• The Korean Nurse
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• v.36 no.1
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• pp.108-117
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• 1997

This study was carried out to examine the standards for evaluation of laboratory facilities and equipment. These constitute the most important yet vulnerable area of our system of higher education among the six school evaluation categories provided by the Korean Council for University Education. To obtain data on the present situation of holdings and management of laboratory facilities and equipment at nursing schools in Korea, questionnaires were prepared by members of a special committee of the Korea Nursing Education Society on the basis of the Standards for University Laboratory Facilities and Equipment issued by the Ministry of Education. The questionnaires were sent to nursing schools across the nation by mail on October 4, 1995. 39 institutions completed and returned the questionnaires by mail by December 31 of the same year. The results of the analysis of the survey were as follows: 1. The Physical Environment of Laboratories According to the results of investigation of 14 nursing departments at four-year colleges, laboratories vary in size ranging from 24 to 274.91 pyeong ($1{\;}pyeong{\;}={\;}3.3m^2).$. The average number of students in a laboratory class was 46.93 at four-year colleges, while the number ranged from 40 to 240 in junior colleges. The average floor space of laboratories at junior colleges, however, was almost the same as those, of laboratories at four-year colleges. 2. The Actual State of Laboratory Facilities and Equipment Laboratory equipment possessed by nursing schools at colleges and universities showed a very wide distribution by type, but most of it does not meet government standards according to applicable regulations while some types of equipment are in excess supply. The same is true of junior colleges. where laboratory equipment should meet a different set of government standards specifically established for junior colleges. Closer investigation is called for with regard to those types of equipment which are in short supply in more than 80 percent of colleges and universities. As for the types of equipment in excess supply, investigation should be carried out to determine whether they are really needed in large quantities or should be installed. In many cases, it would appear that unnecessary equipment is procured, even if it is already obsolete, merely for the sake of holding a seemingly impressive armamentarium. 3. Basic Science Laboratory Equipment Among the 39 institutions, five four-year colleges were found to possess equipment for basic science. Only one type of essential equipment, tele-thermometers, and only two types of recommended equipment, rotators and dip chambers, were installed in sufficient numbers to meet the standards. All junior colleges failed to meet the standards in all of equipment categories. Overall, nursing schools at all of the various institutions were found to be below per in terms of laboratory equipment. 4. Required Equipment In response to the question concerning which type of equipment was most needed and not currently in possession, cardiopulmonary resuscitation (CPR) machines and electrocardiogram (ECG) monitors topped the list with four respondents each, followed by measuring equipment. 5. Management of Laboratory Equipment According to the survey, the professors in charge of clinical training and teaching assistants are responsible for management of the laboratory at nursing schools at all colleges and universities, whereas the chief of the general affairs section or chairman of the nursing department manages the laboratory at junior colleges. This suggests that the administrative systems are more or less different. According to the above results, laboratory training could be defined as a process by which nursing students pick up many of the nursing skills necessary to become fully qualified nurses. Laboratory training should therefore be carefully planned to provide students with high levels of hands-on experience so that they can effectively handle problems and emergencies in actual situations. All nursing students should therefore be thoroughly drilled and given as much on-the-job experience as possible. In this regard, there is clearly a need to update the equipment criteria as demanded by society's present situation rather than just filling laboratory equipment quotas according to the current criteria.

• Journal of Korean Academy of Nursing
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• v.29 no.6
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• pp.1455-1468
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• 1999

The purpose of this study was to investigate the objectives and contents of basic medical sciences at department of nursing in college of nursing, and junior college of nursing, thus ultimately providing the basic data to standardize the curriculum of the basic medical sciences in nursing education. Seventy eight professors who were in charge of teaching basic medical sciences to at 22 colleges of nursing/ department of nursing, and 20 junior colleges of nursing responded to the questionnaires that consisted of the questions regarding objectives and contents, of basic medical sciences. Based on the description of objectives, the description related to nursing, nurse, nursing science was cathegorized as on objective applicable to nursing science, the description related to medicine or clinical medicine as medical model, the description without description related to medicine was cathegorized as knowledge acquisition. The number of schools corresponding to each category were summerized in descending order. The objectives of basic medical sciences were categorized by concepts and number of schools corresponding to the categorized concept. The findings of the study are as follows ; 1. The subjects of basic medical science identified were physiology, anatomy, biochemistry, pathology, microbiology, and pharmacology in most colleges of nursing and junior colleges. Two colleges of nursing/department of nursing (9.1%) and 19 junior colleges of nursing(95%) did not offer biochemistry, 1 college of nursing /department of nursing(5%) did not offer pathology & pharmacology. 2 junior colleges of nursing (10%) did not offer pharmacology, 1 junior college of nursing(5%) did not offer pathology. The other 1 junior college of nursing did not offer microbiology. 2. Objectives of physiology were to acquire knowledge and understanding on human function in both 6 (50%) colleges and 5 junior colleges. Objectives of anatomy were to acquire knowledge on human structure in both 4 (57%) colleges and 2 (50%) junior colleges; knowledge applicable to nursing sciences in both 3 (42.8%) colleges and 2 (50%) junior colleges. Objectives of biochemistry was to obtain knowledge and understanding on biochemistry, and understanding of basic concepts about biochemistry. Objectives of pathology were to obtain knowledge and understanding on pathology in both 4 (57.1%) colleges and 5(62.5%) junior colleges. Objectives of microbiology were to acquire knowledge and understanding on microbiology in both 5(83.8%) colleges and 6(85.7%) junior colleges. Objectives of pharmacology were to acquire knowledge on pharmacology in both 7(100%) colleges and 8(100%) junior colleges. 3. Contents of physiology in 19 (100%) schools were membrane transport, digestion, circulation, nervous system and respiration. In 16(84.2%) were kidney and muscle, that in 13(68.4%) were endocrine physiology. In 11(57.9%) were introduction and that in 9(47.4%) were structure and function of cells. Contents of anatomy in 11(100%) schools were skeletal system, muscle system, digestive system, circulatory system, concepts regarding human structure. In 10(90.9%) schools were endocrine system and nervous system, and in 5(45.5%) schools were blood, urinary system and cell. Contents of biochemistry in 6(100%) schools were history of biochemistry, body regulating factor, bioenergy, health and nutrition, nutrition of cell, energy production system. In 5(83.3%) schools were metabolism of protein and carbohydrate and enzyme, and in 3(50%) schools were metabolism of energy and fat. Contents of microbiology in 13(100%) schools were environment and influenc of bacteria, virus, G(-) rods, purulent cocci, G(+) rods. In 10 (76.9%) were immunity, diphtheria, enterobacteria, and in 9(69.2%) were spirochete, rickettsia and clamydia, and that in 6(46.2%) were sterilization and disinfection. Contents of pathology in 14(100%) schools were cell injury and adaptation, inflammation, respiratory diseases, circulatory diseases. In 10(71.4%) were neurological disorders, in 8(57.1%) were immunity and disease, and in 7 (50%) were tumor and progressive changes. Contents of pharmacology in 15(100%) were cardivascular drugs, introduction to pharmacology, hypnotics, analgesics, local anesthetics, an ticonvulsants. In 12(80%) were drugs activity on sympathetic and parasympathetic nervous system, and in 11(73%) were sulfa drugs, antibiotics, drug abuse and addiction.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.321-350
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• 2013

The purpose of this study to analysis of problem posing in 5th and 6th grade mathematics textbooks and to comprehend errors in the problem posing activity of 6th graders in elementary school. For solving the research problems, problem posing contents were extracted from mathematics textbooks and practice books for the 5th and 6th grade of elementary school in the 2007 revised national curriculum, and they were analyzed, according to each grade, domain and type. Based on the analysis results, 10 problem posing questions which were extracted and developed, were modified and supplemented through a pre-examination, and a questionnaire that problem posing questions are evenly distributed, according to each grade, domain and type, was produced. This examination was conducted with 129 6th graders, and types of error in problem posing were analyzed using collected data. The implications from the research results are as follows. First, it was found that there was a big numerical difference of problem posing questions in the 5th and 6th grade, and problem posing questions weren't properly suggested in even some domains and types, because the serious concentration in each grade, type and domain. Therefore, textbooks to be developed in the future would need to suggest more various and systematic of problem posing teaching learning activity for each domain and type. Second, the 'error resulting from the lack of information' occurred the most in the problems that 6th graders posed, followed by the 'error in the understanding of problems', 'technical errors', 'logical errors' and 'others'. This implies that a majority of students missed conditions necessary for problem solving, because they have been used to finding answers to given questions only. For such reason, there should be an environment in which students can pose problems by themselves, breaking from the way of learning to only solve given problems.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.37-60
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• 2007

This study has been historically reviewed the clothing and textiles education through references. The clothing and textiles education had been informally offered as a part of household skill, skill of daily life and home skill before the law of school education was established. Therefore, we have reviewed the changes in the clothing and textiles education by separating the prior period between the end of the old Korea and the liberation in 1945, from the later period from the liberation up to now. And also contents of clothing and textiles education between before and after the revision of the 7th curriculum were compared and analyzed. The clothing and textiles education had put emphasis on sewing, handicraft and household during the prior period from the end of the old Korea to the liberation, but after liberation, it became involved in Home Economics Education. The number of classes and the contents of clothing and textiles education had been increased and deepened from the 1st term to the 5th term of curriculum. In particular, the 4th and 5th term of curriculum became a turning point where home life section was intensified. Even though the number of classes was reduced during the 6th term of curriculum, with increase in target school grades for this education, and Home Economics in the middle school remained an independent subject matter. However, during the 7th term of curriculum, Technology-Home Economics Education in the middle school courses led to losing independent subject name and shrinking its contents. Through the revision in the 7th curriculum, the clothing and textiles education achieved great improvement and progress by gaining balance in distribution of contents among school grades and balance between theory and practice. However it still remains as an issue to be more studied and resolved how well the contents are matched with the interests and attention of students. We need to consider and reflect request of students under learner-centered curriculum. Considering enormous changes in the environment surrounding the clothing and textiles education, it is crystal clear that the gap between existing contents of education and teaching methods and our real life will be widened. Because students' perceptions of value have been diversified, it is our task to develop better contents and learning system in order to help students have interests, attention and desire in clothing and textiles life in line with social needs for desirable clothing and textiles education.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.41-60
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• 2006

The system of teaching culinary practice needs drastic modification to catch up with dietary life and education curriculum changes. To reflect such changes, it is necessary to instill a strong will and interest as well as educational environment improvement in teachers. In this sense, this study researched the teachers' stages of concerns, levels of use, innovation configuration, and intervention demands, based on the CBAM(Concerns Based Adoption Method) developed by Hord et. al. For the survey, 500 questionnaires sent by mail and 187 were analyzed by SPSS/win 10.0 program. The results are summarized as follows. 1) The teachers stages of concerns on culinary practice is assessed to be in the lowest level of perceptual stage, which indicates a state of indifference. 2) In terms of the levels of use, routine use was the highest, followed by refinement use, integrated use, research use, and reinvent use in descending order. Mechanical use posted the lowest level. Even though the stages of concern showed the beginning stage, the Level of use was relatively high. 3) About the innovation configuration, approximately 30% of the teachers were not accomodate the culinary practice referred to the 7th National Education Curriculum. 4) According to the intervention demands on culinary practice education, it was found that teachers generally wanted more interventions in every component. Among the intervention components, the highest demand was on the support for facility. Demand on the financing is the second highest. Teachers in the level of routine use demanded more information and materials supply and individual encouragement, but teachers in the level of preparation needed study opportunity for training on operation skills more.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.219-232
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• 2007

The purpose of this study was to investigate middle school Home Economics(HE) teachers' perspective on HE curriculum, their Housing Education Value in Home Economics, and then find out correlations between them. Questionnaire was administered to HE teachers who had experienced teaching Housing content over the whole country through e-mail or face-to-face meeting. 207 data collected from the responses were finally analyzed statistically with mean, standard deviation, percentage, T-test, one-way ANOVA, post verification(Scheffe) and Pearson correlation by using SPSS/WIN(ver. 10.0) program. The results of the study were as follows: First, about Home Economics teachers' perspective on HE curriculum, the existential perspective was the highest, followed by the structural perspective and the traditional perspective. Second, about their perspectives on Housing Education Value, generally the most important thing they value was an aspect of ecology, followed by an aspect of economics, an aspect of Socio-Psychology, an aspect of space planning, an aspect of local environment, an aspect of career education, an aspect of culture, an aspect of housing management and an aspect of housing policy. Third, about the relation between their perspectives on curriculum and Housing Education Value, among 9 kinds of Housing Education Value, the traditional perspective was low associated with only housing management value including to Housing Education Value. However, the existential perspective and the structural perspective tended to be moderately or low associated with most of the values including to Housing Education Value.

• Archives of design research
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• v.17 no.3
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• pp.221-230
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• 2004

Design textbooks for general education bring our attention to the education of design as a part of whole education. In this vein, this thesis tried to analyze and discuss on the current status of design education contents included in the 7th educational curriculum of the Art & Life. This study had a historical review of the contents of arts education as well as a review of theoretical contents in art education. Also this thesis analyzed five types of Art & Life text books currently used at high schools with weight given to the design and to the status of pictorial coverage in the text books. Finally, the thesis presented problems of design education through a comparative analysis of high school arts education and design education. Through the analysis, inequality of design contents in education was reported. It was clearly attributable to the backgrounds of text book writers. For example, authors with graphic design backgrounds tended to lack product and environment design concepts, while hand craft section of text books all showed a biased contents towards traditional Korean arts. In the analysis of pictorial coverage, similar to the composition of academic contents, coverage was concentrated in the graphic design areas; inequality in quantity of pictures found with a ratio of 1 to 4. In terms of areas of arts, design contents in text books were concentrated only in arts creation chapters among the 3 major areas of arts appreciation, understanding, and creation. Design education is attained in an atmosphere of creativity and the provision of ample teaching material. It is because diverse contents will generate the development of arts. When compared to design education curriculum of U.S. and Japan, these creativity put their focus of design education in the understanding and emotional contacts, so that every application is easily attained. In terms of expression learning, creativity and diversity of material are emphasized. From Kindergarten to middle, and high school periods, apparently the care contents of deign is emphasized. A textbook in the 7th education curriculum is one of the sources for education. In designing text books, learning process should be emphasized following subjects and natures of arts so that creativity can be achieved. Therefore, a systematic approach for design research and educational development for material would be needed in textbook design.

• 대한공업교육학회지
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• v.45 no.1
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• pp.63-83
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• 2020

The purpose of this study is to provide the basic materials needed to plan the NCS Learning Module to be used effectively in practical courses. In this study, teachers and students' satisfaction surveys were collected about the NCS (National Competency Standards) learning module, career and field practice, practical environment used in the construction subject course. This study was conducted on public high schools in Chungcheong province (including Daejeon), which is operating practice course using the NCS learning module. The research questions are as follows; First, how was the satisfaction of teachers and students in the practical subject class using NCS learning module? Second, what is the degree of satisfaction of teacher's career and field practice guidance, student's career decision and field practice after the practical course using NCS learning module? Third, the satisfaction level of the developed NCS learning module and practical subject class using the same was determined by setting whether the number of training of NCS-related teachers or the presence or absence of on-the-job training of students were affected? The results of the study are as follows; As a result of comparing the teachers' and students' satisfaction, the students showed satisfaction in all items, whereas the teachers showed 'content level', 'interest', 'necessary knowledge', 'skill acquisition', 'Improvement of practical skills (level of skill performance)', 'scale of experimental practice', and 'items of experimental practice equipment' were dissatisfied. It was found that the number of NCS related teachers' training (or absence) or the presence of students on the field had an effect on the satisfaction of the developed NCS learning module and the practical course using it. In order to fully utilize the developed NCS learning module in the practical course, it is required to develop and construct the teaching material of the teacher who can serve as an intermediary for conceptualization and understanding of job skills. It is necessary to increase the number of education and training specialists to positively reflect the demands of the education field.

• Journal of the Korean Institute of Landscape Architecture
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• v.46 no.4
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• pp.36-48
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• 2018

This study surveyed 599 elementary schools in Seoul to provide measures for the quantitative expansion and sustainable operation of environmentally-friendly school garden. Of all schools, 161 schools had formed and were operating school gardens. The total area of school gardens was $166,901m^2$ and the mean area was $131.2m^2$ in elementary, junior high and high schools in Seoul. Meanwhile, the total area of school gardens was $65,493m^2$ and the mean area was $363m^2$ in 161 schools that participated in the survey, indicating $1.15m^2$ per student. Of these schools, 11.8% were operating gardens themselves, while 50.3% were operating gardens that had been newly renovated or environmentally improved by institutional support projects after initially managing gardens themselves. According to the locations of school gardens, mixed-type gardening (a combination of school gardening and container vegetable gardening) accounted for 34.8%, followed by school gardening at 32.9%, container vegetable gardening at 29.2%, and suburb community gardening at 3.1%. Those in charge of garden operations were teachers at 51.6%, comprising the largest percentage. Facilities built when forming the garden included storage facilities for small-scale greenhouses and farming equipment at 26.1%, accounting for the largest percentage. No additional facilities constructed accounted for 21.7%. The greatest difficulty in operating gardens was garden management at 34.2%. The most needed elements for the sustainable operation of gardens were improvement in physical environment and the need for hiring a paid garden, each accounting for 32%. The most important purpose for school gardening was creating educational environments (81.6%). The major source for gaining information on garden management was consultation from acquaintances (67.8%). Schools that utilize plant waste from gardens as natural fertilizers accounted for 45.8% of all schools. Responses to the impact of operating school gardens for educational purpose were positive in all schools as 'very effective' in 63.2% and 'effective' in 36.8%. This study was meaningful in that it intended to identify the current status of the operation of school gardens in elementary schools in Seoul, support the formation of school gardens appropriate for each school with sustainable operation measures, implement a high-quality education program, develop teaching materials, expand job training opportunities for teachers in charge, devise measures to support specialized instructors, and propose the need for a garden management organization.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.1-16
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• 2008

The purpose of this study is to investigate the perception of middle schooler's lesson of 9th grade "Housing Education" Questionnaire survey was conducted with 394 middle school students in Gyeongnam in 2006 and the dada analyzed by the descriptive statistics, t-test, One-way ANOVA, Duncan's multiple range test, Pearson correlation and multiple regression analysis by using SPSS 14. program. The result of this study were as follows. The unit 'Use of dwelling space' was perceived useful in real life, interesting in explanation & visual materials of the text, taught easily to understand the students and ranked highest in class satisfaction compared with the rest two units. The unit 'Indoor environment & equipment' was least interesting, most difficult and ranked lowest in class satisfaction. The unit 'House management & repair' was relatively interesting and easy, but not useful in real life, not much interesting in explanation & visual materials in text, taught difficult by teachers. The class satisfaction ranked second of the units. Female students perceived that the unit 'Use of dwelling space' was easy, but male students perceived that all the units were interesting in the explanation & visual materials in textbook, various teaching-learning methods, interesting experiment & practice, and was satisfied with the unit 'House management & repair'. As their academic achievement of "Technology & Home Economics" was lower, they perceived that the education contents and various experiment & practice were more difficult. The class satisfaction of middle schoolers about the unit "Housing Education" were affected by how easily the teacher taught the subject, making it more understandable, the level of difficulty of the contents and the level of interest of explanation & visual materials of text.