• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.340-350
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• 2023

This study analyzed the difficulty level of class on the seasonal change unit for 84 students at a university of education. The conclusions of this study are as follows. First, if we first present the four topics that make up the seasonal changes in elementary science, the subjects that have the greatest difficulty in teaching for prospective elementary school teachers are 'Why do seasonal changes occur?' (Teaching difficulty level 4.05), 'The sun changes depending on the season' What is the difference between the southern altitude and the length of day and night?' (difficulty level of class, 3.12), 'What is the relationship between the altitude of the sun, length of shadow, and temperature during the day?' (difficulty level of class, 2.85), 'How does the temperature change depending on the season?' (class difficulty level 2.80). As a result, in the elementary science season change unit, the class on the four topics 'Why do seasons change?', which is classified as a class topic that requires the concept of spatial perception, showed a higher level of class difficulty than other units. Second, in the seasonal change unit, various factors of class difficulty appeared depending on the class topic. When pre-service elementary school teachers look at the factors that make class difficult when teaching a lesson on seasonal changes in order of frequency, 42 (50%) said 'Experimental instruction for comparing the altitude of solar masculine according to the tilt of the axis of rotation', followed by 'Solar masculine'. 38 people (45%) answered 'Difficulty in explaining mid-high altitude and the length of day and night', 27 people (32%) answered 'Difficulty in explaining the concept of mid-high altitude', and 24 people (32%) answered 'Difficulty in explaining seasonal changes in the sun's position.' 29%), 20 people (24%) said 'Explain the reasonable reason why the height of the light should be adjusted when measuring the solar altitude', and 16 people (19%) said 'It is difficult to explain the reason for the discrepancy between the solar altitude and the maximum temperature'. ), 'difficulties in measuring sand (ground) temperature' were mentioned by 12 people (14%). Third, when analyzing the factors of class difficulty, there were more curriculum factors than teacher factors. In this context, the exploratory activities on 'Why do seasonal changes occur?', the fourth topic of the seasonal change unit in which elementary school pre-service teachers showed the greatest difficulty in teaching, need improvement in terms of the curriculum.

• Journal of Veterinary Clinics
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• v.41 no.3
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• pp.150-156
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• 2024

This retrospective case series assessed the effectiveness of commercially available oral fecal microbiota transplantation (FMT) for treating chronic enteropathies in eight animals, five dogs, and three cats, between 2020 and 2023 at the Seoul National University Veterinary Medical Teaching Hospital. Chronic enteropathies, often resistant to conventional therapies, present a significant challenge in veterinary medicine. To assess oral capsule FMT's effectiveness (Doggybiome^® one capsule daily for dogs and Kittybiome^® one capsule daily for cats) as a universal adjunctive therapy for chronic enteropathies across species not responding to traditional treatments. This retrospective case series applied a uniform evaluation of gastrointestinal symptoms and treatment efficacy, utilizing established scoring systems (Canine Inflammatory Bowel Disease Activity Index [CIBDAI] and Canine Chronic Enteropathy Clinical Activity Index [CCECAI] for dogs, Feline Chronic Enteropathy Activity Index [FCEAI] for cats) before and one month after FMT. This approach ensured consistency in hypothesis testing across the study population. Results revealed significant improvements in clinical indices post-FMT, with notable reductions in the CIBDAI, CCECAI, and FCEAI scores (p < 0.05). Additionally, symptoms such as anorexia, lethargy, diarrhea, vomiting, and weight loss showed marked improvement, with normalization of appetite and activity levels observed in most cases. No adverse effects were reported, indicating the safety and tolerability of this treatment. This study highlights the potential of oral capsule FMT as a viable therapeutic option for dogs and cats with chronic enteropathies unresponsive to conventional treatments, providing a new avenue for clinical management. Further research is warranted to expand these findings and explore the microbiome changes associated with FMT in veterinary patients.

• Journal of radiological science and technology
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• v.39 no.2
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• pp.247-256
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• 2016

This study was conducted with a goal to identify the factors that determine radiology students' satisfaction with their major and to provide the basic data for efficient education and career guidance. The result indicated that the students' satisfaction with the professors' roles was high. However, overall, the level of satisfaction with the curriculum was found to be low. In addition, it was analyzed that there was a large gap between recognition and practice of self-directed learning. In the correlation analysis, the professors' roles were also found to be a very important factor. Based on the result, the professors' roles of center(teaching or state examination, students with questions etc.,), it was concluded that improvement of the radiology students' satisfaction with their major would help the students adapt themselves to the major and school successfully and develop a positive character to perform as professionals in the future.

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.113-123
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• 2011

The effective teaching of Earth Science in the classroom should be augmented by field studies of rocks and minerals in a competently designed school rock garden(SRG). The displayed specimens must be correctly identified, labeled and esthetically evaluated. SRG is more than a general garden with just landscaping and it should provide students with freedom of conducting independent inquiries. The composition of the selected specimens should be representative of the bedrocks of region as well as of Korea in general. There are 130 schools in Jeonju-city and 35 (26.9%) have established rock gardens. There is a pressing demand for more gardens and number of display samples in school. The existing displays need improvement because some samples are not correctly identified and labeled. In addition, there is a duplication of rock types as well as lack of important rock types. The number and composition of the displayed rocks and minerals should be related to the school curriculum and reflect representative bedrocks of Jeonju-city and region.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.82-93
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• 2019

The purpose of this study is to analyze the results of satisfaction for learning eco-system on the teacher training program conducted at the IS-Geo (International School for Geoscience Resources) which is KIGAM (Korea Institute of Geoscience and Mineral Resources), and to determine the satisfaction and educational effects of the teacher training programs on elementary and secondary teachers. And then, to suggest improvement points in the future operation of the teacher training program at the IS-Geo. Therefore, we conducted questionnaire of satisfaction for learning eco-system based on the data collected by a survey of 98 elementary and secondary teachers who participated in the teacher training program at the IS-Geo, from July 2017 to August 2018. The research results are as follows. First, the results of satisfaction for learning eco-system showed high values of 4.58 or higher in both the elementary and secondary programs, and the teacher training program conducted by the IS-Geo had a positive effect on the training participants. Second, internal factors indicating learning motivation and learning development were elementary teacher training 4.70 and secondary teacher training 4.64, and it is necessary to develop training contents and programs by classifying them into majors other than the earth science department. Third, intermediate factors indicating contents of education and learning curriculum were 4.67 for an elementary teacher training program and 4.72 for secondary teacher training program. In addition, in order to operate the teacher training program according to the purpose of science and technology culture, it is necessary to develop a teaching-learning model and to improve the quality of teaching. Fourth, external factors indicating learner support and quality of instructors were 4.83 for an elementary teacher training program and 4.72 for a secondary teacher training program. In particular, it is necessary to develop teaching materials that can be used immediately in school classes and can generate interest.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.229-242
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• 2016

The purpose of this study was to analyze the elementary teachers' conceptions on the inquiry activity about 'make a fossil model' focusing the 6th, 7th, 2007 revised, and 2009 revised elementary science textbook. This study is intended to find causes of teachers' conceptions and to derive educational implications. We have analyzed questionnaires which were collected from 77 elementary school teachers. It was carried out about comparisons actual fossil with fossil model in each step of the inquiry activity, the lesson goal, the thought for changes of the inquiry activity, the improvement of the inquiry and conception related fossil. Teachers have a general understanding about the contents of the inquiry activity but some of them have partially incorrect understanding. And they emphasize the understanding of the concept on lesson goal. It is necessary to improve inquiry activity reflecting teachers' thinking about the merit and weaknesses. There was not statistically difference in understanding of fossil related concepts according to teachers' career, teaching or training experience. Through this research, there is a need to improve a textbook, a guide book, a teachers' training. So, teachers who have professionalism about science textbook be able to teach students.

• The Mathematical Education
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• v.50 no.1
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• pp.89-102
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• 2011

The purpose of this study is to diagnose the problems of mathematics education in Korea by conducting an in-depth analysis of international comparative studies, a Delphi method, and a survey. Further analysis of TIMSS and PISA results also reveals several negative aspects of mathematics education practice in Korea. The mathematics education experts' opinions collected by Delphi method were classified into 12 categories: private education and test-driven education, curriculum and textbooks, lessons, evaluation, teacher, learner, teaching aid and facilities. affective aspects of mathematics, discrepancy between a theory and a practice, preservice/inservice teacher education and teacher employment test, education policy, and overall. Another survey was conducted to focus more on the development of curriculum which is a pending issue. Considering the fact that mathematics education should contribute to improve practical aspect as well as elaborate theoretical aspect, this study lays a foundation of improvement of mathematics education in Korea.

• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.202-211
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• 2002

The purpose of this paper is to compare and analyze on the result of academic motivation and achievement between two groups in order to certify the application possibility of the cooperative learning method in computer education, and on these research results this paper is to propose the profitable learning and teaching method to the teachers in the class of the computer department and to contribute the improvement of the academic motivation and achievement in computer education of the vocational high school's students. As a result, the post-test average score of academic motivation and achievement in experimental group appeared to be significantly higher than that of the comparative group. And that result is accepted as statistical in significance level p<.001

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.146-151
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• 1993

This study analyzed the problem associated with inquiry centered science education and formulated some improvement Strategies for inquiry learning in the standard Korean high school course. In order to attain the goals of questionaire survey methods were used. To examine the current status of biology education, seperate questionaires were developed through an educational research and development procedure used for tearchers and student. The questionaires were developed to ask about instruction and evaluation methods, the level of inquiry learing and abstacles to it. Here are some of our results: 1) Biology instruction and learning is more knowledge-orinted than inquiry-orinted, 2) Inquiry approach in science teaching is hard to be applied because of crowed classroom conditions. 3) The material is too broad in range and too difficult in content. There is virtually nothing that can be related to everyday life. The material focusing on inquiry activities is unsatisfactorily selected and organized. 4) Effective methods of inquiry-based instruction and evaluation are not available. 5) Biology teachers are burdened with too many class hour a week and too many varieties of additional works. 6) 91.1% of biology teachers and 90.3% of students recognize that lab and field works are needed to enhance inquiry learning. However, in reality, such inquiry activities are lacking. 7) 73.3% of schools have no lab assistants. 8) The university entrance examination is the greatest factor against inquiry learning. 9) There are very few chances of in-service education for biology teachers to learn more about biology curriculum and science education theory.

• The Journal of Korean Association of Computer Education
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• v.11 no.5
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• pp.1-8
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• 2008

Computers are played an important tole of knowledge-information society in 21C. Computer education have made successful progresses since the 7th curricula have one class of ICT per week. However, public schools have instructed computer literacy education teaching only how to use application software. To give useful knowledges students could use for several decades, we need to have them to concentrate on education to information logical thinking power rather than simple manipulation of application softwares. However, teachers don't understand well about the "Understanding of Information Processing". In this paper, we carried out a survey that how much teachers understand about the information processing comprehension among the information and communication technology guide. We also state problems and propose improvement plan.