• 한국식품조리과학회지
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• 제16권1호
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• pp.27-35
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• 2000

This study intended to find out what the male and female university students in Kyung-book area think about Korean traditional foods, how much they use them, and how their life styles affect their estimates on traditional foods. They evaluated the aspects of traditional foods highly in the order of nutrition(6.07), taste(5.96), appearance(5.40), color(5.33), preservation after cooking(4.82), cost(4.63), and cooking method(4.43). Female students had higher estimates on traditional foods than male students. There was no significant difference in the evaluation between the students raised in rural and urban areas if they had the same educational level. Regardless of gender, Kimchi was most preferred followed by boiled rice, pot stew, grilled fish, and beef out of 25 traditional foods. In the correlation among the evaluation factors and uses of traditional foods, those with high evaluation on traditional foods(r=0.282, p<0.01) and the families with higher income(r=0.316, p<0.01) made more use of traditional foods. For the life style, leisure-valuing type was the greatest part(39.4%) in male students and altruistic type(31.9%) in female students. The altruistic type comprised of the greatest part(34.8%) among the students raised in urban areas and the leisure-valuing type(40.0%) among those raised in rural areas. The altruistic type students put high values on taste, nutrition, appearance, color, and preservation after cooking of the traditional foods. The egocentric type gave high values on cost and cooking method. However, there were no significant differences among the types in every item. The altruistic type put the highest and the leisure-valuing type put the lowest value on traditional foods, respectively, however, it was not significantly different. The individuality-centered type made the most use of traditional foods, whereas the leisure-valuing type made the least(p<0.05).

• 한국과학교육학회지
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• 제37권1호
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• pp.135-142
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• 2017

4년 주기로 반복되는 TIMSS 연구에서는 2016년 말에 TIMSS 2015 결과를 발표하였다. 본 연구에서는 TIMSS 2015 결과 중에서, 학생들의 설문 응답 결과를 토대로 우리나라 학생들의 과학에 대한 태도와 성취도의 관계를 살펴보고, TIMSS 평가주기별 공통문항을 중심으로 학생들의 응답 변화추이와, 학교급 변화에 따른 학생들의 태도 변화추이를 살펴보았다. 연구결과에 따르면 우리나라 중학교 2학년 학생들은 과학 성취도 상위 15개국은 물론 전체 참여국 중 과학에 대한 자신감, 과학 학습에 대한 흥미, 과학에 대한 가치인식 등에서 최하위 수준을 나타내었다. 또한, TIMSS 평가주기별 공통문항을 중심으로 과학에 대한 태도를 분석한 결과, 우리나라 학생들은 과학에 대한 자신감과 과학 학습에 대한 흥미는 TIMSS 2011에 비해 TIMSS 2015에서 모두 낮아졌다. 반면에 과학에 대한 도구적 가치인식의 경우 TIMSS 2011에 비해 TIMSS 2015에서 모두 상승하였다. 또한, 우리나라 학생들은 초등학교 4학년에서 중학교 2학년으로 진학함에 따라 과학에 대한 자신감과 흥미가 감소하는 것으로 나타났다. 연구결과를 토대로, 우리나라 중학생들의 과학에 대한 정의적 태도 개선을 위한 후속연구와 과학과 교수학습 개선 방안을 제안하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권2호
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• pp.173-187
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• 2002

The purpose of this study through ethnographic inquiry is to describe how an elementary teacher teaches mathematics with understanding. The ways that teachers'beliefs affect instructional activities, what means understanding from the view of cognitive psychology, and ethnographic research tradition were reviewed to anchor theoretical background of this study. A third-grade teacher and his 45 students were selected in order to capture vivid and thick descriptions of the teaching and learning activities of mathematics. Three major sources of data, that is, participant-observation with video taping, formal and informal interviews with the teacher and his students, and a variety of official documents were collected. These data were analyzed through two phases: data analysis in the field and after the fieldwork. According to data analysis, ‘teaching mathematics with understanding’ was identified as the teachers central belief of teaching mathematics. In order to implement his belief in teaching practices, the teacher made use of three strategies: ⑴ valuing individual student's own way of understanding, ⑵ bring students' everyday experiences into mathematics classroom, and ⑶ lesson objectivies stated by students. It is suggested for future research that concrete and specific norms of mathematics classroom for the improvement of mathematics understanding are needed to be identified and that experienced and skillful teachers' practical knowledge should be incorporated with theories of teaching mathematics and necessarily paid more attention by mathematics educators.

• 한국수학교육학회지시리즈A:수학교육
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• 제55권4호
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• pp.467-484
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• 2016

What an individual values and regards as important has a significant impact on his or her learning. Classroom instruction would be even more effective if what the teacher regards as important in his or her pedagogical practice are aligned with what students regard as important too. Given this background, this study sought to find out what Korean students valued about mathematics and mathematics learning using a questionnaire developed by Seah (2005). The participants were 409 students from Grade 6 and 407 students from Grade 9 in Korea. The results of this study showed that students put the biggest emphasis on ideological aspects of mathematics, specifically rationalism, among mathematical values. The students also valued product, computation, process, exposition, and recalling among values related to the learning of mathematics. A comparative analysis between the two groups of students showed that sixth graders tended to think more positively with regards to each value than ninth graders. On the basis of these results, this paper raises some issues about students' values in mathematics learning. It also suggests that teachers need to consider what students value and regard as important in their mathematics learning to bring about even more effective instruction.

• Journal of Information Technology Applications and Management
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• 제28권4호
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• pp.1-11
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• 2021

The purpose of this study is to provide the basic information related to electronic picture books and implications for the development of high-quality in-home child care service programs by examining the perceptions and actual conditions of electronic picture books. A survey was conducted with 216 in-home childcare workers from the one Healthy Family Support Center who participated in the workshop on electronic picture books and 161 students from the Department of Early Childhood Education at two Universities as a comparison group. The findings are as follows. First, there was no difference between the two groups in recognition of ICT competencies and satisfaction with electronic picture books. Second, both groups viewed electronic picture books are effective in preparing for the information age and very positive in providing electronic picture books. Third, the valuation of electronic picture books in both groups was higher than that of paper picture books. Fourth, there was no significant difference between the two groups in valuing e-picture books by ICT competence. The results of this study provide implications for the development of systematic educational programs to enhance the job performance of in-home child providers, which will be expanded in the future, by examining ICT competencies, e-picture book actual utilization, and recognition between the in-home childcare providers and ECE students.

• 한국초등수학교육학회지
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• 제23권4호
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• pp.405-435
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• 2019

최근 수학교육에서 가치(values)에 대한 재조명과 함께 교사와 학생의 수학 교수·학습에 대한 가치 연구가 부각되는 반면에, 국내에서는 이에 대한 연구가 많지 않다. 본 논문은 초등수학교육에 전문성을 가진 한 수석교사가 5학년 학생들을 대상으로 수학 수업을 실행하였을 때 학생들이 수석교사의 가치를 어떻게 인식하는지, 수업 전후에 수학 학습 가치의 변화가 있는지를 분석한 것이다. 연구 결과 학생들은 수석교사가 수학 수업에서 이해, 예습·복습, 그림, 문제, 이유 등을 중요하게 생각하는 것으로 인식하였고, 특히 이해를 수석교사의 핵심가치로 인식하고 있었다. 학생들의 일반적 수학 학습 가치 및 개인적 수학 학습 가치를 분석하였을 때, 수업 전후에 동일하게 예습·복습을 가장 중요하게 인식하고 있었으나, 변화의 측면에서 보면 이해의 가치에서 가장 큰 변화를 보였다. 학생들은 자신이 인식한 수석교사의 가치를 있는 그대로 수용하기 보다는 능동적으로 가치를 재구성하는 양상을 보였다. 이와 같은 연구 결과를 토대로 본 논문은 수학 학습에서 학생들의 가치를 고려하는 것과 관련한 시사점을 제공한다.

• 여성건강간호학회지
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• 제22권4호
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• pp.221-232
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• 2016

Purpose: The purpose of this study was to examine the applicability of a flipped learning course in Women's Health Nursing for nursing students. Methods: A total of 200 senior nursing students participated in flipped learning class of pregnancy, delivery and postpartum area, which included team-based learning and self-reflection for 8 weeks. One group pre-post test design was adopted and the changes in learning motivation and satisfaction were examined. In addition, reflective journals of the students were analyzed by making a qualitative content analysis. Results: Students showed a significant increase in score of learning motivation in the posttest (t=-4.47, p<.001). They had a mean of 3.90 in learning satisfaction out of possible five points. As a result of content analysis, three themes were selected: 'Improved attitude toward active learning', 'Burden caused by excessive workload', and 'Valuing to the team-based activity' To be specific, six sub-themes were selected, with three positive and three negative categories: 'improved class attention and understanding', 'positive class participation by preparing lessons in advance', 'peer interactions through discussion', 'A lot of time and effort consuming', 'stress caused by the burden of preparing lessons', and 'difficulties in cooperative activities'. Conclusion: This study supports and confirms that the flipped learning can be a creative instructional model of positive teaching-learning strategy in clinical nursing courses to enhance students' learning motivation.

• 한국식품조리과학회지
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• 제17권2호
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• pp.139-148
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• 2001

This paper is intended to find out how much the university students in the Kyung-book area recognize Korean traditional foods and what their attitudes toward the seasonal manners and customs are, and to analyze the differences according to their life styles. The average recognition of 27 kinds of Korean traditional foods is found to be 2.17 in general, 2.00 with male students and 2.34 with female students, which figures are thought to be low. The recognition of female students is significantly higher than that of male students. 94.4% of the subjects for this study wish traditional foods to be handed down. The reasons for handing them don are Korean unique culture, which is the highest (78.4%), good nutrition(7.2%) and good taste(14.5%). No student points to low price as a reason, which shows that university students think traditional foods more expensive than western foods. There is a positive correlation(p＜0.05) between the evaluations and uses of traditional foods, so those with high evaluations of them use them more. The recognition of traditional foods is positively correlated to the attitudes toward the seasonal manners and customs, monthly family income(p＜0.01) and mothers' educational levels(p＜0.05). Based on life styles, the individuality-centered type shows the highest recognition of traditional foods(2.39), while the leisure-valuing type shows the lowest(2.03). There is a significant difference between the two.

• 대한수학교육학회지:수학교육학연구
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• 제11권1호
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• pp.11-35
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• 2001

Many teachers report familiarity with and adherence to reform ideas, but their actual teaching practices do not reflect a deep understanding of reform. Given the challenges in implementing reform, this study intended to explore the breakdown that may occur between teachers' adoption of reform objectives and their successful incorporation of reform ideals. To this end, this study compared and contrasted the classroom social norms and sociomathematical norms of two United States second-grade teachers who aspired to implement reform. This study is an exploratory, qualitative, comparative case study. This study uses the grounded theory methodology based on the constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The two classrooms established similar social norms including an open and permissive learning environment, stressing group cooperation, employing enjoyable activity formats for students, and orchestrating individual or small group session followed by whole group discussion. Despite these similar social participation structures, the two classes were remarkably different in terms of sociomathematical norms. In one class, the students were involved in mathematical processes by which being accurate or automatic was evaluated as a more important contribution to the classroom community than being insightful or creative. In the other class, the students were continually engaged in significant mathematical processes by which they could develop an appreciation of characteristically mathematical ways of thinking, communi-eating, arguing, proving, and valuing. It was apparent from this study that sociomathematical norms are an important construct reflecting the quality of students' mathematical engagement and anticipating their conceptual learning opportunities. A re-theorization of sociomathematical norms was offered so as to highlight the importance of this construct in the analysis of reform-oriented classrooms.

• 대한간호학회지
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• 제25권3호
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• pp.457-471
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• 1995

This research was done to promote improvement of practical application of nursing diagnoses and to improve the quality of nursing. The subjects of this research were 156 second year students of C junior nursing college who were giving adult patient care. The nursing diagnoses of 312 reports were analyzed using NANDA. In these case reports only nursing diagnoses were considered, of which there were a total of 982. In the data analysis the 9H of the nursing students' nursing diagnoses matched with 105 NANDA nursing diagnoses, Of these, the most frequent diagnoses were pain(165, 17.48%), anxiety(101, 10.70%), alteration in nutrition(83, 8.79%) , sleep disturbance (67, 7.10%), in activity intolerance (67, 7.10%), ineffective breathing pattern(51,5.40%). The etiology for the students' nursing diagnoses were compared with NANDA's nursing diagnoses by frequency. The most frequent etiology for the nursing diagnoses of pain was a biological etiology(50, 31%), for anxiety, situation crisis(58, 57.43%), for alteration in nutrition, indigesion(23, 27.71%), for sleep disturbance, external etiology(25, 37.32%), for activity intolerance, immobile position(22, 32.84%), for ineffective breathing pattern, pain(35, 68.63%), and for ,impaired physical mobility, pain(31, 65.96%). The most frequent etiology for constipation was inadquate digestion of water and cellulose (16, 34.78%), for fluid volume felicity, loss of body fluid (21, 52.50%), for impaired skin integrity, external etilogy(16, 43.24%), for impaired physical mobility, pain(22, 62.86%) , for knowledge deficits, cognition disturbance(9, 27.27％), for ineffective air way clearance, secretion obstruction(14, 48.27%) , for impaired gas exchange, loss of transport ability of blood oxygen(9, 37.50%) , and for powerlessness, therapy environment (5, 22.73%). The number of nursing diagnoses by pattern was exchange(16), moving(6), feeling(4), choosing(4), relating(3), communication(1), perceiving(1), knowing(1), valuing(1).