• Korean Journal of Human Ecology
• /
• v.23 no.1
• /
• pp.149-161
• /
• 2014

The purpose of this study was to investigate the nutrition teachers' operation and demand of dietary life education in Jeonbuk Province. The study was carried out using a self administered questionnaire and the subjects were 190 nutrition teachers. The questions were general characteristics of the subjects, operating status as frequency, place, the main use time, and training demand on dietary life education by elementary school and middle & high school, teaching career, and training hours. The results are as follows. Most of the subjects were female(98.9%), more than half were 40's(52.1%) in their age, school work career was 13.2 years. Frequency of the dietary life education operation was once per month(56.8%), 2~3 times per month(27.9%), and place of education were dinning room (49.7%), classroom(25.9%). Almost of the subjects(90.4%) recognized the facilities for education was lack, 89.3% of them did the education materials was lack, also. The desirable frequency of dietary life education was once per month(48.9%), and once per week(35.3%.) The half of the subjects recognized the objects of the dietary life education was not only students but also their parents and teachers. The proper education time was dietary life education tim (34.2%), discretion activity time(31.1%). Most of the subjects(95.7%) had willing to get training, the proper training program was 30 hours, and they prefer summer vacation(61.0%) than winter vacation(30.5%) and semester(8.6%). Proper experimental practice ratio of environment : health : thanks were 30% : 43% : 27%. It is concluded that the demand of nutrition teachers is necessary for their education program in elementary and middle & high school.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.1
• /
• pp.205-214
• /
• 2015

This study examined the effect on calling and the role of optimism, work hope, religion and supportive parenting. Furthermore, this study tested if personal characteristic variables (optimism and work hope) and personal environmental variables (religion and supportive parenting) would affect how the path would reach. 277 male and female undergraduate students were surveyed. The data was analyzed by AMOS and SPSS. The results were as follows. First, structural equation modeling analyses indicated that supportive parenting and optimism had a direct influence on work hope, and work hope had a significant effect on calling. Religion was not influenced by calling. Second, predictors including work hope, optimism, and supportive parenting accounted for calling well. The implication for practice and future research on calling in counseling and education area are discussed.

• Archives of design research
• /
• v.18 no.2 s.60
• /
• pp.255-264
• /
• 2005

The development of personal computers and the Internet led to changes of instructor-student and student-student relationships in design education. New resources of design education with proper materials and tools have to be offered for teaching and learning. The purpose of this research is to develop Basic Graphic Tools(BGTs) on screen that help students to practice the design principles, and to evaluate the BGTs' usability to enhance the credibility of extra tools for online design learning. The BGTs has to be developed to minimize the gap between the online and traditional classroom settings and to maximize the diverse advantage of lecture content driven from technology. Students were given certain design requirements to explore BGTs and a learning guide/performance test after the lecture to evaluate the tools. The test was performed under the e-learning program serviced by C college. This research has presented some encouraging results and raises questions toward future work: how do BGTs impact the feasibility of an online design lecture.

• Journal of Elementary Mathematics Education in Korea
• /
• v.11 no.2
• /
• pp.199-216
• /
• 2007

The purpose of the present study was to analyze the types of errors made by students in the figure domain at the stages of first and second semester of 4th grade in elementary school that include the definition and the properties of figure, to identify the causes of such errors, and to help the teaching of the 4th grade figure domain. When the trends of errors were analyzed for each question, the most common error was the wrong use of theorems or definitions, and its main causes were student's low level in geometry and limited concept images. Thus, it is necessary to make them have clear understanding of these concepts and terms and students need to do various activities suitable for their level in geometry. In addition, figure images presented in the mathematics textbooks and the mathematics practice book have limitations. Thus, figures of various positions and lengths should be presented and described accurately, and the books should be redesigned for various practical activities.

• Journal of Educational Research in Mathematics
• /
• v.9 no.2
• /
• pp.383-404
• /
• 1999

This study began with an epistemological question about the nature of mathematical cognition in relation to the learner's activity. Therefore, by examining Piaget's 'reflective abstraction' theory which can be an answer to the question, we tried to get suggestions which can be given to the mathematical education in practice. 'Reflective abstraction' is formed through the coordination of the epistmmic subject's action while 'empirical abstraction' is formed by the characters of observable concrete object. The reason Piaget distinguished these two kinds of abstraction is that the foundation for the peculiar objectivity and inevitability can be taken from the coordination of the action which is shared by all the epistemic subjects. Moreover, because the mechanism of reflective abstraction, unlike empirical abstraction, does not construct a new operation by simply changing the result of the previous construction, but is forming re-construction which includes the structure previously constructed as a special case, the system which is developed by this mechanism is able to have reasonability constantly. The mechanism of the re-construction of the intellectual system through the reflective abstraction can be explained as continuous spiral alternance between the two complementary processes, 'reflechissement' and 'reflexion'; reflechissement is that the action moves to the higher level through the process of 'int riorisation' and 'thematisation'; reflexion is a process of 'equilibration'between the assimilation and the accomodation of the unbalance caused by the movement of the level. The operational learning principle of the theorists like Aebli who intended to embody Piaget's operational constructivism, attempts to explain the construction of the operation through 'internalization' of the action, but does not sufficiently emphasize the integration of the structure through the 'coordination' of the action and the ensuing discontinuous evolvement of learning level. Thus, based on the examination on the essential characteristic of the reflective abstraction and the mechanism, this study presents the principles of teaching and learning as following; $\circled1$ the principle of the operational interpretation of knowledge, $\circled2$ the principle of the structural interpretation of the operation, $\circled3$ the principle of int riorisation, $\circled4$ the principle of th matisation, $\circled5$ the principle of coordination, reflexion, and integration, $\circled6$ the principle of the discontinuous evolvement of learning level.

• Journal of Educational Research in Mathematics
• /
• v.25 no.3
• /
• pp.381-405
• /
• 2015

The nature of school mathematics has not been asked from the epistemological perspective. In this paper, I compare two dominant perspectives of school mathematics: ethnomathematics and didactical transposition theory. Then, I show that there exist some examples from Old Babylonian (OB) mathematics, which is considered as the oldest school mathematics by the recent contextualized anthropological research, cannot be explained by above two perspectives. From this, I argue that the nature of school mathematics needs to be understand from new perspective and its meaning needs to be extended to include students' and teachers' products emergent from the process of teaching and learning. From my investigation about OB school mathematics, I assume that there exist an intrinsic function of school mathematics: Linking scholarly Mathematics(M) and everyday mathematics(m). Based on my assumption, I suggest the chain of ESMPR(Educational Setting for Mathematics Practice and Readiness) and ESMCE(Educational Setting For Mathematical Creativity and Errors) as a mechanism of the function of school mathematics.

• School Mathematics
• /
• v.15 no.2
• /
• pp.405-427
• /
• 2013

In this study, we have accomplished content area reading activities for pre-service teachers since 2003. These activities were guided each year to students of the college of education. We proceeded our content area reading activities by four courses. Four courses consisted of reading the book, discussion of reading, announcement of the results, reminding announcement. After content area reading activities, the pre-service teachers have learned naturally the knowledge and ideas that will help in teaching mathematics. And they have shared and expand their knowledge and ideas with colleagues. Moreover the pre-service teachers came to realize that content area reading is very important in pre-service mathematics teacher education. In the study, it was suggested that there is a need to provide opportunities to experience the content area reading for pre-service teachers in mathematics teacher education.

• Quality Improvement in Health Care
• /
• v.6 no.1_2
• /
• pp.136-149
• /
• 1999

Background : Although a number of studies are related to QA improvement, there are few studies applied various method of QA tools. This study reviewed the availability of general quality assurance(QA) tools according to ten steps in performing quality improvement activities at emergency room of a tertiary teaching hospital which has more than 1,000 beds. Methods : All patients in emergency room from 15th Oct. 1997 to 5th Sep. 1998 were surveyed. The survey data based on the patient's records of emergency room were evaluated according to length of stay, and we tried to identify problems with management of emergency room. To solve the problems, our team applied general QA tools(brainstorming, flow chart, nominal group technique, benchmarking, cause-and-effect diagram, run chart, control chart) to quality improvement activities and discussed the availability of the tools. Results : After the activities such as changes of staffing, the establishment of local area network and chest pain clinic, application of triage and so on, the percentage of patient who had stayed more than six hours was reduced from 56.0% to 46.8%. The mean number of patients per day in emergency room was increased from 49 to 62. But the reporting time for laboratory test was not changed after these activities. Conclusion : Each QA tool has unique benefit and limitation, but we can implement and evaluate the quality improvement activities more scientifically and systematically by applying these tools to practice according to QA ten steps.

• Quality Improvement in Health Care
• /
• v.5 no.2
• /
• pp.238-256
• /
• 1998

Background : There have been many studies and efforts about quality management in health services, but these were not focused on the thinking ability of the personnel. In this study, We planned to define the relationship between Quality Management(QM) and thinking skill, and analyzed critical thinking skill and problem solving ability of the nurses for QM in healthcare. Methods : We surveyed 260 nurses in 3 hospitals by using questionnaires about thinking skills and QM from November 18 to 28, 1998. The response rate was 76.9%. We described and analyzed the data by descriptive statistics, t-test, ANOVA, Pearson correlation, and non-parametric Friedman test using SPSS Win 7.5. Results : This study revealed that 1) understanding level of QM concepts was very low and insufficient, 2) willingness to practice QM in healthcare was relatively high and affirmative, but the positive attitude taking part in the program of QM is very low(4.5%), 3) even though the necessity of QM was recognized, actual application of critical thinking skills and problem solving abilities is lacking, 4) the production of idea for QM was the most insufficient, and so the next of the problem solving process(QA cycle) was the same. Conclusion : Based on the above results, we can conclude that understanding the concepts of QM is very important to solve problems about QM in healthcare. For development of thinking skill to promote critical problem solving ability for QM in healthcare, it is necessary to improve curriculum of nursing education and teaching-learning methods of QM strategy and technique.

• The Journal of the Korea Contents Association
• /
• v.18 no.9
• /
• pp.357-365
• /
• 2018

The purpose of this study was to investigate the knowledge level about ADHD in 207 of J and W universities special education students in Gyeonggi and Jeolla provinces. Data were gathered by using a survey method. To analyze data, statistical methods such as ANOVA and t-test were used. The results show the highest rate of correct answers in 'progress and treatment of ADHD' and the lowest rate of 'knowledge in the cause of ADHD'. The level of knowledge about ADHD is found to be different among the groups according to grade, major, experience with ADHD children and experience of taking related ADHD courses. On the other hand, the level of knowledge about ADHD don't differ according to gender and educational practice. Based on the results of this study, we discuss the necessity of acquiring knowledge about ADHD for pre-service special teachers and how to improve their teaching program for ADHD children.