• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.518-530
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• 2005

The purpose of this study was to investigate the characteristics of pre-service primary teachers' justifying their hypotheses about the brightness of electric bulbs. They conducted their experiments and wrote their experimental results and ideas on their worksheets. The worksheets for generating and evaluating scientific hypothesis were analyzed. Most of them generated the consumption hypothesis and designed the experiments to confirm their hypotheses or directly measure without the change of experimental conditions. The responses for valid experimental designs were $74\%$ of total responses. The $62\%$ of total responses was valid prediction for experimental results. The $60\%$ of pre-service teachers described the experimental results correctly. But other teachers described the biased results or inappropriate results. The $54\%$ of them refuted hypotheses and the $36\%$ confirmed their hypotheses. The theory-based responses were $51\%$ and the evidence-based responses were $47\%$. The $64\%$ of them proposed the possibility of the alternative hypothesis after testing their hypotheses. This study also discussed the implications of these findings for teaching and Loaming in science education.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.523-534
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• 2014

This study aimed to develop collective intelligence (CI) based instructional models for teaching socioscientific issues on the basis of intimate collaboration with science teachers, and to investigate the participating teachers' perceptions on the effectiveness of the instructional models. Adapting the ADDIE model, we suggested three types of SSI instructional models (i.e. generative model, exploratory model, and decision-making model). Generative models emphasized the process of brainstorming ideas or possible solutions for SSI. Exploratory models focused on providing students opportunities to explore various SSI cases and diverse perspectives to understand its controversial nature and complexity. Decision-making models encouraged students to negotiate or develop a group-consensus on SSI through the dialogical process. After implementing the instructional models in the science classroom, the teachers reported that CI-based SSI instructional models contributed to encouraging students' active participation and collaboration as well as to improving the quality of their argument or discourses on SSI. They also supported the importance of developing collective consciousness on the issues in the beginning of the SSI class, providing independent time and space for reflecting on their personal values and opinions with scientific evidence, and formulating an atmosphere where they freely exchanged opinions and feedback for constructing better collective ideas.

• Journal of the Korean School Mathematics Society
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• v.19 no.1
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• pp.1-19
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• 2016

This study investigated the mathematical notation used today in terms of skip ping the parenthesis. At first we have studied the elementary and secondary curriculum content related to omitted rules. As a result, it is difficult to find explicit evidence to answer that question 'What is the calculation of the $48{\div}2(9+3)$?'. In order to inquire the notation fundamentally, we checked the characteristics on prefix, infix and postfix, and looked into the advantages and disadvantages on infix. At the same time we illuminated the development of mathematical notation from the point of view of skipping the parenthesis. From this investigation, we could check that this interpretation was smooth in the point of view that skipping the parentheses are the image of the function. Through this we proposed some teaching methods including 'teaching mathematical notation based on historic genetic principle', 'reproduction of efforts to overcome the disadvantages of infix and understand the context to choose infix', 'finding the omitted parentheses to identify the fundamental formula' and 'specifying the viewpoint that skipping the multiplication notation can be considered as an image of the function'.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.161-177
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• 2009

This study aims to explore how teachers construct scientific explanation during instructional practices to help students' scientific inquiry. Before investigating teachers' classroom practices, elementary school science curriculum was examined to identify scientific concepts, particularly in earth science. Then, a total of six teachers' scientific explanation in actual teaching practices was analysed focusing on a) explanation of scientific concepts; b) rationale for scientific explanation; c) connection between scientific explanation and everyday explanation. The findings are as follows. First, the science curriculum provides $1{\sim}2$ main scientific concepts per unit, which are mostly appeared in the unit title. Those concepts and sub-concepts are not explicitly described but embedded in students' inquiry activities. Second, the teachers explain scientific concepts and discuss the rationale behind the scientific explanation, but rarely connect scientific explanation to everyday explanation. Also, the level of scientific explanations is low remaining level 1 or 2, not reaching 3, the highest level. Based on the results, the study suggests a) teachers need to provide explicit and clear explanations about scientific concepts; b) teachers are required to connect scientific explanation and everyday explanation; c) the level of teachers scientific explanation should be elevated by using an evidence, reasoning and claim, the components of scientific explanation as well as introducing new scientific concepts and inquiry activities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.5
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• pp.421-427
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• 2016

This study was conducted to examine the effects of a gerontological nursing clinical practice course using action learning on undergraduate nursing students. The subjects were 75 undergraduate nursing students from Y University. Data were analyzed using SPSS/Win 21.0. There were significant improvements in problem solving (t=3.58, p<.001) and communication (t=4.15, p<.000) in the experimental group compared to the control group. This study provides evidence that gerontological nursing courses improve undergraduate nursing students' problem solving and communication skills. Accordingly, this course would be a useful teaching and learning method in nursing programs of outcome based curriculum.

• The Journal of Korean Academic Society of Nursing Education
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• v.29 no.4
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• pp.405-414
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• 2023

Purpose: This study used a descriptive investigative design to compare the educational needs and priorities of education-dedicated nurses and preceptors regarding clinical nurse educator competency. Methods: A survey was conducted from March to April 2023 with 308 participants, including 140 education-dedicated nurses and 168 preceptors. The collected data were analyzed using descriptive statistics and a paired t-test with the IBM SPSS 26.0 program. For the purpose of analyzing educational needs, we further analyzed data through the Borich needs assessment and the locus for focus model. Results: Among the clinical nurse educator competency, both education-dedicated nurses and preceptors identified "new theory and practice" as the highest priority educational need. Additionally, education-dedicated nurses prioritized "teaching design ability," "teaching evaluation ability," and "evidence-based nursing/practice and research," while preceptors prioritized "clinical nursing knowledge" and "professional development ability" as their educational needs. Conclusion: While both education-dedicated nurses and preceptors responded that education is necessary for all the competency areas required of clinical nurse educators, variations were observed in their reported educational needs and priorities. Thus, it is imperative to develop and implement a differentiated education program for enhancing the competency of clinical nurse educators that considers the distinct requirements of education-dedicated nurses and preceptors.

• Journal of Veterinary Clinics
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• v.26 no.6
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• pp.628-631
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• 2009

Five dogs presented to the Veterinary Medical Teaching Hospital of the Konkuk University and Hangang Animal Hospital with a history of foreign body ingestion. On physical examination, five dogs showed lethargy, anorexia, or vomiting. Plain radiographs revealed that radiopaque foreign bodies lodged in the heart base or caudal thoracic esophagus. Positive contrast esophagogram revealed that large foreign bodies severely expanded the esophagus and there was no evidence of leakage of the contrast agent from the esophagus into the thoracic cavity. Gastrotomy for retrieval of esophageal foreign bodies using long forceps technique was performed. Esophageal foreign bodies were successfully retrieved in all dogs. The follow-ups were completed 10 days to 2 years after surgery. The follow-up information was based on physical examination by veterinarians and telephone interview with owners. The owners reported that there was no evidence of complications related to surgery such as vomiting, regurgitation, dysphagia, gagging, hyper-salivation, or anorexia in all dogs.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.363-374
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• 2019

Recently, there is an increasing interest in game based learning as a teaching method for digital native learners. This study set kinect game contributes to engaged learning as the competition and cooperation play (achievement goals, interaction), the digital game play (multisensory stimulation, fantasy and curiosity, chance, accurate feedback, control), and the body movement play (embodied cognition, presence). After performing classes using the motion recognition game developed for the elementary school history class, this study conducted semi structured interviews based on engaged learning elements of kinect game based learning for students who were successfully participating in learning. In the result, each element appeared to a successful learner. Based on these results, this study hopes to assist researchers as a basic evidence to introduce kinect game-based learning for engaged learning.

• Archives of Plastic Surgery
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• v.40 no.4
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• pp.302-303
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• 2013

Current educational interventions and training courses in microsurgery are often predicated on theories of skill acquisition and development that follow a 'practice makes perfect' model. Given the changing landscape of surgical training and advances in educational theories related to skill development, research is needed to assess current training tools in microsurgery education and devise alternative methods that would enhance training. Simulation is an increasingly important tool for educators because, whilst facilitating improved technical proficiency, it provides a way to reduce risks to both trainees and patients. The International Microsurgery Simulation Society has been founded in 2012 in order to consolidate the global effort in promoting excellence in microsurgical training. The society's aim to achieve standarisation of microsurgical training worldwide could be realised through the development of evidence based educational interventions and sharing best practices.

• The Mathematical Education
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• v.56 no.4
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• pp.365-385
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• 2017

This study aims to explore mathematics teachers' pedagogical design capacity. For this purpose, we googled and collected 327 lesson plans for middle-school mathematics and investigated how mathematics teachers plan and design their mathematics lessons through the format and structures, objectives and mathematical tasks, anticipation for students' thinking, and assessment and technology use. The findings from the data analysis suggest as follows: a) all the lesson plans are structured in a very similar way; b) the lesson plans seem to be based on the textbooks exclusively, that is, the mathematical tasks and flow is strictly followed and kept in the lesson plans in the way the textbooks suggested; c) the lesson plans do not include any evidence of what teachers anticipate for students' thinking and would do to resolve the students' issues; and d) the lesson plans do not contain any specific plans to assess students' thinking processes and reasoning qualitatively, and not intend to use technology in order to promote effective teaching and meaningful understanding.