• Journal of Christian Education in Korea
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• v.65
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• pp.103-131
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• 2021

The purpose of this study is to identify the direction of future Christian ministry by examining the educational/pastoral ministries of Korean churches during the COVID-19 period. The study used the case study method, where pastors from four different churches were the primary sources of data. Although each church has its own unique ministry, special early morning prayer meetings, family worship services, family Vacation Bible Schools, Bible writing and reading programs, and on-line discipleship training programs were common. In addition, each church implemented special programs that reflected the characteristics and needs of the church, like a talk show, visible radio, surfing meeting, and book-making of Bible manuscripts. Based on these results, ministry programs reflecting the church's pastoral philosophy, strengthening community consciousness, restoring the spiritual function of the family, utilizing online teaching methods, and psychological support for the underprivileged are proposed. In addition, the recovery of Christian publicity and the help from denomination or specialized institutions to develop the programs and online materials were suggested. Through this study, the direction of educational/pastoral ministry in a time of COVID-19 and post-COVID-19 is proposed.

• Journal of Radiation Protection and Research
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• v.49 no.1
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• pp.19-28
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• 2024

Background: This study aims to analyze radiation safety management and regulatory perceptions, focusing on companies that must report radiation sources. The intent is to reduce the gap between regulation measures and addressing real concerns while improving practical safety management measures and regulations for all stakeholders. Materials and Methods: Radiation safety officers at a total of 244 reporting companies using radiation generators (79.8%) and sealed radioisotopes (15.1%) were surveyed using a questionnaire. Results and Discussion: The perception that regulation is stronger than the actual risk of the radiation source used was 3.47 points (out of 5 points), indicating a score above average. The most important factors and considerations were education and training (48%) as a human factor, safety devices of the radiation source (71.3%) as a hazardous material factor, the use of radiation (50.8%) as an organizational environment, and the radiation effect of nearby facilities (67.2%) as a physical environment. Radiation safety management educational experience (F= 5.030, p< 0.01), the group with high subjective knowledge (t= 6.017, p< 0.001), and the group with high objective knowledge (t= 1.989, p< 0.05) was found to be better at radiation safety management. Conclusion: It is necessary to standardize the educational experience regarding radiation safety management because each staff member has individual differences in educational experience. It is necessary to provide more information on how to solve radiation accidents via educational content. Applying radiation safety regulations based on the factors that significantly affect radiation safety management shown in this survey will help improve safety.

• Physical Therapy Rehabilitation Science
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• v.13 no.1
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• pp.18-25
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• 2024

Objective: This study is a single-group pre-post experimental study to determine the effects of simulation-based practice education on nursing students' self-efficacy, performance confidence, and educational satisfaction. Design: Single-group pre-post experimental studies Methods: This study was conducted from September 1, 2023 to November 30, 2023 for nursing undergraduate students in a simulation based practical education program. The subjects were provided with learning materials about an acute myocardial infarction case with chest pain for preliminary learning. After that, they were divided into teams of 6 people and asked to do self-study for 2 hours per team, twice a week, before conducting simulation practice. For the simulation based practical education, the participants were divided into 9 teams of 6 people each, and each team had 10 minutes for orientation, 15 minutes for scenario operation, and 50 minutes for debriefing. Results: After the simulation based practical education, self-efficacy increased statistically significantly from a mean of 3.51 before training to a mean of 3.80 after training (t=-2.12, p=0.038). However, there was no significant difference in performance confidence. There was a significant positive correlation between self-efficacy and performance confidence (r=0.62, p<0.001) and training satisfaction (r=0.67, p<0.001) after the simulation based practical education. Self-confidence was also significantly correlated with educational satisfaction (r=0.76, p<0.001). Conclusions: The results of this study showed that utilizing simulation-based practical education can increase nursing students' self-efficacy, which positively affects their performance confidence and educational satisfaction. Therefore, simulation-based practical education is an effective nursing education method that can improve nursing students' practical skills.

• School Mathematics
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• v.6 no.1
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• pp.37-57
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• 2004

The purpose of this study is to review, through case study, how the use of web materials has influence on the improvement of self-oriented Learning in mathematics of primary school. This is one of the ways to improve classroom lectures suggested in the 7th National Standard of Curriculum. To accomplish this, the following three studies were conducted. First, a questionnaire concerning the improvement of self-oriented Learning Skill through the use of the materials on the web was designed and analyzed. Second, the activities of the class using the web materials were recorded and the study activities of the children were observed. Third, the process of writing notes about their study using web materials was analyzed though interviews after teaching and learning. Through these studies, it has been shown how web materials contribute to the improvement of self-oriented Learning Skill.

• School Mathematics
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• v.2 no.2
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• pp.475-487
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• 2000

As a result of carrying out t-test against the learning activity that used the learning materials designed by level, significant disparity was found. Thus, it was found that hte effect of this learning activity became more visible with lapse of time. But the major cause by which there appeared small significant disparity as a result of testing is that the units of experiment were limited and that the period of using the learning materials was not long. In an analysis on the results of interest test, the experimental class also appeared to show the average score that was higher than that of the comparative class by 0.10 after converting a decimal point. The outcome of attitude test was that the experimental class showed a higher average score by 0.11, as a result of converting a decimal point, than that of the comparative class. So, a large number of students showed an improved reaction. But, there seemed some problems of the learning materials or the method of progressing the activity in changing under achievement students or students who avoided studying math. When the effect of the level-based learning activity was investigated, more than 80% of the experimental class’s students showed a positive reaction. Thus, it could be judged that students, who felt some burden at studying math, might be served more largely, not by teacher’s uniform instruction, but by an individual learning using the level-based learning materials that enabled them to do a systematic self-learning for themselves.

• Journal of Engineering Education Research
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• v.26 no.1
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• pp.3-11
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• 2023

The purpose of this study is to develop Raspberry Pi-based CanSat instruction materials for liberal arts classes to be used in university space education. The educational satellite simulation program is developed by applying the ADDIE program consisting of analysis, design, development, execution, and evaluation of 15 lessons per semester. The usefulness of the instruction materials is evaluated by a validity test of a total of 6 experts. The proposed materials are applied to 100 college students from various majors. To analyze the impact on creative problem-solving ability, a questionnaire is conducted before and after class, and as a result, it is confirmed that there is a significant improvement in all areas after class. The class satisfaction survey is conducted for a total of 10 questions, and the average score is 4.41 out of 5, which is high. In conclusion, the proposed instruction materials make it possible to achieve successful space education using Raspberry Pi and improve creative problem-solving ability in universities.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.506-519
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• 2008

This article explores the potential learning materials and methods of science practice from exhibits, and how those are presented in natural history museums as a feasible science inquiry community. The idea of science inquiry community was offered as a form of science practice that ended with science learning. A grasp of 'scientific practice to learning' is understood as a way to conceive scientific methods as well as facts and understanding knowledge. To get educational implications on the scientific practice of 'earthquake' as a socioscientific topic in the communities, we analyzed 1) the relationship between earth science curriculum and exhibits related to 'earthquake', 2) the educational goals and intentions of educators, and 3) the characteristics of the exhibits in the American Museum of Natural History and in the Smithsonian National Museum of Natural History. The results of this study showed that those museums presented the exhibits consisting of various and practical cases and events of 'earthquakes' as a socioscientific topic related to their curriculum. At the target museum, it was clearly stated that the pursuing educational goals focused on relations with local interests and socioscientific issues. For making earthquakes relevant to visitors, delivering lived experiences with raw data and interactive media was emphasized in exhibit characteristics.

• Archives of design research
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• v.14
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• pp.163-178
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• 1996

"Color" education aimed at cultivating creativeness and expressive techniques in the education of visual art, in the college of art and design, should be balanced with "form" education; nevertheless, the present situation at Korean universities is such that the overall environments of "color" education are far too inferior to those of "form" education.The problem is, among other things, that the curriculum of visual art education is centered around formal education; in addition, color education courses consist mostly of theoretical issues, not experimental, first-hand-experience-oriented activities that are best suited for the characteristics of the language of color as a visual language, thereby making it difficult to expect the efficiency of education.Particularly, it is a serious problem that the courses dealing with color are not offered in a step by step fashion, from the most elementary, to the intermediate, working up to the most advanced level. Another problem is that those people involved in color education seldom have an expertise in their area; furthermore, the educational environment, educational tools, and the content of the texbooks are far from being ideal.Moreover, it is a grim reality that most color theory courses that have been offered end up being a lecture of "general, basic" color theories, ignoring the students' diverse specialization areas.As a way of normalizing color education, rationalizing the curriculum and initiating the professorship exclusively teaching color education have to be introduced, so that we can increase the depth of color education and individualize the contents of color education according to the students' needs. It is believed that the introduction of the "color-education-only" professorship will greatly facilitate our effort to devise an efficient educational method, to determine the scope of individualized color education, and to improve the ovarial educational environment (such as facilities, instruments, and teaching materials) necessary for an in-depth education.ments, and teaching materials) necessary for an in-depth education.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.591-612
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• 2008

In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

• Journal of The Korean Association For Science Education
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• v.42 no.6
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• pp.579-595
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• 2022

This study is a qualitative case study of secondary science teachers who are doing educational activities in YouTube. In particular, this study attempts to interpret this case based on Foucault's concept of 'Heterotopia', which means a space that allows for private freedom or deviance by reflecting various utopias without the norms and constraints from every day or real space. Five secondary science teachers who voluntarily opened a personal channel on the YouTube platform and actively uploaded their own videos related to science education participated in the study. In order to understand the experiences of five secondary science teachers, data were individually collected through semi-structured in-depth interviews, and the collected data were analyzed using qualitative case study method. For valid interpretation of the study, we also referred to the video contents, teacher training materials, and teaching and learning materials produced by the participants. As a result of the study, seven themes were revealed: 'Desire for one's own unique educational activities,' 'Youtube as an extended classroom space,' 'Expanded network of relationships beyond the classroom barrier,' 'Satisfaction of desire for recognition and experience of identity as a YouTuber,' 'Tension between the educational space and the YouTube,' 'Space to be reborn as a craftsman,' and 'Finding one's own direction as a Teacher-YouTuber.' Given those findings, we found that the identity and desire of secondary science teachers, which were limited in the existing secondary schools and classrooms, was expanded in a new space called YouTube. In addition, we suggested that YouTube could be a space where science teachers can realize their own ideals and feel the joy. And simple regulating teacher's behavior in Youtube space only based on norms and standards shared in traditional educational space would rather hinder their healthy construction of identity and growth.