• Journal of Korean Academy of Nursing
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• v.40 no.6
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• pp.872-881
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• 2010

Purpose: This study was done to evaluate the formal education program provided by the Korean government for care workers for frail elderly people. Methods: This study was a cross-sectional survey in which 438 certified care workers who had completed the education program participated. Data were collected from June to October 2009, using a self-report questionnaire consisting of satisfaction with, and understanding of the education program. Results: The participants had a mean age of 46.7 yr, 87.9% were female and 58.2% were high school graduates. For the theory part of the education, the highest score for understanding was for 'supporting household & activities of daily living' while the lowest score for understanding was for 'care for death and dying'. For the practical education, the highest score for understanding was for 'talking with the client' and the lowest score was for 'first aid & basic life support'. There was a significant difference in satisfaction and understanding of the theoretical and practical parts according to educational level. Conclusion: Continuing education programs are needed for care workers for elders, both in the theoretical and practical areas. Also the content of programs should address the weak points of this formal education program.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.01a
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• pp.161-164
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• 2013

현대 사회에서 SNS는 개인의 의견을 표출하는 수단으로 널리 활용되고 있다. 스마트기기의 보급은 SNS를 새로운 교육 환경으로 만들어주고 있고, 학습자는 SNS의 특성을 활용하여 여러 가지 생산적인 활동을 할 수 있다. SNS의 특성은 무형식 학습에 적합하지만 정규 교육에서도 학습자에 맞게 학습 형태를 구성한다면 학습에 유용하게 활용할 수 있다. 본 연구는 학습자의 지적수준과 SNS 활용 능력에 따라 정규 교육에서 SNS를 활용하는 교육 모델을 제시하고자 한다.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.15-24
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• 1991

The purpose of this study was to investigate the effectiveness of Learning Cycle approach to change the concept of density. The results of the study were as follows : 1) Students already had various types of preconception related to density before formal learning. These preconceptions mostly differ from scientific concepts. 2) Male students were much better than female ones in the development of scientific concepts before formal learning. These differences were found statistically significant(P<0.01). 3) The higher the cognitive level of the students, the better the development of scientific concepts. 4) In the change of preconceptions to scientific concepts by treatment, there was significant difference between control group and experimental group at the 0.05 level. It was found that Learning Cycle approaches were more effective than traditional approaches in acquiring the concept of density. 5) It was found that there was no significant difference On the retention level of the concept of density between control group and experimental group.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.755-764
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• 2007

This study examines secondary school science teachers' use of science museums in their teaching and their perception/evaluation/utilization of the educational programs in Korean science museums. We found that teachers do not use science museums in close connection with their formal education; therefore, the students' experiences usually are minimal or are personal experiences. The main reason for this infrequent use of science museums is not because of their insignificant educational effects, but because of the lack of external and administrative support systems. Science teachers want the museums to have structured/organized programs such as science camps or experiments and a lending program which would provide experimental equipment and exhibits relevant to the school science curriculum. 90% of teachers who answered the survey wanted to participate in developing and managing the educational programs of science museums. The educational programs would be used more effectively in relation to formal science learning if the science teachers, who are science education professionals, participated in managing and planning the educational programs of science museums.

• Journal of the Korean Society of School Health
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• v.4 no.2
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• pp.90-99
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• 1991

At the central level, civil servants concerned with school health were interviewed in order to research the national administrative system of school health. At the level of county, the ledgers concerned at the education office and the schools was reviewed, and the person concerned at them was interviewed, in order to research the present state of local school health management. The policy proposition to improve the administrative system of school health in Korea is as follows. 1) The formal school health activities in districts should be actualized with the funds and the manpower made through realizing local autonomy system. 2) The funds of health center should be able to be used for school health. 3) The important activities of school health that can be actualized without a lot of funds should be chosen and be actualized above all. 4) The formal or informal system among school, health center, and hospital should properly be made. 5) The health engineer of education office or the board of education should be related to health center at school health activities. 6) For the long run, the teacher of health education should teach the subject of health at school. The proposition to improve the management of school health at the level of education office or the board of education is as follows. 1) The formal and informal relation among health center, hospital, and the board of education should be strenthened at the technical and administrative sides. 2) Health center should train the nurse-teachers of school and the health engineers of education office or the board of education. 3) The autonomous health budget of each school should properly be made. 4) The compulsory health budget should properly be made in school education budget. 5) The formal or informal training Course for the nurse-teachers should be practical. The proposition to improve the management of school health at the level of school is as follows. 1) The equipment of nursing room should be used properly, so that the function of nursing room should be revitalized. 2) Nursing room should not be used with other function except nursing function. 3) Oral cavity should be tested when pupils and students undergo physical checkup. 4) The interval of physical checkup at each school should be more than 2 days. And then the pupils and students with abnormal health should be referred to hospital etc.. 5) The misappropriation of the allowance of school doctor should be protected.

• Journal of the Korean Chemical Society
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• v.51 no.6
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• pp.549-559
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• 2007

The purpose of this study was to investigate cognitive acceleration effect of the experimental group over three years compared with the control group through the ‘Thinking Science' program in the middle school students. The ‘Thinking Science' program was implemented to 168 students in 7th grade over a period of two years. After implementation of the ‘Thinking Science' program, the improvement of formal thinking ability of the students was almost twice examined with SRT VII as the post-test and the delayed test. It was shown that by the end of the implementation period the experimental group had achieved a significantly greater gain score in levels of cognitive development than had the control group. In the subsequent year during which there was no further implementation, the experimental group continued to develop at the same rate as the control group. However, it is clear that much more experimental students in mature concrete operational stage shifted to formal operational stage in delayed test. The results were also analyzed by gender, and cognitive levels of the students. In the post-test, the ratio of girls that shifted to formal operation stage in the experimental group increased as compared with the ratio of boys, while, in the delayed test cognitive level of boys was more effective than that of girls.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.221-242
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• 2006

For teaching division more effectively, it is necessary to know students' informal knowledge before they learned formal knowledge about division. The purpose of this study is to research students' informal knowledge of division and to analyze meaningful suggestions to link formal knowledge of division in elementary school mathematics. According to this purpose, two research questions were set up as follows: (1) What is the students' informal knowledge before they learned formal knowledge about division in elementary school mathematics? (2) What is the difference of thinking strategies between students who have learned formal knowledge and students who have not learned formal knowledge? The conclusions are as follows: First, informal knowledge of division of natural numbers used by grade 1 and 2 varies from using concrete materials to formal operations. Second, students learning formal knowledge do not use so various strategies because of limited problem solving methods by formal knowledge. Third, acquisition of algorithm is not a prior condition for solving problems. Fourth, it is necessary that formal knowledge is connected to informal knowledge when teaching mathematics. Fifth, it is necessary to teach not only algorithms but also various strategies in the area of number and operation.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.297-314
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• 2018

This article aims at providing implication for teacher preparation program through interpreting pre-service teachers' knowledge by using Shulman-Fischbein framework. Shulman-Fischbein framework combines two dimensions (SMK and PCK) from Shulman with three components of mathematical knowledge (algorithmic, formal, and intuitive) from Fischbein, which results in six cells about teachers' knowledge (mathematical algorithmic-, formal-, intuitive- SMK and mathematical algorithmic-, formal-, intuitive- PCK). To accomplish the purpose, five pre-service teachers participated in this research and they performed a series of tasks that were designed to investigate their SMK and PCK with regard to students' misconception in the area of geometry. The analysis revealed that pre-service teachers had fairly strong SMK in that they could solve the problems of tasks and suggest prerequisite knowledge to solve the problems. They tended to emphasize formal aspect of mathematics, especially logic, mathematical rigor, rather than algorithmic and intuitive knowledge. When they analyzed students' misconception, pre-service teachers did not deeply consider the levels of students' thinking in that they asked 4-6 grade students to show abstract and formal thinking. When they suggested instructional strategies to correct students' misconception, pre-service teachers provided superficial answers. In order to enhance their knowledge of students, these findings imply that pre-service teachers need to be provided with opportunity to investigate students' conception and misconception.

• The Journal of Economics, Marketing and Management
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• v.4 no.4
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• pp.25-28
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• 2016

In this paper we expand on the notion of "integration" in terms of the variety of ways in which it would manifest itself in business education. Our main argument is that "integration" is multidimensional and has been manifest in pedagogy, research and service dimensions of university programs for a long time. However, assessments of "integration" efforts have been spotty thus far and only recently are being formalized. We present several examples in business curriculum and with increased focus on formal assessments of "integration" efforts, business education will become more pragmatic. The goal of this paper is to unpack the broad construct of "integration," and discuss its historical and current manifestations in business education. Ultimately, we conclude that while the process of integrative thinking is well underway for a long time in business education, the assessment of outcomes of integrative thinking is just taking root through formal ETS tests. We believe that integrative thinking in business education is an ultimate indicator of the effectiveness of the business curriculum, as students skilled in this area will be best prepared for the real-life jobs in the market place.

• Proceedings of KHEA Conference
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• 1997.07a
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• pp.188-188
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• 1997