed as a quality appraisal tool. Articles published in Korean or English were identified through electronic search engines and scholarly web sites using three keywords: "elementary school student", "sexual abuse", and "prevention education". Peer-reviewed articles published between 2000 and 2018 were included in this review. Results: Twelve articles met the inclusion criteria and were appraised as being high-quality. Among the 12 selected studies, seven were descriptive, while five were intervention studies. Sexual abuse prevention education programs were effective in improving perceptions, knowledge, attitudes, and preventive behaviors among elementary school students. However, deficiencies were found in the variety of educational methods, utilization of experts, and standardization of the content of sexual abuse prevention education. Conclusion: We need to provide various educational methods that are appropriate for specific developmental stages, and the sexual abuse prevention content should draw upon the current sexual education program administered to this population. Furthermore, parents and trained teachers or school health teachers should be included to provide effective education programs for elementary students.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.295-310
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• 2021

For the continuous growth and development of students, continuity of learning content according to the school level is essential. However, research on the continuity of kindergarten education and elementary school science curriculum is relatively insufficient. In this respect, it is necessary to precede the analysis of the continuity between the science-related learning content presented in kindergarten education and the science curriculum in elementary school. In this study, the 2015 science curriculum was organized into 14 small sections, and the core contents of science education in kindergartens and elementary schools were presented as correspondence. As a result, it was possible to classify learning contents presented only in kindergarten, learning contents presented only in elementary schools, and learning contents showing a clear continuity between kindergarten and elementary school. This study is meaningful in that it presents implications for the continuity between the science curriculum of the kindergarten curriculum and the elementary school curriculum.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.145-161
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• 2021

This study analyzes the characteristic of elementary science-gifted education winner programs in Gifted Education Database (GED) focusing on scientific creativity. For this purpose, an analysis framework to analyze the programs was developed and a total of 840 inquiry activities from 55 winner programs were analyzed according to the analysis framework. The analysis of the results reveal that 'scientific inquiry skill' of the five scientific creativity components was most frequently included in the activities. 'Scientific knowledge content' and 'creative thinking' were also frequently included. However, 'problem solving ability' and 'common factor' were a little included. In the aspects of integration, the integrations between two or three components with five or eight types were frequently found. No integrations were also frequently included although less than the previous categories. The integrations among four with four types or five components were also slightly found. 'Scientific knowledge content', 'scientific inquiry skills', and 'creative thinking' with other components were more frequently found. However, the integrations of 'common factor' or 'problem solving ability' with the other components were less frequently found. Educational implications of these findings are discussed.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.85-90
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• 2022

This study aims to analyze the differences in major satisfaction among college students by gender and university type(public, private), and what are the college education service factors that affect major satisfaction. Using data from the Korean Children & Youth Panel Survey, a total of 1,220 students' data were analyzed using SPSS 23, and descriptive statistics, t-test, and multiple regression analysis were performed. As a result of the study, first, there was no significant difference in major satisfaction by gender or university type. Second, it was found that the service factors of university education had a significant influence on major satisfaction in the order of curriculum, educational content, student support system, and faculty and educational facilities had no significant effect on major satisfaction. Through this, in order to increase major satisfaction of college students, which is the competitiveness of the university, it is necessary to reorganize the curriculum and educational contents to improvement the quality of education and develop competence based on the needs of society and students.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.449-455
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• 2022

The digital culture area is a field of artificial intelligence education and partially overlaps with information ethics, and this study proposed an elementary school-centered digital culture curriculum, a detailed area of artificial intelligence education. First, as a leading overseas case in the field of digital culture, we analyzed the secure online interaction, which is the core content of the K12CS framework in the United States and the UK's computing curriculum. We presented by categorizing it into four digital areas: content, communication method, copyright, and job exploration in accordance with the domestic educational environment and field conditions. In addition, educational goals were stated according to the level of kindergarten and elementary school, and the validity of a group of field teachers majoring in in information and artificial intelligence was investigated to confirm the validity. As a result of the analysis, it was found that all the contents set were suitable except for some of the detailed goals of the first grade elementary school stages. Accordingly, a digital culture curriculum for artificial intelligence education was presented by revising and supplementing the detailed goals of the first graders.