• Journal of Korean Library and Information Science Society
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• v.50 no.2
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• pp.149-168
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• 2019

The purpose of this study is to analyze the characteristics of teacher librarians' efficacy and to propose some ways to enhance their efficacy. To do this, questionnaires on 30 teacher librarians who participated in the level 1 certification program of K university in 2018 were conducted. The results showed that their average efficacy was 3.38, the efficacy of teaching method was 3.60, the collective efficacy was 3.38, and the personal efficacy was 3.18. They had high personal efficacy on classroom management, the willingness to lead poor students and the possibility of problem student guidance, and collective efficacy on conflict management with fellow teachers and parents. On the other hand, personal efficacy in problem analysis and guidance for problem students, difficult contents and course instruction were low. Also, the collective efficacy of the conflict between the manager and the education office was low. They have a strong willingness to improve teaching methods for students and showed high efficacy about student synchronization and preparation for teaching. However, they were aware of the lack of learning skills and the lack of various teaching methods. The variables influencing their efficacy were graduation, education level, school size, and degree. Especially, the higher the education level, the more confident and enthusiastic about teaching problemmatic students and disadvantaged students. In addition, teacher librarians with high academic standards showed high confidence in conflict resolution with peers and parents and teaching methods. The improvement direction to enhance their efficacy in this study are increasing the ratio of teacher education in the field of education, reforming teacher librarians training before appointment, establishing supervision organizations for school libraries and improving their professionalism by going to graduate school.

• Journal of The Korean Association of Information Education
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• v.14 no.4
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• pp.627-635
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• 2010

This study analysed the programming attitude and degree of achievement as the 6 types of learning styles which is suggested by Grasha and Reichmann(1974) after a performance of the programming education using the Diki-3000 which is the teaching tools of the specific manipulative activities, in order to prepare the programming education method according to the characteristics of elementary school learners. As the result of the study, the programming attitude according to the 6 types of the learning styles has indicated more positiveness in the independence type than in the dependence type, in the competition type than in the cooperation type, in the participation type than in the avoidance type. In the side of the degree of the achievement, the independent, competition, and participation types indicated more positive than the other types. Also, as the result of an structured interview with learners, which was conducted for deep understanding, there was an understanding of differences of requests to the programming learning classified by the learning styles, and suggestion of a plan for improvement of the Diki-3000 programming in the aspect of an educational environment, teaching tools, teaching contents, and teaching methods in this study.

• Journal of Korean Academy of Nursing
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• v.53 no.4
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• pp.412-425
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• 2023

Purpose: Nurses play an important role in ensuring patient rehabilitation and are involved in all aspects of multidimensional rehabilitation. Therefore, strengthening rehabilitation nursing education is vital to ascertain high-quality rehabilitation and optimum outcomes. This study examined the effectiveness of a new teaching reform-a modified Six-Sigma-based training program-against a conventional educational program on rehabilitation specialist nurses' core competencies, post-training performance, and satisfaction. Methods: A quasi-randomized controlled trial was conducted to assess the effectiveness of the modified training program. We recruited 56 learners from the 2020 training course at the Hunan Rehabilitation Specialist Nurse Training Base as the control group. Sixty learners from the base's 2021 training course were recruited as the intervention group. Data were collected in a consistent manner from both groups after the training program was implemented. Results: Those who underwent the modified training program showed better improvement in all core competencies than those who underwent the conventional training program (p < .05); the scores for theoretical knowledge, clinical nursing lectures, reviews, and nursing case management improved significantly following the teaching reform (p < 0.05). Further, overall satisfaction as well as base management and theoretical teaching satisfaction improved significantly (p < .05). Conclusion: The modified training program strengthens rehabilitation nurses' base management abilities; enhances their core competencies; expands their interest in and breadth, depth, and practicability of theoretical courses; and updates the teaching methods.

• Journal of The Korean Association For Science Education
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• v.9 no.2
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• pp.13-27
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• 1989

A curriculum for teaching materials in Science Education was studied as a model for modified experiment on fundamental courses. Conscious effort can be made to desingn experiments that require minimum apparatus: that require low-cost equipment that can be made from cheap locally available materials. Computer-aided instruction programs at high school, freshman course level have been developed. The software package was consist of five programs: The program contains explanation and problems for the calculation of resonance energy, molecular structure, mole concept. Rutherford's experiment. thermodynamic processes. Special course equipment package explanation mole concept, Rutherford's experiment, thermodynamic processes. Special course were designed in Science Education with the understanding that to a certain extent science values would be covered in all of the modified experiments and program models.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.135-145
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• 2012

In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.625-633
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• 2018

The goal of this study is to investigate the features of Korean eighth graders' achievement and its trend in Chemistry in TIMSS 2011 and TIMSS 2015, and to explore its implications for Korean science curriculum and in teaching science. With three science educators and six science teachers, we analyzed the characteristics of Korean eighth graders' achievement in Chemistry by test-curriculum matching analysis. According to the trend analysis of science topics with released items for Chemistry in TIMSS 2015, Korean students' percentage for correct answers has dropped in topics such as regularities in chemical reactions, oxidation-reduction, etc. since these topics are covered after the ninth grade in the 2009 revised curriculum. For science cognitive domains, Korean students showed weaknesses in 'applying' domain in TIMSS 2015. Based on the results, we suggested implications for improvement in middle school chemistry curriculum and how to improve science teaching and learning for students' better science competencies and real-world application of science knowledge.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.531-538
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• 2005

The primary purpose of the study was to investigate the degree of difficulty and the causes of the difficulties in science instruction reported by elementary teachers and students. The secondary purpose was to suggest the effective methods to both of them to improve the efficiency of science instruction. For this study, the survey was carried out on 322 students and 156 teachers in the 3rd, 4th, and 5th grades. The questionnaires consisted of interest, difficulty and its factors. The results of this investigation are summarized as follows; 1. Teachers had relatively higher interest than students in science instruction content(textbook). Furthermore, the units that teachers showed interest differed from those that students had. This means that there is a significant difference of interest in instruction process between teachers and students. 2. Teachers felt much higher difficulty than students in the content of science instruction. This shows that the degree of interest might have little relation with that of difficulty, and that teaching of science seemed more difficult than teaming. Moreover, there was a difference of difficulty in the units between the teachers and students. The result shows a distinctive difference of difficulty in 8 units of the 3rd grade, 9 units n the 4th grade, and 12 units in the 5th grade (p<.05, p<.001, p<.005, respectively). It means that the difficulty depended on the units. 3. Students responded that they are responsible for difficulty factors of teaming, otherwise teachers thought that students are responsible for it, when the factors were divided into student factor, teacher factor, and curriculum factor. 4. Students demanded many experiments in the lab as well as easy and interesting instructions in order to reduce the degree of difficulty and to improve the condition of science instructions. However, teachers demanded the expansion of experimental equipments and materials as well as the improvement of the lab condition.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.73-82
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• 2022

Early detection continues to be the mainstay of breast cancer control as well as the improvement of its treatment. Even so, the absence of cancer symptoms at the onset has early detection quite challenging. Therefore, various researchers continue to focus on cancer as a topic of health to try and make improvements from the perspectives of diagnosis, prevention, and treatment. This research's chief goal is development of a system with deep learning for classification of the breast cancer as non-malignant and malignant using mammogram images. The following two distinct approaches: the first one with the utilization of patches of the Region of Interest (ROI), and the second one with the utilization of the overall images is used. The proposed system is composed of the following two distinct stages: the pre-processing stage and the Convolution Neural Network (CNN) building stage. Of late, the use of meta-heuristic optimization algorithms has accomplished a lot of progress in resolving these problems. Teaching-Learning Based Optimization algorithm (TIBO) meta-heuristic was originally employed for resolving problems of continuous optimization. This work has offered the proposals of novel methods for training the Residual Network (ResNet) as well as the CNN based on the TLBO and the Genetic Algorithm (GA). The classification of breast cancer can be enhanced with direct application of the hybrid TLBO- GA. For this hybrid algorithm, the TLBO, i.e., a core component, will combine the following three distinct operators of the GA: coding, crossover, and mutation. In the TLBO, there is a representation of the optimization solutions as students. On the other hand, the hybrid TLBO-GA will have further division of the students as follows: the top students, the ordinary students, and the poor students. The experiments demonstrated that the proposed hybrid TLBO-GA is more effective than TLBO and GA.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.136-144
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• 2013

The purpose of this study is to examine the effects of creative thinking activities and scientific attitude through the use of storytelling in the STEAM program for elementary students. For the purpose of this study, a teaching plan and worksheet for students using storytelling in STEAM was developed and applied. The results of this study are as follows: First, the change in students' creative thinking activities by applying the STEAM program using storytelling has statistically meaningful difference (p<.05). Second, the improvement in the scientific attitude score has statistically meaningful difference(p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, using storytelling STEAM program applied in this study might be useful to improve creative thinking activities, and can be expected to improve scientific attitude and should be widely applied to gifted education.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.439-448
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• 2022

The goal of this study is to develop a protocol that can be used for the purpose of developing inquiry class expertise in science teacher PLC, and to explore the possibility of field application of the developed protocol through test application with in-service teachers. PLC protocol for science inquiry class, consisting of five stages, was developed and applied sequentially to six participating teachers. In order to check the applicability of the protocol, the participating teachers wrote a reflection journal for each stage, and after the completion of the five-stage protocol, the participants' perceptions of the protocol were investigated through a group interview. The results are as follows: first, a protocol for enhancing science teachers' professionalism of inquiry classes was composed and developed in five stages such as (1) Revealing ideas about science inquiry classes, (2) Sharing science inquiry class experiences, (3) Looking together at students' scientific inquiry results, (4) Building literacy for science inquiry teaching, and (5) making science inquiry lesson plans. Second, the possibility of extensive application of the PLC protocol developed in this study was confirmed through the reflection journal and post-interview analysis results of the participants. According to the participating teachers, the protocol helped the systematic operation of PLC and teachers' participation. In addition, by experiencing the five-stage protocol, the teachers had an opportunity to reflect on their inquiry classes and ponder for improvement, and gained confidence in inquiry classes. Based on the research results, ways to develop and utilize the PLC protocol for science teachers were suggested.