• Journal of the Korea Society of Computer and Information
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• v.22 no.11
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• pp.169-175
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• 2017

In this paper, we propose the elementary school teacher's training direction for effective SW education. In an effort to better understand the efficient SW training contents and methods for teachers, 200 of elementary teachers had been selected from different places in South Korea. The results showed that 1)it should be operated by focusing on the training of female teachers, especially, strengthening the contents of SW ethics. 2)It will need to actively operate the teacher training program to foster the necessary computational thinking and programing for elementary school teacher who work in big cities. 3)It need to create a training program for expanding the SW studying groups. 4)In order to improve the effectiveness of training courses in the development of in-service training programs, the SW ethics contents need to be coordinated with the link the computational thinking and programing. These results are expected to provide the efficient methods to design the future SW training programs.

• The Journal of Korean Society for School & Community Health Education
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• v.18 no.3
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• pp.83-95
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• 2017

Objectives: The purpose of the research is understand the priorities of national competency standards vocational key competence factors in nurse who is work in Seoul and Incheon. Methods: The design of this study is descriptive investigation research, and the subjects were 144 nurse. we establish the vocational key competency defined in national competency standards as analytic hierarchy analysis model. The vocational key competency has 10 categories and 34 sub-categories. And based on the survey in nurse, the weight representing relative importance of each factor were calculated by using analytic hierarchy process method. Results: The analytic hierarchy process analysis on 10 categories showed that professional ethics(0.149) was higher than any other categories while that of numeracy(0.040) was at the bottom. And the analysis on sub-categories revealed that the most important factors in each categories included the Ethical community(Professional ethics), Conflict management skills(Interpersonal skills), Problem solving capability(Problem-solving skills), Listening skills(Communication skills), Applicable technical skills(Technical skills), Ability to understand business(Ability to understand organizational structures), Information processing capabilities(Information capacity), Self-management skills(Self-development capability), Ability to manage time(Resource management capabilities), Basic math skills(Numeracy). Conclusions: The results in this study can be used as basic data for the development of liberal arts curriculum for Nursing.

• Journal of the Korea Society of Computer and Information
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• v.24 no.6
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• pp.135-140
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• 2019

The purpose of this study was to find the ethical values of dental hygiene students, to establish the right ethical values of the students, and to provide a fundamental material for the ethical education direction and curriculum of the students. In order to examine the general characteristics and ethical job behavior level among dental hygiene students, a research was conducted from 1st April 2017 to $30^{th}$ June 2017 through selecting freshman, sophomore, junior and senior students currently enrolled in the department of dental hygiene at 5 different colleges as the subjects. Statistical analysis was performed using IBM SPSS 22. The frequency analysis was used to examine their general characteristics. The independent t-test was used to examine their ethical job behavior according to their religion, hospital practice experience and code of ethics as a dental hygienist, and the one-way ANOVA was used to examine their ethical job behavior according to grade-specific characteristics. Lastly, the Scheffe's post hoc test was conducted. The significance level was 0.05. Given the results, ethical job behavior was significantly different between the group of students with religion, the group of students with hospital practice experience, different school year students, and the group of students aware of code of ethics as a dental hygienist.

• Korean Journal of Childcare and Education
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• v.17 no.6
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• pp.53-72
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• 2021

Objective: This study aimed to reveal early childhood teachers' perceptions of teacher competency for ESD using concept mapping and demonstrating its importance. Methods: 16 early childhood teachers in charge of 3-5 year olds conducted statement writing, and then the importance of selected statements were rated by 160 early childhood teachers in charge of 3-5 year olds. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Early childhood teachers perceived teacher competency for ESD in early childhood as concept mapping with two-dimensions and six clusters. The following six clusters were established (1) ethics for sustainable development, (2) willingness to participate in ESD, (3) development and operation of a sustainable development curriculum, (4) recognition and practice of environmental issues, (5) realization of value for sustainable development, and (6) practical thinking for ESD. And then among the six clusters, the most important cluster was recognized as 'ethics for sustainable development', and among the statements 'having an open mind to understand multiculturalism and the disabled' was considered relatively important Conclusion/Implications: Based on these results, we discussed the importance of teacher competency for ESD in early childhood, development of teacher competency scale, and preparation of a teacher education plans for each competency.

• Journal of Korean Academy of Nursing Administration
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• v.5 no.2
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• pp.317-336
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• 1999

Official nursing education of Korea under Japanese rule began in order to make the communication possible among Japanese medical men and Korean patients. It could generate high standard nurses from the beginning. Nurses licensure began in 1914 and the graduates of official nursing schools could get nurses licensure without further test. Official nursing education became the standard of R.N. education. The curriculum emphasized on Japanese and ethics first, and in order to produce nurse, practice second. In 1920 the shortage of nurse became serious problem, so the Japanese colonial authorities set up 5 official nursing school in large scale. In 1922 they revised the relevant laws and regulations to make the nursing licensure pass all over Japanese ruling area. 8-year preliminary education and 2 year curriculum became standard of official nursing education after then. Other nursing schools should satisfy this standard to let their graduate get nurses licensure without further test. Curriculum was revised to satisfy the dual goal of 'good housewife' and 'good nurse'. Every official nursing school tried to raise educational standard Nursing science was specialized and more emphasis was put on the occupational education. From the late 1930s, Japanese desperately needed additional manpower to replenish the dwindling ranks of their military and labor forces. They tried to produce more nurses by increase nursing school. Students had to do wartime work instead of study. Younger students could enter nursing school, and general school could produce R.N. In conclusion, nursing education of Korea under Japanese rule was determined by the official nursing education. The Japanese colonial authorities lead the official nursing education. It made nursing education fixed early and produced high standard R.N. But it made nursing education withdraw in late Japanese rule period. Nursing education of Korea began quite weak in the need of nursing and Korea herself. The weakness became a subject of nursing education of Korea after Japanese rule to produce better R.N..

• Asian Oncology Nursing
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• v.9 no.1
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• pp.43-51
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• 2009

Purpose: The purpose of the study was to develop an educational program reflecting the educational needs of Hospice Smart Patient service providers. Method: The description, goal, curriculum, method, and process evaluation of the educational program were constructed based on Modified Tyler-type Ends-Means Model followed by the analysis of current curriculum and needs of service providers. Results: The curriculum was constructed based on hospice volunteer program currently offered in Korea and the recommendations of hospice service volunteers and experts. A total of 90 hr was required to complete the curriculum that was composed of 'Introduction to cancer', 'Treatment and treatment complications of cancer', 'Post-treatment nutritional care', 'Helpful information', 'Introduction to hospice and palliative care', 'Comprehension of life and death', 'Holistic hospice and palliative care', 'How to communicate as a smart patient', 'Hospice and ethics', 'Pediatric hospice', 'Bereavement management', and 'Clinical practicum'. Conclusion: It is necessary to implement the developed educational program and evaluate its effectiveness, as well as making the service available to a greater number of cancer patients.

• Hwankyungkyoyuk
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• v.15 no.1
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• pp.115-124
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• 2002

The purpose of this research is to analyze the contents related to environmental education(EE) in the elementary school textbooks for the following areas: well-balanced EE, and development of EE curriculum/teachers' guide in elementary school level. For the purpose of this analysis, elementary school teachers, education administrators and EE specialists were involved. Eleven content areas of EE, namely: natural environment, artificial environment, population, industrialization, natural resources, pollution, environmental conservation, environment sanitation, environment ethics, environmentally sound and sustainable development(ESSD), and daily li(e as a consumer, were analyzed. The results of the analysis are as follows: 1. There are total 1,140 contents related to EE in the elementary school textbooks of 7th Korea National Curriculum. 2. The textbooks of grade 6 contain the most number of EE contents, while the least number is in the textbooks of grade 3. 3. The subject that includes EE contents equally in its textbooks is social studies, and the subjects that relate a lot to EE are Korean language, science, and social studies respectively. 4. The content areas that are included a lot in textbooks are' natural environment', 'pollution', and' environmental conservation' respectively, while the contents of 'population','industrialization', 'ESSD' are included to a lesser degree. The content area most frequently mentioned in the textbooks is 'pollution', and the number of the contents are increasing along with the grade level. 5. Generally, the content areas of 'population', 'industrialization', and 'natural resources' are reflected in the textbooks to a lesser degree than others. 'Industrialization' is not included in the textbooks of grade 2, while 'population' is not included in ones of grade 4. According to the result, more concern about balanced EE in content areas is needed at the elementary school level. Similar studies tot K and secondary school levels are needed. The developmental study of EE guide book and teacher training for teaching EE using the book are also recommended.

• Journal of Korean society of Dental Hygiene
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• v.18 no.6
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• pp.891-902
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• 2018

Objectives: The purpose of this study was to propose contents of a curriculum and training program for dental hygienists as medical professionals by surveying the opinions of clinical dental hygienists and dental hygiene professors. Methods: The subjects were 192 clinical dental hygienists and 193 dental hygiene professors. They answered questionnaires that consisted of grading each task based on its importance: a) for dental hygiene students to learn, b) to perform autonomously in clinical practice, and c) the expectancy of the task to change when dental hygienists become medical professionals. Data analysis was performed using an independent sample T test to capture differences between clinical dental hygienists and dental hygiene professors. The terms in the answers of open-ended questionnaires were extracted. We used R 3.5.0, R Recommender, and Wordcloud software packages. Results: Calculus removal had the highest scores for dental hygiene students to learn and expectancy to change when dental hygienists become medical professionals. Physiotherapy of temporomandibular disorders (TMD), planning, performing, and assessment of community oral health programs had the lowest scores in autonomy in clinical practice. The dental hygiene professors gave higher scores in most of the tasks for dental hygiene students to learn, autonomy in clinical practice, and expectancy to change, than did clinical dental hygienists. Cardiopulmonary resuscitation (CPR), job ethics, and communication were the most frequently mentioned terms in the training as medical professionals program contents. Conclusions: In the future, it will be necessary to study the curriculum to improve the proficiency of dental hygienists as medical professionals.

• Journal of the Korean Society for information Management
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• v.39 no.4
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• pp.1-21
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• 2022

The aim of this study is to identify the research topics and suggest an information literacy curriculum by analyzing research articles on information literacy. For this purpose, we applied the topic modeling technique to 97 scientific articles and identified the core contents of information literacy education, such as media literacy, information literacy instruction, and the use of information resources. Based on the analysis results, we suggested an information literacy curriculum by considering the Big 6 model, information literacy standards of American Association of School Library, and Association of College and Research Libraries's information literacy competencies. This study is significant in that it considered 'use of information resources' and 'information ethics' to suggest information literacy education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.508-518
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• 2016

The purpose of this study was to develop a curriculum for international social workers. Due to the changed circumstances of social welfare agencies, the demand for international social welfare and the need for suitable training for social welfare education agencies has increased. This study explored the job competency of international social welfare and suggested a competency-based curriculum for international social welfare. Researchers analyzed the social welfare NCS, social welfare curriculum and job of international development cooperation agencies and presented a combined curriculum for international development cooperation and social welfare. The findings are as follows: the core subjects of international social welfare are "Human Rights and Social Welfare", "International Social Welfare", NGOs and International Development Cooperation", "the North Korea Development Project", "International Development Cooperation and ODA", "PCM (Project Cycle Management)", "Evaluation and Monitoring", "Seminars in International Social Welfare", "International Social Welfare Practicum", "International Social Welfare Internship", "Community Welfare and Practice", "Program Planning and Evaluation for Social Welfare", "Social Welfare Ethics and Philosophy", "Skills and Techniques for Social Work Practice", "Multicultural Social Welfare", "Poverty and Social Welfare", "Social Enterprise and the Third Sector", "Social Problems", etc.