• Journal of Educational Research in Mathematics
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• v.17 no.1
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• pp.67-90
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• 2007

The purpose of this study is to understand students' thinking process in the algebra problem solving, on the base of the works of Vinner(1997a, 1997b). Thus, two middle school students were evaluated in this case study to examine how they think to solve algebra word problems. The following question was considered to analyze the thinking process from the similarity-based perspective by focusing on the process of solving algebra word problems; What is the relationship between similarity and the characteristics of thinking process at the time of successful and unsuccessful problem solving? The following results were obtained by analyzing the success or failure in problem solving based on the characteristics of thinking process and similarity composition. Successful problem solving can be based on pseudo-analytical thought and analytical thought. The former is the rule applied in the process of applying closed formulas that is constructed structural similarity not related with the situations described in the text. The latter means that control and correction occurred in all stages of problem solution. The knowledge needed for solutions was applied with the formulation of open-end formulas that is constructed structural similarity in which memory and modification with the related principles or concepts. In conclusion, the student's perception on the principles involved in a solution is very important in solving algebraic word problems.

• Journal of Digital Convergence
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• v.11 no.6
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• pp.299-309
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• 2013

The purpose of this study was to develop the method of distinction for sports gifted children, which evaluated as well as cognitive capability and physical fitness. For the validation verification of developed method, we measured physique, physical fitness and developed cognitive agility method for 369 children from 2nd grade to 6th grade. Results were followed as below: The frequency of success of sports gifted group was higher than normal group(p<.05). Total time for cognitive agility of gifted child's group in both sex were shorter than normal group(p<.05). There were no significant correlation between physique and cognitive agility time. 50m run and side step test had correlation with cognitive agility time in boys and girls(p<.05). In spatial skills, only higher tendency in sports gifted group showed. Cognitive agility had positive correlation with space perception in both boys and girls of upper grades. With theses results, we concluded that developed cognitive agility test might be synthetic evaluated method for cognitive agility as qualitative capacity for boys and girls in elementary school.

• Child Health Nursing Research
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• v.20 no.4
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• pp.294-303
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• 2014

Purpose: The purpose of this study was to identify the correlation of critical thinking disposition and problem solving process, and the simulation- based assessment of clinical competence based on a survey of college nursing students. Methods: In this descriptive correlation study, data for 214 nursing students were analyzed using t-test and Pearson correlation coefficients. Results: Critical thinking disposition, problem solving process, and simulation-based assessment of clinical competence averaged $3.76{\pm}0.46$ (out of 5), $3.67{\pm}0.47$ (5), and $1.51{\pm}0.17$ (2), respectively. A significant difference in scores for simulation-based assessment of clinical competence was found between the high-scoring group and low-scoring group in critical thinking disposition. A significant positive correlation was found between critical thinking disposition and nursing assessment, a sub-domain of clinical competence. Conclusion: The results suggest that success in simulation-based learning requires critical thinking disposition in the nursing students, and their critical thinking disposition plays a positive role in nursing assessment, which evaluates the patient's status in a complex situation. Simulation-based learning programs help assess the students' levels in their clinical judgement and performance, and identify their strengths and weaknesses so that the instructor can evaluate and improve the current teaching method.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.14
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• pp.5773-5779
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• 2014

Background: Since cervical cancer can be prevented and controlled through human papillomavirus (HPV) vaccination, it is important to train health care providers and provide them with appropriate knowledge. This study aimed to understand the level of HPV related knowledge among medical students and correlates in Southwest China in order to address any potential gap in their knowledge base. Methods: We conducted a cross-sectional survey among medical students in six selected universities across Southwest China based on a pretested questionnaire regarding HPV infection, cervical cancer, and HPV vaccines. Results: We successfully surveyed 1, 878 medical students, of whom 32.1% were males and 67.9% were females. Their mean age was 20.8 (standard deviation: 1.3) years. 91.8% of them were ethnic Han Chinese, and 43.8% were students in clinical medicine. While 76.5% had heard of HPV only 48.8% knew that the prevention of cervical cancer was possible through HPV vaccination. Only 42.9% of the male and 49.2% of the female students correctly answered over 10 out of 22 questions on HPV related knowledge. Female students appeared to know more about HPV and HPV vaccination (OR: 1.39; 95% CI: 1.11-1.75). In addition, the student knowledge improved with the grade (p<0.001). University courses were the most selected source of knowledge about HPV vaccination (66.4%). 83.6% of males and 91.4% of females were willing to have more HPV related education by experts (p<0.001). Only 10.1% of the students acknowledged that people had asked for their advice regarding HPV vaccination. Conclusions: Our survey indicates that medical students from Southwest China have poor knowledge of HPV and HPV vaccination, but are willing to receive more relevant information. Targeted education should be incorporated into school courses to inform these future health care providers and ensure success of programs for cervical cancer control and prevention.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.10 no.5
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• pp.15-26
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• 2015

Overall, college students tend to be immersed in the relatively safe employment, such as civil servants or public sector than start one's own business due to the lack of entrepreneurial spirit which made the great success in order to take the risk and innovative challenge. In this study, relationship between pre-founder of college students' self-determination, entrepreneurship, entrepreneurial intentions are to be determined. As a result, the implications were derived in order to make pre-founder various ways of career decision beside employment. Therefore start-up training courses was verified by moderating effects. The results are first, high self-determination(Autonomy, Efficacy) of the pre-founder made positive impact on entrepreneurial intention. Second, high self-determination(Autonomy, Efficacy) of the pre-founder made positive impact on entrepreneurship. Third, entrepreneurship of the pre-founder made positive impact on entrepreneurial intention. Fourth, entrepreneurship was carried out a full mediating role in the relationship between self-determination and entrepreneurial intention. Finally, Pre-founder group who have taken entrepreneurship education have showed a positive relationship between high self-determination(Autonomy, Competence, Relationship) and entrepreneurial intention. Based on these results, especially pre-founders, in order to improve the willingness of university students entrepreneurship, highly motivated intrinsic motivation is needed to ensure the student's self-determination in University education. It looks that can be achieved through the strengthening of entrepreneurship education for autonomy, competence, efficacy improvement.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.2
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• pp.65-76
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• 2017

The purpose of this study is to promote the activation of creative problem - solving education in Korea through the case of countries leading education for creative problem solving in order to overcome the limitation of creative problem solving education in Korea. Based on 5 success factors by our cases of United States, Singapore, and Dublin City University in Ireland, we focused on the cases and extracted five key characteristics of creative problem solving education. The university should be able to provide various information gathering and theoretical knowledge for problem definition as well as continuing guidance and mentoring, rather than one-time teaching, in the form of teaching-student cooperative learning paradigm. Second, the class should be a team - based learning team which is a key factor in overseas universities' policy, so as to be able to identify differentiated, new ideas and creative problem solving methods based on knowledge and experience sharing. The creative problem solving method derived from education could be able to collect, organize, and apply to the field continuously and comprehensively about the learning process of the individual. Evaluation of curriculum should be based on characteristics of school and characteristics of students. The results of creative problem-solving education should be evaluated in order to continuously develop and create value in addition to the outcomes of the class. Therefore, it is necessary to develop an evaluation process for each university. The university should try to make creative problem solving education create value through specialization of university. Based on this, we propose a creative problem solving education framework.

• Journal of Periodontal and Implant Science
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• v.39 no.2
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• pp.111-118
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• 2009

Purpose: The integrity of interproximal hard/soft tissue has been widely accepted as the key determinant for success or degree of root coverage following the connective tissue graft. However, we reason that the gingival biotype of an individual, defined as the distance from the interproximal papilla to gingiva margin, may be the key determinant that influence the extent of root coverage regardless of traditional classification of gingival recession. Hence, the present study was performed with an aim to verify that individual gingival scalloping pattern inherent from biotype influence the level of gingival margin following the connective tissue graft for root coverage. Methods: Test group consisted of 43 single-rooted teeth from 21 patients (5 male and 16 female patients, mean age: 36.6 years) with varying degrees of gingival recession requiring connective tissue graft; 20 teeth of Miller class I and 23 teeth of Miller class III gingival recession, respectively. The control group consisted of contralateral teeth which did not demonstrate apparent gingival recession, and thus not requiring root coverage. For a biotype determination, an imaginary line connecting two adjacent papillae of a test tooth was drawn. The distance from this line to gingival margin at mid-buccal point and this distance (P-M distance) was designated as "gingival biotype" for a given individual. The distance was measured at baseline and 3 to 6 months examinations postoperatively both in test and control groups. The differences in the distance between Miller class I and III were subject to statistical analysis by using Student.s t-test while those between the test and control groups within a given patient were by using paired t-test. Results: The P-M distance at 3 to 6 months postoperatively was not significantly different between Miller class I and Miller class III. It was not significantly different between the test and control group in a given patient, either, both in Miller class I and III. Conclusions: The amount of root coverage following the connective tissue graft was not dependent on Miller's classification, but rather was dependent on P-M distance, strongly implying that the gingival biotype of a given patient may play a critical impact on the level of gingival margin following connective tissue graft.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.79-87
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• 2010

To support the expansion of diversity for schooling and make a plan for systematic robot education Ministry of Knowledge Economy did Pilot Project of Hands-on Robot at 68 Elementary Schools after building up the supporting system for teachers to practically use robots such as training course with Hands-on Robot. According to this, this paper will be shown about the analysis results of preliminary data about next expansion project of Hands-on Robot through analyzing the current status of Pilot Project of Hands-on Robot at Elementary After-School. For this, status of offered lesson and usage of teaching aids and materials, the number of regular/part-time teachers, students' satisfaction and so on at schools which are listed for the Pilot Project. The results show that at most of elementary schools students' creativity and interests about robots was increased and they tried to take the classes actively with high concentration. In spite of these positives, improvement needs for textbooks were also ascertained, therefore proper textbooks for student and teaching aids to bring on variable activities of students shall be based on additionally for the success.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.243-262
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• 2017

This study has its purpose on improving mathematic education by analyzing the effects of the teaching and learning process which adopted 'FOCUS Problem Solving Steps' on student's mathematical problem solving ability and their mathematical attitude. The result is as follows. First, activities through FOCUS Problem Solving Steps showed positive effect on students' problem solving ability. Second, among mathematical attitudes, mathematical curiosity, reflection and value are proved to have statistically meaningful effect and from the result that analyzed changes of subject students, we could suppose that all 6 elements of mathematical attitude had positive effect. Third, by solving questions through FOCUS steps, students felt satisfaction when they success by themselves. If projects which adopted FOCUS Problem Solving Steps take effect continuously by happiness from the process of reviewing and reflecting their own fallacy and solving that, we might expect meaningful effect on students' problem solving ability. Through this study, FOCUS Problem Solving Steps had positive effect not only on students' mathematical problem solving ability but also on formation of mathematical attitude. As a result, it implies that FOCUS Problem Solving Steps need to be applied to other grades and fields and then studied more.

• Korean Journal of Heritage: History & Science
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• v.54 no.4
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• pp.132-151
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• 2021

The purpose of this study is to analyze the current status of and suggest future improvement practices for cultural heritage education in primary school. We analyzed a primary school textbook for each of five subjects (Korean, social studies, music, art, physical education), surveyed ten teachers with cultural heritage education experience, and analyzed the results. Based on the results, we made the following five suggestions: First, the goal of cultural heritage education should be expanded to foster citizenship. Second, in cultural heritage education, it is necessary to discuss what should be included in the educational content and to organize the content systematically in connection with the student environment, local community environment, and subject content. Third, cultural heritage education should be linked with sustainable development so that cultural heritage can be passed on from the present generation to future generations. Cultural heritage has characteristics, such as universal values of humanity, that transcend national boundaries, regional identities, dialogue and understanding between civilizations, and sources of creativity, and thus serves as the foundation for sustainable development. Fourth, for the effective implementation of cultural heritage education in schools, it is necessary to develop step-by-step teacher training programs. The success or failure of cultural heritage education in schools depends on teacher training. Fifth, the degree to which cultural heritage education is integrated into the curriculum should be strengthened, allowing learners to be educated so that they can cultivate knowledge and critical thinking about cultural heritage, enjoy and protect it, and connect with a sustainable society.