• 대한공업교육학회지
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• v.36 no.1
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• pp.1-22
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• 2011

The purpose of this study was to develop and apply activity-centered STEM education program of electricity and electronics technology are in middle schools. The program was developed on the emphasis of problem solving in real world in relation to knowledge, attitude, and skill of Science, Technology, Engineering, and Mathematics. Basically the activity-centered STEM education program was developed through three steps of preparation, development and improvement. In the preparation stage the fellowing was included: (1) need analysis of student, educator, society (2) selection of integration type (3) analyzing subject matter of electricity, electronics area (4) establishing criteria for selecting activity tasks. In the development stage the fellowing was conducted: (1) selection of activity tasks (2) setting up educational goals (3) analyzing activity and clarifing the detailed activity (4) selecting program content, (5) organization of instructional content (6) statement of instructional objectives (7) structuring STEM education program In the improvement stage the fellowing was consisted of: (1) verification of validity by experts (2) execution of pilot test and field test by students and correction of program. The results of the applied the Activity-Based STEM Education Program to 'Afterschool' activities of S middle school were as follow: First, student' satisfaction level was high. Second, student' achievement in the cognitive domain, and affective domain was positive change. Third, student' problem solving ability was positive effect.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.333-357
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• 2007

One of the most important issues in mathematics education is to restore the educational foundation of school mathematics, which requires fundamental discussions about 'What are the reasons for teaching mathematics?'. This study begins with the problematic that mathematics education is generally pursued as an instrumental know-ledge, which is useful to solve everyday problems or develop scientific technology. This common notion cannot be overcome as long as the mathematics education is viewed as bringing up the learners' ability to work out practical problems. In this paper we discuss the value of mathematics education reflecting on the theory of 'two fold structure of mind'. And we examine the ideas pursued by mathematics educators analyzing the educational theory of Plato and Froebel. Furthermore, we review the mathematics educational theory of F. Klein, an educator who led the reformation of mathematics education in the early 20th century and established the basic modern philosophy and curriculum of mathematics education. In particular, reflecting on the 'two fold structure of mind,' we reexamine his mathematics educational theory in the aspect of the mind cultivation so as to elucidate his ideas more clearly. Moreover, for the more deep discussion about Klein's thoughts on the mathematics education, his viewpoint on tile teaching of 'functional thinking' for the mind cultivation is reexamined based on the research results found in the developments of mathematics education after Klein. As the result we show that under the current mathematics education, which regards mathematics as a practical tools for solving everyday problems and an essential device for developing science and technology, there is a more important value for cultivating the human mind, and argue that mathematics education should contribute to the mind cultivation by emphasizing such an educational value.

• Child Health Nursing Research
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• v.20 no.2
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• pp.96-104
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• 2014

Purpose: Nurse educators can use film effectively to promote nursing students' motivation and indirect experiences. The purpose of this study was to develop a teaching-learning design using films based on Kolb's experiential learning model for understanding of child growth and development, and to evaluate students' satisfaction with cinenurducation according to learning type and content. Methods: Participants were seventy-four first year nursing students in the spring semester of 2013 at a private university located in Busan. In each class, participants watched film, participated in peer-to-group discussion and an educator's lecture, and wrote a composition based on Kolb's four learning stages. After class, participants filled out a questionnaire developed by the researchers. Results: Results showed a high satisfaction with cinenurducation regardless of learning type and content concerning child growth and development. Advantages of cinenurducation included it being "fun and interesting," "helpful to understand the characteristics of children," and "develop critical thinking through discussions." Disadvantages included "length of time needed," and "burdensome." Conclusion: Films are advantageous in that they provide indirect experience for nursing students. Selection of appropriate films and evaluation of learning goal achievements are important to maximize the effectiveness of cinenurducation.

• Journal of Korean Academy of Nursing
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• v.8 no.1
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• pp.111-130
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• 1978

This study of nurse educator's attitudes which found aspects of professional nursing was carried out from September 10 to 30, 1977. Subjects were 205 respondents from a total population of 314 nurse educators from the level of instructors to professors in all the diploma (post high school 3 year), professional junior college (3 year level) and university (4 year) nursing schools in Korea. Specific objectives were to determine their attitudes about the 1. social position of nursing as a profession, 2. nurses attitudes towards their word, 3. factors influencing the development of nursing, 4. the future of nursing, 5. nursing educational problems, 6. their own educational position's intrinsic job satisfaction and 7. their salary and benefits. The instrument used was a questionnaire developed from consultations with nursing educators and sociologists, and based on earlier. worts by Burke (1976), Mason (1974) and Hong 1969. Data were analysis by computer using one-way analysis. Statistically significant findings included the following; 1. Responses were positive toward all seven aspects of professional nursing. 2. Compared to diploma nursing school staff whose responses were positive, professional and university school faculty response toward the social position of nursing were neutral. 3. Faculty with clinical experience of 10 to 19 years were most positive in their responses about nurses' attitudes towards their work. In all three types of schools, in comparison to professors, associate professors' responses were more positive about nurses' attitudes toward their work. Faculty with longer clinical experience expressed high agreement with statements about factors which influence the development of nursing. Without any differences between school, all faculty had positive attitudes towards the future of nursing, the younger the staff member, the more positive were the responses. 4. faculty in diploma schools and those with 10 to 19 years clinical experience expressed high agreement with statement about nursing educational problems, 6. their own educational position's intrinsic job satisfaction and 7. their salary and benefits. The instrument used was a questionnaire developed from consultations with nursing educators and sociologists, and based on earlier. worts by Burke (1976), Mason (1974) and Hong 1969. Data were analysis by computer using one-way analysis. Statistically significant findings included the following; 1. Responses were positive toward all seven aspects of professional nursing. 2. Compared to diploma nursing school staff whose responses were positive, professional and university school faculty response toward the social position of nursing were neutral. 3. Faculty with clinical experience of 10 to 19 years were most positive in their responses about nurses' attitudes towards their work. In all three types of schools, in comparison to professors, associate professors' responses were more positive about nurses' attitudes toward their work. Faculty with longer clinical experience expressed high agreement with statements about factors which influence the development of nursing. Without any differences between school, all faculty had positive attitudes towards the future of nursing, the younger the staff member, the more positive were the responses. 4. faculty in diploma schools and those with 10 to 19 years clinical experience expressed high agreement with statement about nursing educational problems while responses from faculty from professional schools and those without clinical experience were neutral. 5. Responses showed general satisfaction with intrinsic aspects of teaching in all school. Associate professors were positive about satisfaction with salary and other benefits but full professors' responses were neutral.

• Review of Culture and Economy
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• v.17 no.2
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• pp.185-216
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• 2014

It has been two years since the national certificate of Arts & Culture Education Instructor(ACEI) was implemented the 2012 amendment to the Arts & Culture Education Act. Separate from the initial policy goals, students who attend the program to achieve ACEI certificate share various expectations, motivations and intents. The purpose of the research is to understand the collective identity of future ACEIs to evaluate the initial policy implementation during the period when the collective professional identity has not been fully formed yet. This research studies the data that were collected from 172 students who were attending one of the official ACEI institutes in Seoul area. As one of qualitative research methods, Questionnaire Method was employed to conduct this phenomenological study. James E Marcia's theory provides the theoretical framework for the data analysis of this study. The research results indicate that many students'identity status are between Identity Diffusion and Moratorium, which raises concerns for both arts and cultural fields as well as the policy success. Therefore, this research will relate these findings to the larger arts and culture infrastructure in order to better prepare them as arts and cultural professionals and also to stress the importance of the job market development and social environment that can accept them.

• The Journal of Korean Academic Society of Nursing Education
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• v.1 no.1
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• pp.17-23
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• 1995

One of the biggest problems of Nursing Education in Korea is the division among nursing education programs of the last 3 and 4 years. To solve this problem, Nursing community must do variable trials to achieve the unity of a 4-year educational program. With this, we need to observe the phenomena and reality of the present 4-year nursing educational program that we have. The object of this study is to analyse and discuss that we have. The object of this study is to analyse and discuss the problems and future strategies of 4-year Nursing Baccalaureate program. 1. Problems as nursing department in Medical School. 1) Many 4-year nursing baccalaureate programs are operating under the medical school as nursing department. So the academic development in nursing department is unprogressive and is not approved as unique discipline. 2) The operating system between nursing and medical department are different even though they are in the same school. 3) Inequality between nursing and medical department : In many case, the nursing professor can not attend administraion committees to discuss the medical school's operation because of many differences between nursing and medical organization. 4) Weakness of the leadership and the student activities in nursing student : The nursing student involvement is usually passive because of the difference of curriculum, less number than medical students and the difference between 4-year and 6-year education program. 5) There is the obscurity of the relationship between department of nursing and other departments in whole university. 2. Problems in nursing itself 1) We need to reconstruct nursing discipline. We must change from the disease centered model to health centered model and life cycle centered model so that we can be distinguished from medicine. We also must change from hospital centered nursing to all population centered nursing, 2) The improvement of curriculum ; When the independent framework of nursing discipline become established, we need to improve the curriculum. 3) The education of clinical practice ; Most nursing school programs are divided into professors who are lecturing the theory and clinical teachers who are teaching the nursing technique in the clinic. So, what is needed in nursing discipline is that the professors have a dual position. In America, The professor is required to be a clinical specialist and to have his or her clinic so that the professor become a good role model, teach the clinical practice effectively, and give the student the practice field. 4) To extend fields of nursing : At first, the school nurse must become the school health educator, a real teacher. The nurse must establish and operate a childern's wellbeing center or nursery school, a disabled people's house or senile's wellbeing center, a mental health center, and a health promotion clinic for healthy people. 5) The name 'nursing department' need to be considered. When the focus is to be changed from the disease model to health improvement model, we take into consideration change 'nursing college', 'nursing department' and 'nursing profession' to 'health science college' or 'health wellbeing college'. 6) We must have highly qualified academic students. Each Nursing educational faculties must have the high qualified students through the development of nursing educational program and the increment of scholarship. The Korean Nurses Association and The Korean Clinical Nurses Association need to make an endeavor for the improvement of work condition and payment of clinical nurses of hospitals who consist of 70% of all nursing manpower. 3. Improvement Strategy 1) All nursing educational program must be changed 4-year program gradually. 2) Nursing department need to try to become nursing college. 3) We need to study many researches for improvement of the problem in nursing discipline and nursing education. We need more interdisciplinary researches, and we need to be granted for that research. 4) We need to have many seminars and workshops thoughout the whole country to expand a sense of nursing education. 5) Drawing up a policies plan for the nursing educational improvement : The Korean Nurses Association, The Korean Academic Nursing Association, Korea Nursing College and department President's Committee, and Korea Academic Society of Nursing Education must try for the development of nursing educational improvement and ask for government frame the policy to develop nursing education.

• Korean Journal of Hospice Care
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• v.8 no.1
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• pp.29-48
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• 2008

Purpose: The purpose of this study was to provide the basic information on the improvement plan by identifying the role accomplishment and job satisfaction of the hospice nurses and analyzing the factors that impact such role accomplishment and job satisfaction. Methods: The data was collected of 189 hospice nurses who have been working more than 6 months in 56 hospice programs registered in Korea Hospice Association and Korean Catholic Hospice Association from October to November, 2007 by structured questionnaire which was developed by Ryu(1979), based on the Riehl's nursing role and the research of Choe(2005) on the role of hospice nurse. Results: The role accomplishment and job satisfaction of the study subject were 3.53 point and 3.39 point, respectively. The roles of hospice nurses were accomplished by the order of advocator, nursing care provider, coordinator (cooperation), educator, quality manager, counsellor, administrator, and researcher. The job satisfaction of the hospice nurses was shown highest in the satisfaction of professional status, followed by the satisfaction of the interaction, satisfaction of the task itself, satisfaction of the administrative aspect, satisfaction of the autonomous, and the lowest in the satisfaction of the pay. The role accomplishment of the subjects according to their socio-demographic and job characteristics was found to have a significant difference by their age, marriage status, academic background, and position. It also has a significant difference by whether they play role of coordinator, whether they took whole responsibility as hospice, working experience as hospice/palliative nurse, and the level of hospice/palliative nursing training(p<.05). In the study of job satisfaction of the subjects according to their socio-demographic and job characteristics, the job satisfaction was found to have a significant difference by the increase of age, the number of duties consisting the hospice team, whether they play role of coordinator, whether they take whole responsibility as hospice, the level of hospice/palliative nursing training, and whether they wish to work for as long as possible(p<.05). The role accomplishment and the job satisfaction of the subjects showed a statistically significant positive correlation. (r=.541, p<.01) Conclusion: Raised saiary will be increased hospice nurse's job satisfaction. And we suggest a repetitive study using the identical tool to the equally extracted subjects with same representativeness of each hospice/palliative institute type. For the expanded role and enhanced professional standard of hospice nurses, we also suggest a study on the improvement plan to enhance the roles of researcher and administrator.