• The Journal of Korean Academy of Sensory Integration
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• v.3 no.1
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• pp.13-21
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• 2005

Objective : The purpose of this study was to investigate the correlation between hand dexterity and visual-motor skills of preschoolers. We searched for the correlation between two test results, which were the 9-Hole Peg Test performance time and the visual motor integration test(VMI) performance score. Then, we also compared the 9-Hole Peg Test performance times with the VMI performance scores according to sex and age. Method : The participants were fifty normal children ranging in age from four to six years living in Busan. We used two test methods which have high reliability and validity. One was the 9-Hole Peg Test to evaluate hand dexterity, and the other was the VMI to the evaluate visual-motor skills of these young children. Results : First, over the entire range of the participating children, there was a high correlation between the performance times from the 9-Hole Peg Test and the VMI performance scores(r=-.682). Second, there was not a statistically significant difference between the performance times from the 9-Hole Peg Test and the VMI scores according to sex. Third, there were significant differences between the hand dexterity and visual-motor skills according to the children's age(p<.001). Conclusion : This study proved that there is high correlation between hand dexterity and visual-motor skills of the preschooler. Occupational therapists in preschool service should consider that visual-motor skills need to be compatible with hand dexterity in both evaluation and therapy. In addition, hand dexterity and visual-motor skills improved according to advances in age, so we must give graded tasks to proper age groups through concrete analysis of activity. By doing this, children can get the better therapeutic effects.

• The Mathematical Education
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• v.59 no.4
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• pp.357-371
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• 2020

In the 2015 revised math curriculum, core competencies have been embodied and presented as skills and achievement standards. In this study, I analyzed aspects of the link between competencies, skills and achievement standards in the 2015 revised mathematics curriculum for elementary schools. According to the study, six mathematics curriculum competencies were presented evenly as 'skills' in each content area of elementary school, but reflected some of the sub-components of the curriculum, and some of them were presented as 'skills' but not as 'achievement standards'. In addition, the types of skills reflected in the achievement standards varied greatly by content area, but a few of specific skills such as 'understand' were found to be highly emphasized. Based on this, several implications were derived to further improve the implementation of competencies. First, 'skill' should be presented in a more systematic way and with more validity of extraction. Second, the extent to which competencies are presented in the achievement standards should be discussed. Third, Mathematics skills should be presented differently by grade(cluster) in achievement standards, 'Guidelines for Teaching and Learning' and 'Guidelines for Assesment'. Fourth, competencies related to content shall be presented separately and in detail.

• Information Systems Review
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• v.10 no.2
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• pp.253-267
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• 2008

As the importance of information security becomes a major concern, there has been growing effort to educate information security professionals. This study aims to analyze the level of required knowledge and skills for four information security skills groups: strategy and planning; research and development; system management and operation; and accident control. For this study, we selected 55 critical knowledge and skills for information security professionals by literature review and Delphi method, and we conducted a survey of information security knowledge and skills requirements for information security professionals to perform their jobs. As a result, we analyzed the current status of the information security professionals' knowledge and skills level and suggested some guidelines for establishing the demand-based curriculum for training information security professionals.

• Korean Journal of Human Ecology
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• v.24 no.4
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• pp.463-476
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• 2015

The purpose of this study was to examine the effects of paternal parenting sense of competence, paternal satisfaction, conflict-coping behaviors, and preschooler's emotional regulation on preschooler's social skills. Participants were 85 5- to 6-year-old preschoolers(41 boys, 44 girls) and their fathers. The Social Skill Rating Scale(Suh, 2004), the Parenting Sense of Competence(Shin & Chung, 1998), the Parental Satisfaction Scale(Seo & Lee, 2002), Conflict-coping behaviors(Cho & Kim, 2000) and the Emotional regulation(Kim & Kim, 1999) were used. Collected data were analyzed by descriptive statistics, t-test, correlation analysis and multiple regression analysis. The major findings were summarized as follows: (1) there were no differences between the boys' and girls' social skills. (2) parental satisfaction and emotional regulation explained social skills - cooperation. (3) conflict-coping behaviors(rationality and request for others) and emotional regulation explained social skills - self-control. (4) emotional regulation explained social skills - assertion. In conclusion, parental satisfaction, conflict-coping behaviors, and preschooler's emotional regulation influence differently according to the subscale of preschooler's social skills.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.1-12
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• 2018

The objective of this study is to explore the way to improve baby boom generation's ICT skills in their daily life. This study explores the effect of leisure activities on ICT skills. The analysis used 2016 Korea Media Panel data. Results show that the more leisure activities baby-boomers participate, the higher ICT skills they could get. The result of 2SLS regression also supports the leisure activities' effect on the improvement of ICT skills. More specifically, watching performing art such as movies, musicals, affects the improvement of the integrated ICT skills, and creative hobbies such as cooking, painting, affect the ability to use video contents and e-commerce; shopping affects the improvement of communication and information searching with a digital device. These findings suggest that leisure activities could improve ICT skills for baby boom generation who are familiar with face to face communication.

• Journal of Korean Academy of Nursing
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• v.47 no.4
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• pp.526-539
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• 2017

Purpose: This study was undertaken to develop and test a mastery learning program of nursing skills for undergraduate nursing students. Methods: In this methodological study, first, the preliminary draft of a mastery learning program to provide training for nursing skills was developed based on Bloom's framework for mastery learning. Second, to test the developed program, a single-blinded, nonequivalent control group nonsynchronized study was conducted on 50 senior nursing students in a University selected by convenient sampling. Thirteen students were assigned to a control group; 13, 12, and 13 of them were assigned to intravenous therapy, transfusion, and patient transfer groups, respectively. The achievement levels and performance scores of the selected nursing skills were measured before and after the completion of the program in all the groups. Lastly, the final program was confirmed based on the results of the program testing. Results: Intravenous therapy, transfusion, and patient transfer were selected as essential nursing skills for the program based on the priorities rated by clinical instructors and staff nurses. The achievement levels of selected nursing skills were determined by Angoff scores. After participating in the program, the proportion of passers and performance scores of the nursing skills in the experimental groups were significantly higher than those in the control group. The final program was confirmed which included a diagnostic test, enrichment activities for the passers and three repetitions of corrective activities and formative assessments for non-passers. Conclusion: The results suggest that a mastery learning program for undergraduate students can lead to better improvement and performance of essential nursing skills.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.441-447
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• 1999

The purpose of this study was to explore the relationship among science process skills. mental capacity and cognitive styles of elementary students. For the study 264 fifth-grade students were sampled. The Test of Science Process Skills(TSPS) was used as a measure of science process skills. Figural Intersection Test(FIT) was used as a measure of mental capacity. Group Embedded Figure Test(GEFT) was also used as a measure of cognitive styles. The results of this study showed that the science processskills increases progressively as the mental capacity increases. The field independent students showed significantly higher(p<.05) science process skills than the field dependent ones. There was no significant interaction between mental capacity and cognitive styles on science process skills. The findings indicated that there may be evidence to argue that mental capacity and cognitive styles play a important role in development of science process skills. The present study provided a possibility of Neo-Piagetian approach in science education research, and also showed an importance of cognitive development in the performance of science inquiry task.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.296-307
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• 1993

The purpose of this study was to identify concretely how to improve inquiry learning. To put the purpose in detail : 1) to define the inquiry skills 2) to select the factors of inquiry skills appropriate to the content of Science I (earth science) textbook 3) to develop items which consist of experimental inquiry and concept inquiry in due proportion, to evalute inquiry skills 4) to analyze the relationship between high school students' cognitive levels and the achievement of science inquiry skills. To achieve these objectives, the investigator sampled 558 students in eleventh grade, living in Seoul, Chung-Ju and Kwang-Ju, and evaluated their cognitive levels and the achievement of science inquiry skills. The results of this study showed that the cognitive levels of students were lower than those identified in Piaget's work and that the achievement of science inquiry skills were low also. It may be thought that one of most important reasons to bring about those results is lacking in adaptation capability of science inquiry items and inquiry learning. So, it can be recommended as a way to heighten cognitive levels to make inquiry learning using the textbook content. In conclusion, the investigator make suggestions as follows : 1) to give inquiry learning which consist of experimental inquiry and concept inquiry in due proportion 2) to develop inquiry items to include content for evaluating inquiry learning, and test items for psycho-motor areas 3) to publish textbooks which motivate students' inquiry activities and develop their creative thinking, considering students' cognitive levels and inquiry skills.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.931-938
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• 2015

In the study, epistemological beliefs, metacognition, and scientific inquiry skills all directly affected the science academic achievement levels of high school students. Also, epistemological beliefs indirectly affected science academic achievement mediated by scientific inquiry skills and metacognition, while metacognition had an indirect effect on science academic achievement level mediated by scientific inquiry skills. We found that scientific inquiry skills had the biggest direct effect, while epistemological beliefs showed the most robust indirect effect on academic achievement level. Thus, we argue that students' scientific inquiry skills should be nurtured for the advancement of their academic achievement. In addition, more careful scholarly attention must be given to both epistemological beliefs and metacognition, which directly and indirectly affected academic achievement level. We believe that epistemological beliefs, metacognition, and scientific inquiry skills should all be considered in an integrative manner when developing educational programs and strategies.

• International Journal of Human Ecology
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• v.14 no.2
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• pp.53-68
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• 2013

The purpose of this study was to highlight the importance of 'marital preparation skill' by focusing on more substantial and tangible skills in marriage life, and to conduct an exploratory research to examine the current conditions and gender differences in marital preparation skills of college students. Data were gathered through a self-administered questionnaire in four universities located in Seoul and Gyeong-gi areas in the spring of 2013, and a total of 332 senior students chosen were used for data analysis. Based on the instrument used in Olson & Olson's(2000) PREPARE/ENRICH Program, the present study sought to suggest a measurement tool with the moniker of 'marital preparation skill' that included seven domains: conflict resolution skill, sexual relationship skill, household labor skill, financial management skill, leisure management skill, parenting preparation skill, and parental role skill. Each domain consisted of four items and thus, a total of 28 items were utilized for this study. Descriptive statistics were analyzed in order to examine the degree of marital preparation skills, and t-tests were conducted in order to assess the gender differences in marital preparation skills. The main results of this study are as follows: First, overall the degree of marital preparation skills of male students was higher than that of female students. Particularly, female students were lower than male students in the skills of financial management and conflict resolution. Second, regarding the basic household labor skill related to clothing and housing life, male students showed higher than female students, implying the impact of military life. Third, even though the degree of consciousness about appropriate preparation of parenthood and parental role seemed to be heightened, the actual degree of readiness of college students revealed to be insufficient. Male students had a much higher degree of confidence and sacrifice acceptance about parenthood, and understanding about their parents' child-rearing style than female students, while the mindset of child-rearing participation of male students was lower than that of female students. Findings of this study can be used as basic data for developing more effective and differentiated educational programs of marital preparation skills for men and women.