• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.129-149
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• 2018

This study has attempted to analyze the achievement standards in the 2015 revised curriculum, based on the revision of Bloom's Taxonomy and aims to identify the knowledge and required competencies in the fourth industrial era. The results of this study are as follows: First, the knowledge dimensions was the highest 'metacognitive knowledge' in middle school, while 'factual knowledge' was the highest in high school, and 'knowledge of specific details and elements' was the highest subtype of all of the knowledge dimensions. The dimensions of the cognitive process, such as the terms 'apply' and 'analyze' in middle school, as 'understand' and 'evaluate' in high school have been treated inattentively. Second, the knowledge dimension and the cognitive process dimension according to key concepts display the metacognitive knowledge and 'understand' in development, the conceptual knowledge and 'understand' in relationship. While the 'metacognitive knowledge' and 'apply' in life culture, the 'procedural knowledge' and 'evaluate' in safety, the 'factual knowledge' and 'apply' in management and the 'metacognitive knowledge' and 'understand' in life design were extremely high. Third, the verbs used in the achievement standards displayed as 'explore', 'understand', 'analyze', 'practice', 'suggest', 'recognize' and 'evaluate'. Since the statement of the action verb is the very basis for determining the performance process, specific competencies may be achieved by reflecting on the actual achievement standards. These standards should provide us with a effective cognitive process for to understand a learner's performance skills and support the direction of the education required, through a strategy that refines the connection between content elements and functions and develop their competences for the future.

• The Journal of Korean Academic Society of Nursing Education
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• v.5 no.1
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• pp.86-96
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• 1999

Effectiveness of the videotaped-record learning method in teaching intramuscular injection skill was investigated using an experimental research methodology. Data was collected from 57 female students attending Fundamental nursing class from two depts. of nursing in Chung-ju and Seoul. The subjects were assigned to two groups, the experimental group of 30 and the control group of 27. The independent variable was videotaped-record learning method and the dependent variable were the degree of knowledge achivement, nursing skill achivement, competence on practicing intramuscular injection skill and satisfaction about the learning method. Data was analyzed using descriptive statistics, chi-square test, t-test and Pearson's correlation coefficient with SPSS-PC program. The results were summarized as follows ; 1. There was statistically significant difference between the experimental group and control group in knowledge achievement about intramuscular injections (t=4.721, P=.000). 2. There was statistically significant difference between the experimental group and control group in nursing skill achievement(t=3.542, P=.001). 3. There was no statistically significant difference between the experimental group and control group in competence on practicing intramuscular injection skill (t=.627, P=.533). 4. There was statistically significant difference between the experimental group and control group in satisfaction about learning method(t=4.708, P=.000). 5. There was significant correlation between nursing skill achievement and knowledge achievement(r=.233, p<.05). In conclusion, this study suggests that videotaped-record learning method is an effective learning method for achieving intramuscular injection skill as a basic nursing skills. Therefore, further study with more developed research design and other fundamental nursing skill practice will be needed to investigate the effectiveness of videotaped-recored learning method.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.3 no.2
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• pp.273-283
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• 1996

Effectiveness of the video-record learning method in teaching bowel elimination nursing skill was investigated using an experimental research methodology. Data was collected from 63 female students attending Fundamental Nursing class from a nursing college in Seoul. The subjects were randomly assigned to two groups, one is the experimental group of 29 and the other the control group of 34. The independent variable was video-record learning method and the dependent variable were the degree of knowledge achivement, nursing skill achivement, competence on practicing elimination skill, and satisfaction about the learning method. The hypotheses of the study were as following. 1) There will be significant difference between the experimental group and the control group in dependent variables. 2) There will be significant positive correlations between nursing skill achievement and other three dependent variables-interest in nursing, adaptation in nursing, and preference of nursing job. Data was analyzed using descriptive statistics, chi-square test, t-test, and Pearson's correlation coefficient with SPSS $PC^+$ program. Findings of the study are : 1) There was no significant difference between the experimental group and the control group in knowledge achievement using P<.05. 2) There was significant difference between the experimental group and the control group in nursing skill achievement using P<.05. 3) There was no significant difference between the experimental group and the control group in competence on practicing elimination skill using P<.05. 4) There was no significant difference between the experimental group and the control group in satisfaction about learning method using P<.05. 5) There was positive correlation between nursing skill achievement and the other variables but no significant difference was shown. 6) This study suggests that video-record learning method is an effective learning method for achiving basic nursing skills but is not effective in other areas such as knowledge achivement, competence in performing nursing practice, and satis-faction about the learning method. Further study with more developed research design and statistical analysis should be done to investigate the effectivenes of video-record learning method in learning basic nursing skill more accurately.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.6
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• pp.75-87
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• 2018

This study is to identify the structural relationships among undergraduates' individual characteristics(need for achievement, risk-taking propensity), startup education, startup-relevant knowledge and the entrepreneurial intentions. The mediating variables examined were startup education and startup-relevant knowledge. In results, the higher need for achievement the undergraduates get, as the individual characteristics of college students, the more active the entrepreneurial education is to receive. Students with a risk-taking propensity have a positive influence on their knowledge of entrepreneurship and expect to acquire any knowledge of entrepreneurship even if they are not actively receiving entrepreneurial education. However, risk-taking propensity showed that entrepreneurship education and need for achievement had no effect on entrepreneurial knowledge. On the other hand, entrepreneurship education itself shows that it can be a driving force to promote entrepreneurship. In addition, since entrepreneurship education positively affects the entrepreneurial will with the knowledge of entrepreneurship as a parameter, it is necessary for the students to increase entrepreneurial will by getting entrepreneurship education and improving the knowledge about entrepreneurship. In order to do this, the school should formalize regular business start-up education and acquire business startup-relevant knowledge. Therefore, although the individual characteristics of college students influence the will to start a business, it is necessary to find out the will and opportunity of the startup by implementing and acquiring the startup education and startup-relevant knowledge. In this study, some of the universities in the specific area have been studying on the startup education. However, the future study should be conducted on the schools that have startup education nationwide.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.9-16
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• 2022

This study attempted to analyze the achievement criteria of the 2015 special curriculum middle school physical education curriculum based on Bloom's new education goal taxonomy. To this end, 184 sentences based on the common curriculum and basic curriculum achievement standards of the relevant curriculum were analyzed into a total of 24 combinations of 4 dimensions of Bloom's new education goal taxonomy and 6 dimensions of cognitive courses. The results of the study are as follows. First, in the case of the special curriculum physical education and middle school achievement standards, unlike the analysis of the basic curriculum of elementary schools shown in previous studies, the 'procedural knowledge-applying' combination was the most common, and it was confirmed that there was a hierarchy by school level. In addition, the dimensions of knowledge and cognitive processes were relatively diverse, confirming the key points of physical education and middle school classes for disabled students. Second, in the case of the common curriculum among the lower curriculum, knowledge and cognitive process dimensions were relatively diverse except for cognitive process dimensions such as 'remember', and higher knowledge and cognitive process dimensions such as 'metacognitive knowledge' and 'creative'. Third, in the case of the basic curriculum among the lower curriculum, the 'procedural knowledge-applying' combination was excessively concentrated at 60.7%, which was analyzed to require improvementsary.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.11-22
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• 2011

The purpose of the research is examine the effect of STEM integration education using educatinal robot on academic achievement and subject Attitude of mathematics and science. The participants were 73 students of two classes, sampled from 6th graders of an elementary school. They were divided into a control group who learned a traditional mathematics and sciences education based textbooks and an experimental group who learned STEM integration education using educational robot during 12 sessions. The results are summarized as follows : First, there is a significant difference in academic achievement between two groups. STEM integration education using educational robot based group accomplished higher achievement than textbook based instruction group. Especially, post test analyzes results on the three factors of academic achievement, knowledge, understanding and adaptation, indicate statistically meaningful difference between two groups in understanding and adaptation area except knowledge area. Second, it shows that it greatly affected a positive influence on experimental group's attitude toward subjects in affective area. So we can expect STEM integration education using educational robot to be an alternative for stimulating children's higher learning interest on mathematics and science subject.

• Journal of Engineering Education Research
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• v.16 no.1
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• pp.27-34
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• 2013

The purpose of this study is to analyze work values of undergraduates according to major and gender. The result of this research is following. First, undergraduates from engineering and social science department took a very serious view of achievement and leasure of body and mind in work values. Second, undergraduates made much of achievement, job stability, leasure of body and mind, economic compensation and reputation. And undergraduates thought that internal value orientation was more important than external value orientation. Third, two groups had significant difference in service, knowledge pursuit, patriotism, economic compensation, reputation, and indoor activity. Fourth, the result of this analysis according to gender is following. Male undergraduates made much of leasure of body and mind, achievement, job stability, knowledge pursuit, and economic compensation in order. But female undergrduates made much of economic compesation, leasure of body and mind, achievement, and job stability in order. Fifth, that undergraduates make little of domain of service and patriotism gives a suggestion as to improvement of course education. As a result, this study is suggestive of instruction and advice in course search curriculum.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.45-63
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• 2003

This study is a research about the effect on achievement, retention and attitude of learning descriptive statistics with the computer software. For this study, 60 students are randomly divided two groups, one is an experimental group using software, the other one is a control group using lecture type of learning statistics. For the analysis, both groups are divided three subgroups according to mathematical ability. Also the topic "descriptive statistics" is divided by 5 subtopics. The test is divided three parts(computation, concept and application) according to knowledge type. The attitude toward statistics is investgated with questionaire and interview with both groups. The achievement test is taken after 8 class periods. The retention test were administered together six weeks after achievement test. The experimental group achieved significantly better than in concept type while the control group performed significantly better than the experimental group in computation type. With respect to the attitude toward statistics, lower ability students may have been negatively affected by the use of software.

• International Journal of Advanced Culture Technology
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• v.10 no.2
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• pp.162-173
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• 2022

In non-face-to-face teaching-learning, a survey was conducted on 55 students in the department of chemistry education at university A on the variables (behavioral control, instructor-learner interaction, cognitive learning) affecting learning satisfaction and academic achievement. There were relatively large positive correlations between variables. The positive correlation between them was found to be the factors that influenced learning satisfaction and academic achievement in non-face-to-face teaching-learning. The average values of non-face-to-face teaching-learning for each variable were lower than the corresponding values of face-to-face teaching-learning, respectively. As a result of the perception survey on the detailed factors of each variable, negative responses were relatively high in factors such as 'concentration of behavior' in behavioral control, 'level-considered explanation' in instructor-learner interaction, and 'knowledge understanding' in cognitive learning.

• Research in Mathematical Education
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• v.25 no.1
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• pp.45-63
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• 2022

Multicultural students are a rapidly growing population in South Korea. Previous studies from the South Korean mathematics education community have reported low mathematics achievement levels of this population compared to Korean-born students. However, a systematic literature review was hardly employed. This study aims to synthesize the factors that affect the mathematics achievement of multicultural students to provide directions for future research and practical directions. Using an Opportunity-Propensity framework suggested by Byrnes and Miller, this study analyzed twenty-seven peer-reviewed journal articles on this topic. The results showed that the majority of the studies focused on the impact of the opportunity factors such as mathematics curriculum and teachers on mathematics achievements. We suggest that more studies regarding distal factors (e.g., students' prior achievement) and propensity factors (e.g., prerequisite knowledge) are needed.