• Journal of radiological science and technology
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• v.37 no.3
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• pp.211-221
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• 2014

The clinical practices provide the students with a good opportunity to study the practical experiences in their field through the clinical training education in hospital. Now, in this study, comparing the perceptions of the clinic teachers with those of students at the clinical site. The study was conducted to the students attending universities located in Seoul and who finished the clinical practices in 2013. The questionnaires were distributed to the student and collected from them. The study were conducted to 275 questionnaires with frequency analysis, crosstabs, chi-square test and McNemar test. The major motivation was of the select radiography course was high employment rate(44.0%) and the satisfaction of radiography course was general(53.1%). 51.3% of the study answered 8 weeks current duration of clinical practices is proper. The 3-year course students answered that the period of clinical practices would be proper if it is performed in the winter vacation in their second year in college(47.3%). The 4-year course students answered that the first semester in their third years is proper for clinical practices( 27.7%). The students answered that they felt the lack in their knowledge on the professional field(32.4%) during the clinical practices and some of the practical training is different from the education performed at school(68.4%). Most of answered that they were satisfied with the clinical practices and among them they recognized the importance of the clinical practices ($3.94{\pm}0.89$). After the clinical practices, their desire for getting job as a radiography has changed from 84.1% to 82.9%. The reason why they want the job related to the radiation is because the job is stable (changed from 49.0% to 46.0% after the clinical practice) while the reason why they don't want be a radigrapher because that job is not proper for them (changed from 37.0% to 40.7% after the clinical practice) The effort should be made to enhance the position of radiation professionals through the improved education system to the students, rather giving them education for just employment.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.127-147
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• 2022

Pre-service science teacher education is important to elaborate the quality of science teaching and learning in schools. Therefore, many pre-service science teacher education researches have been done in Korea. However, almost no research has comprehensively reviewed those literatures including secondary teacher education context. This study reviewed 410 pre-service science teacher education researches in Korea, from 1995 to 2021 published by 17 journals in KCI. The trends were analyzed with respect to the number of article according to period, keyword frequency, and qualitative features. The qualitative features were coded in multiple aspects of pre-service teachers' type, major, subject-matter in research context, research approach, data type, and the number of participants. The results indicate that the number of research articles has increased by about 40 for every 5-year period. JKASE has published most articles, and the diversity of journals has increased since 2010. Keyword frequency revealed that scientific concepts, science teaching efficacy, nature of science, and other teaching and learning contexts were emphasized. In qualitative features, the most frequent pre-service type was secondary in 'general' science context. For research topic, 'pre-service teacher education program' and 'perception and cognitive domain' were the most frequent. Most of the articles have 'analyzed' the phenomena or consequence of educational issue. Most research was conducted with 11 to 30 participants. These patterns of qualitative features have differed according to period, and types of pre-service teacher. Suggestions for the future pre-service science teacher education research topic were explored, such as policy-administrative research, integrated science teacher education, teacher agency, and environmental education.

• Child Health Nursing Research
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• v.8 no.2
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• pp.183-194
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• 2002

This study was conducted to obtain a basic information related to a more systematic safety education and measures against children's accidents by a descriptive survey with regard to accidents actually experienced by elementary schoolers, their perceived safety education activities and school facilities to their safety lives. The data was collected among 1,654 pupils, belonging to the 5th and 6th grades in Pusan from Nov. 20 to Dec. 1, 2000. The data was analyzed using SPSSWIN(7.5). The results were as follows ; 1. According to the perception by elementary schoolers, they received safety life instruction at school in most cases from teachers in charge of their own class (41.0％). Such safety education was provided often during formal classes(24.4％). Traffic guidance was given by parents, highest in frequency(67.3％). 2. Matters as most often treated during safety life instruction were safety knowledge or dangerous things(37.5％). A majority of notices of school safety instruction were presented sometimes(48.4％). Source of knowledge about safety lives included teacher (35.3％), parents(32.9％), TV and newspaper (29.9％). As a source of knowledge of emergency treatment, school nurses were accounted for 41.3％ that was highest. 3.Among the 1,654 students, 91.8％ experienced at least more than one case of safety accident. The most frequent type and cause of safety accident were wound(33.7％). and self-carelessness(38.4％) respectively. In most cases, the subject experienced such accident during a break time(32.2％) and at a playgrounds. Part of body as most often damaged by accidents were arms and legs, 25.4％ higher than any other sides problem solving measures against the accident were taken by school nurse in most cases, 44.8％ in percentage point. 4. Those students' perceived safety management of school facilities showed that they considered classroom facilities as most safe (61.6％), while playground facilities as least safe(42.8％). They also responded that the treatment of glass fragments or stones at playground is the most important item of safety management.

• Journal of the Korean Society for Computer Game
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• v.31 no.4
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• pp.71-79
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• 2018

As the age that importance of convergence is bigger develops, there is growing different tries and changes in the education sector to train talents necessary for the future age. This paper is aimed at applying gamification factors that can attract elementary school students to participate in classes and cause interests as well as developing a STEAM program for elementary school students. Also, the purpose of this article is to propose educational values and possibility of the STEAM program which gamification factors applied to, and effective methods. For doing this, first, we conducted a study in relationship between the theological background and education on gamification factors based on literature surveys. Second, the STEAM program for elementary school students applying gamification factors and a program called 'My Little Building Forest' were developed. We made three-step contents for classes and activities and textbooks and kits and others with a theme, "principles of the cognitive science on depth perception". Third, developed programs apply to real classes as demonstrating them. We analyzed results through surveys on levels of satisfaction and interviews for teachers and others. Fourth, we discuss possibilities and values and limitations and others on the STEAM program applying gamification factors as we are based on results of analysis. We hope that we maximize impacts of the STEAM education through this education and contribute to train talents to lead age of the convergence.

• Culinary science and hospitality research
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• v.19 no.2
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• pp.176-189
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• 2013

This study has been conducted on 213 students in 4-year universities located in the regions of Daejeon and Chungnam in order to investigate a method to develop a smart device based culinary education application and the results and development method were as follows. First, the most often used smart device was a smart phone, which is used for over 5 hours a day and mainly used for SNS. Second, they utilized a smart device for language and major study during their spare time, wanted educational contents most and thought them useful for learning. Third, most of the students were positively aware of the necessity and learning effects of culinary education applications, and the response rate to utilize the application once a week was highest. Also, they hoped various recipes and simple cuisine and craftsman cooking. Therefore, the functions of SNS mostly often used by students should be added to promote interaction between teachers and students. And more contents should be made for students to use easily in moving or in their spare time. Furthermore, various videos of teaching and theoretical information should be included. And the applications focused on recipes and simple and craftsman cooking should be developed and uploaded on a school homepage and on popular portal sites so that students can easily utilize them.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.13-33
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• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.21-34
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• 2014

This study examined the levels of recognition, knowledge, and intake behavior of foods containing caffeine and analyzed the factors affecting amount of caffeine intake to get basic materials for development of educational program for proper intake behavior of foods containing caffeine of high school students in Gyeongbuk region. Of 300 questionnaires that were distributed on December 27, 2013 to February 14, 2014, 255 responses were used for analysis. Frequency distributions, Cronbach's ${\alpha}$, t tests, one-way ANOVA, Pearson's correlation analysis, and regression analysis were conducted by SPSS Windows V.21.0. The mean of the level of concern about foods containing caffeine was 2.76/5.00 points; male and second and third grade students showed lower concern level than female and first grade students. The respondents answered that intake of foods containing caffeine had somewhat harmful effect on health, but it did not much help to refresh and increase concentration. The mean for the percentage of correct answers about knowledge of caffeine was 54.3. Small number of the respondents were advised to reduce intake of caffeine from school teachers or parents. The average of caffeine intake amount was 71.67mg/day; the average for male was 78.98mg/day, whereas for female 61.23mg/day. Almost thirteen percentage of the respondents took caffeine over RDA(Recommended Daily Allowance). According to the result of regression analysis for amount of caffeine intake, grade, BMI, concern about health, perception of whether foods containing caffeine help with refreshment and increase of concentration or not, and experiences of having advice from school teachers to decrease caffeine intake were significant. These results imply that it is necessary for high school students to educate how to take caffeine properly.

• Journal of Science Education
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• v.43 no.1
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• pp.157-172
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• 2019

The purpose of this study is to analyze the influence of number of targets on common knowledge generation and brain activity during the common life science discovery task performance. In this study, 35 preliminary life science teachers participated. This study was intentionally made a block designed for EEG recording. EEGs were collected while subjects were performing common discovery tasks. The sLORETA method and the relative power spectrum analysis method were used to analyze the brain activity difference and the role of activated cortical and subcortical regions according to the degree of difficulty of common discovery task. As a result of the study, in the case of the Theta wave, the activity of the Theta wave was significantly decreased in the frontal lobe and increased in the occipital lobe when the difficult difficulty task was compared with the easy difficulty task. In the case of Alpha wave, the activity of Alpha decreased significantly in the frontal lobe when performing difficult task with difficulty. Beta wave activity decreased significantly in the frontal lobe, parietal lobe, and occipital lobe when performing difficult task. Finally, in the case of Gamma wave, activity of Gamma wave decreased in the frontal lobe and activity increased in the parietal lobe and temporal lobe when performing the difficult difficulty task compared to the task of easy difficulty. The level of difficulty of the commonality discovery task is determined by the cingulate gyrus, the cuneus, the lingual gyrus, the posterior cingulate, the precuneus, and the sub-gyral where it was shown to have an impact. Therefore, the difficulty of the commonality discovery task is the process of integrating the visual information extracted from the image and the location information, comparing the attributes of the objects, selecting the necessary information, visual work memory process of the selected information. It can be said to affect the process of perception.

• Journal of the Korean Society of Food Science and Nutrition
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• v.35 no.8
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• pp.1016-1024
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• 2006

The purpose of this study was to investigate students' and parents' perceptions of nutrition education. In this survey, 7,577 elementary school students and 6,003 of their parents across the country were surveyed about the necessity of implementing nutrition education, its present status and problems and future methods for nutrition education implementation. The results showed that 96.6% of the parents and 62.8% of the students responded that nutrition education was urgently needed, at least once per week in the lower grades of elementary school, and that it should be related to and coordinated with special activities class. In addition, the survey showed that students and their parents wanted nutrition teachers to establish a nutrition counseling room, a practical cooking class, a special activity class, and/or dietary camp during school breaks. With regard to the status of nutrition education at home, there was statistical evidence that suggests significant differences between urban and rural schools. Approximately 63% of the parents indicated that they had difficulty teaching nutrition education in their own homes, because it was difficult to determine the dietary habits and nutritional status of their children. When asked about attending a dietary class for parents, 74% expressed their intent to attend. Parents were most interested in learning about cooking practices, diet therapy, and food information in that order. The results showed that the most effective method of dietary education was to teach appropriate nutritional practices in school and at home simultaneously. Hence, necessary information and education should be provided through special lectures, special cooking classes, and dietary classes for parents. The conclusions of this study suggest that a variety of education programs should be developed to achieve effective nutrition education for students and their parents.

• Journal of dental hygiene science
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• v.6 no.4
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• pp.277-284
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• 2006

The purpose of this study was to examine the perception of dental hygiene freshmen about their major and their occupational consciousness. The subjects in this study were 361 dental hygiene freshmen at three different colleges in Gyeonggi province. After a survey was conducted, the collected data were analyzed with SPSS WIN 11.5 program. The findings of the study were as follows: 1. As for their view of occupation, the students made a well-paying job a priority(M = 2.97), and looked upon an occupation as a means of living(M = 1.60). Regarding the use of the profits of dental hospitals and clinics, they believed that they should reinvest their profits in a purchase of machinery, an expansion of facilities or technical development(M = 2.00). 2. Concerning relations between their motivation of college entrance and their satisfaction with their major, 96.6 percent of those who found their major satisfactory or quite satisfactory considered it to right up with their alley. 82.6 percent of them chose their major to get a stable job, and 62.8 percent of them did it through the advice of their families, relatives or regular teachers. 59.1 percent of them did it in consideration of their college entrance examination scores. Every student who were pressed for economic reasons to choose their major were unsatisfied with it. Thus, their motivation of college entrance made a statistically significantly wide difference to their satisfaction with major(p < 0.01). 3. They got a mean of 3.10 in occupational consciousness. By sub- category, they scored highest in interpersonal and work ethics(3.19 respectively). They got a mean of 3.04 in academic ethics, and got a mean of 2.99 in professional ethics, which was the lowest mark. 4. As to connections between their general characteristics and occupational consciousness, their occupational awareness was significantly different according to their motivation of college entrance and information they acquired at the time of college entrance(p < 0.05). In regard to the relationship of their satisfaction with major to their occupational awareness, their occupational consciousness statistically significantly varied with their department, their willingness of staying as a dental hygienist, the future prospect of dental hygienist (p < 0.01).