• Journal of Science Education
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• v.39 no.3
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• pp.358-375
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• 2015

The purposes of this study were to investigate the value, necessity and legitimacy of STEAM Education and to propose practical approaching methods for STEAM Education to be applicable in Korea through a variety of literature review, case studies and collecting suggestions from domestic and international educational experts. The research questions are as follows: (1) To investigate the perception, understanding and recognitions of domestic and foreign professionals in STEAM education. (2) To analyze policy implications for an improvement in STEAM. The following aspects of STEAM were found to be challenges in our current STEAM policy after analyzing multiple questionnaires with the professionals and case studies including their experiences, understanding, supports and directions of the policy from the governments. The results indicate that (1) there was a lack of precise and conceptual understanding of STEAM in respect to experience. Training sessions for teachers in this field to help transform their perception is necessary. Development of practical programs with an easy access is also required. It is important to get the aims of related educational activities recognized by the professionals and established standards for an evaluation. The experts perceived that a theme-based learning is the most preferred and effective approaching method and the programs that develop creative thinking and learning applicable to practice are required to promote. (2) The results indicate that there was a lack of programs and inducements for supporting outstanding STEAM educators. It is shown that making an appropriate environment for STEAM education takes the first priority before training numbers of teachers unilaterally, thus securing enough budget seems critical. The professionals also emphasize on developing specialized teaching materials that include diverse inter-related subjects such as science technology, engineering, arts and humanities and social science with diverse viewpoints and advanced technology. This work requires a STEAM network for teachers to link up and share their materials, documents and experiences. It is necessary to get corporations, universities, and research centers participated in the network. (3) With respect to direction, it is necessary to propose policy that makes STEAM education ordinary and more practical in the present education system. The professionals have recommended training sessions that help develop creative thinking and amalgamative problem-solving techniques. They require reducing the workload of teachers and changing teachers' perspectives towards STEAM. They further urge a tight cooperation between departments of the government related with STEAM.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.51-65
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• 2015

The purpose of the study was to describe the operating status of "Logic and Writing in Home Economics Education(HEE)" course and the students' perception about the course. For this study, the syllabuses of "Logic and Writing" course in HE education department were reviewed. The survey method was used in this descriptive study. Respondents in this study were 116 students taking the "Logic and Writing in Home Economics Education" course. Questionnaires from the students were collected through on-line and off-line mail. The results of the study were as the follows: First, goals of the "Logic and Writing in HE Education" course were as the follows in order: to enhance writing skill about various subjects related to Home Economics; to foster HE teachers' professionalism through persuasive power logically; to foster writing skill logically; to prepare HE teacher recruitment exam; and to foster teaching skills to enhance students' writing. The student evaluation methods in the course were mainly attendance, examination, tasks, discussion and presentation, and class participation. Second, degree of satisfaction of students taking the course was higher than average. The student respondents perceived that the course was helpful to improve their logical thinking and critical analytical skill, writing skill related to HE education and education, ability to express one's opinion clearly and exactly, understanding of the fundamental concept of logic and the structure and method of the essay, comprehensive understanding of HE education, and ability to solve the problems specifically. However, they responded that it was difficult to practice writing, to discuss and debate frequently, to follow uncertain assessment criteria, and to present frequently. They wanted the instructor to give the feedback more frequently.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.9-16
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• 2017

The result of TIMSS 2015 was announced at the end of 2016. In this research, we conducted test-curriculum matching analysis for 8th grade earth science and analyzed Korean students' percentage of correct answers and responses for TIMSS earth science test items. According to the results, Korean students showed high percentage of correct answers when the item topics are covered in the 2009 revised science curriculum, and Korean students revealed their weakness in constructed response items since the percentage for correct answers on constructed response items is half that of multiple choice items. Depending on the earth science topic, for 'solid earth' area, which includes earth's structure and physical features, as well as earth's processes and history, students showed high percentage of correct answers for multiple choice items. Students, however, showed low percentage of correct answers for items that require applying knowledge to everyday situations and connecting with other areas of science such as biology. For 'atmosphere and ocean' areas, which include earth's processes and cycles, students showed low percentage of scores for climate comparison between regions, features of global warming, etc. For the area of 'universe', students showed high percentage of scores for the earth's rotation and revolution, the moon's gravity, and so on because they have learned these topics since primary school. Discussed in the conclusion are ways to secure content connection between the primary and middle school earth science curriculums, ways to develop students' science-inquiry related competencies, and so on to improve middle school earth science curriculum as well as teaching and learning.

• Journal of Preventive Medicine and Public Health
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• v.11 no.1
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• pp.123-127
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• 1978

The major objective of this research is to identify those hospital characteristics that best explain cost variation among hospitals and to formulate linear models that can predict hospital costs. Specific emphasis is placed on hospital output, that is, the identification of diagnosis related patient groups (DRGs) which are medically meaningful and demonstrate similar patterns of hospital resource consumption. A casemix index is developed based on the DRGs identified. Considering the common problems encountered in previous hospital cost research, the following study requirements are estab-lished for fulfilling the objectives of this research: 1. Selection of hospitals that exercise similar medical and fiscal practices. 2. Identification of an appropriate data collection mechanism in which demographic and medical characteristics of individual patients as well as accurate and comparable cost information can be derived. 3. Development of a patient classification system in which all the patients treated in hospitals are able to be split into mutually exclusive categories with consistent and stable patterns of resource consumption. 4. Development of a cost finding mechanism through which patient groups' costs can be made comparable across hospitals. A data set of Medicare patients prepared by the Social Security Administration was selected for the study analysis. The data set contained 27,229 record abstracts of Medicare patients discharged from all but one short-term general hospital in Connecticut during the period from January 1, 1971, to December 31, 1972. Each record abstract contained demographic and diagnostic information, as well as charges for specific medical services received. The 'AUT-OGRP System' was used to generate 198 DRGs in which the entire range of Medicare patients were split into mutually exclusive categories, each of which shows a consistent and stable pattern of resource consumption. The 'Departmental Method' was used to generate cost information for the groups of Medicare patients that would be comparable across hospitals. To fulfill the study objectives, an extensive analysis was conducted in the following areas: 1. Analysis of DRGs: in which the level of resource use of each DRG was determined, the length of stay or death rate of each DRG in relation to resource use was characterized, and underlying patterns of the relationships among DRG costs were explained. 2. Exploration of resource use profiles of hospitals; in which the magnitude of differences in the resource uses or death rates incurred in the treatment of Medicare patients among the study hospitals was explored. 3. Casemix analysis; in which four types of casemix-related indices were generated, and the significance of these indices in the explanation of hospital costs was examined. 4. Formulation of linear models to predict hospital costs of Medicare patients; in which nine independent variables (i. e., casemix index, hospital size, complexity of service, teaching activity, location, casemix-adjusted death. rate index, occupancy rate, and casemix-adjusted length of stay index) were used for determining factors in hospital costs. Results from the study analysis indicated that: 1. The system of 198 DRGs for Medicare patient classification was demonstrated not only as a strong tool for determining the pattern of hospital resource utilization of Medicare patients, but also for categorizing patients by their severity of illness. 2. The wei틴fed mean total case cost (TOTC) of the study hospitals for Medicare patients during the study years was $11,27.02 with a standard deviation of $117.20. The hospital with the highest average TOTC ($1538.15) was 2.08 times more expensive than the hospital with the lowest average TOTC ($743.45). The weighted mean per diem total cost (DTOC) of the study hospitals for Medicare patients during the sutdy years was $107.98 with a standard deviation of $15.18. The hospital with the highest average DTOC ($147.23) was 1.87 times more expensive than the hospital with the lowest average DTOC ($78.49). 3. The linear models for each of the six types of hospital costs were formulated using the casemix index and the eight other hospital variables as the determinants. These models explained variance to the extent of 68.7 percent of total case cost (TOTC), 63.5 percent of room and board cost (RMC), 66.2 percent of total ancillary service cost (TANC), 66.3 percent of per diem total cost (DTOC), 56.9 percent of per diem room and board cost (DRMC), and 65.5 percent of per diem ancillary service cost (DTANC). The casemix index alone explained approximately one half of interhospital cost variation: 59.1 percent for TOTC and 44.3 percent for DTOC. Thsee results demonstrate that the casemix index is the most importand determinant of interhospital cost variation Future research and policy implications in regard to the results of this study is envisioned in the following three areas: 1. Utilization of casemix related indices in the Medicare data systems. 2. Refinement of data for hospital cost evaluation. 3. Development of a system for reimbursement and cost control in hospitals.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.2
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• pp.177-192
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• 2018

The mission of the university is to grow young people who will be responsible for the next generation nation to mature society. In particular, the role of universities in the 4th Industrial Revolution era is to foster creative talents. Therefore, innovative changes are required for existing infusion education and employment-oriented college education contents and teaching methodology. In the high youth unemployment rate, entrepreneurship education is spreading to universities to innovate existing organizations and create new jobs. Until now, however, the effects of university entrepreneurship education have been studied mainly in the field of start-up. Therefore, it is very difficult to study various effects on entrepreneurship education. In this study, empirical analysis of the effect of entrepreneurship training on career preparation behaviors of university students who are about to enter the society is verified. The sample of this study was surveyed from August, 2016, and the questionnaire was applied to 393 university students who selected 5 universities and entrepreneurship education. As a result of the analysis, the ability of communicative communication and creative problem solving cultivated through entrepreneurship education had a positive effect on entrepreneurship and self - efficacy, Entrepreneurship and self - efficacy had a positive (+) positive effect on career preparation behavior. However, cooperative communication ability, creative problem solving ability, and effective work behavior ability by entrepreneurship education were not directly related to career preparation behavior. On the other hand, in verifying the mediating effect of entrepreneurship and self - efficacy, it proved that mediating role of positive communication between collaborative communication ability, creative problem solving ability and career preparation behavior. The implications of this study are as follows This study examines the effects of university entrepreneurship education on career preparedness behaviors.In other words, the university proved the direct effect and the mediating effect that affects positively (+) effect on career preparation behaviors by encouraging entrepreneurship and self - efficacy, rather than quantitative extension based on competency. Also, the implication of the parameters (entrepreneurship, self - efficacy) as a key variable for the effect and performance of career preparation behavior was derived.It also suggests that it is necessary to improve the creativity ability of entrepreneurship education so that it can have a direct and meaningful influence on career preparation behavior. First of all, it is urgent to develop a qualitative evaluation index for entrepreneurship education in order to measure these effects. Therefore, further study is required to verify the various implications for future entrepreneurship education, as well as the implications that entrepreneurship education is indispensable for the preparation of university students' careers.

• Journal of Veterinary Clinics
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• v.29 no.6
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• pp.455-459
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• 2012

Nine dogs presented to the Veterinary Medical Teaching Hospital of Konkuk University and Woosung Animal Hospital with a history of pelvic limb lameness. On physical examination, 9 dogs all showed a consistent weight bearing lameness and mild muscle atrophy. There was cranial drawer sign with pain in 9 dogs. Mediolateral radiographic projection revealed cranial subluxation of the tibial tuberosity in a tibial compression view. The right and left stifle joints were affected in 7 dogs and 2 dogs respectively. TightRope cranial cruciate ligament (CCL) technique for treatment of CCL deficiency was performed. Polyester and nylon were used to stabilize the stifle in 3 dogs and 6 dogs respectively. Suture sizes were 0.8 mm (n = 2), 0.9 mm (n = 4), 1.1 mm (n = 2), and $1.1mm{\times}2$ strands (n = 1) in diameter. Mean (${\pm}SD$) surgical duration was $48.3{\pm}8.5$ minutes (range 35 to 60 minutes). Preoperative and postoperative mean (${\pm}SD$) cranial drawer signs were $8.6{\pm}1.6$ mm (rage 7 to 12 mm) and $1.2{\pm}1.0$ mm (rage 0 to 3 mm) respectively. Immediate postoperative radiographs of the affected limb revealed no evidence of cranial subluxation of the tibial tuberosity in a tibial compression view of 9 dogs. Normal limb function was regained in 8 dogs within 8 weeks postoperatively. A consistent weight bearing lameness resolved in all dogs after TightRope CCL technique, but reoccurred in one dog (case No. 6) 2 weeks after surgery. Cranial subluxation of the tibial tuberosity was identified in a tibial compression test. During the second surgery, breakage of surgical button was identified and a tibial wedge osteotomy was performed. Based on surgical time, complication, stifle stability, and functional recovery, the present study indicated that TightRope CCL technique is effective treatment for the dogs with CCL deficiency.

• Journal of Korean Public Health Nursing
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• v.9 no.1
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• pp.17-32
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• 1995

The purpose of this study was to improve upon school health by understanding the present status of school health and escpecially to investigate the performance rate of regular health instruction. 261 schools, including middle and high schools enrolled in the Busan Educational Association, were sent Questionnaires. Data was collected from the 25th of January to the 10th of April, 1994. 229 subjects who responded to the Questionnaires were finally analyzed as samples. Among them, 127 were school nurses and 102 were teachers acting in a school health capacity. The results of this study are summerized as follows: Of the teachers holding additional school health responsibilities, $85.6\%$ worked in private schools. Many of them $(74.5\%)$ were formally dissatisfied with their ability to provide care because $85.3\%$ of them had never studied any school health. Some of them$(30.4\%)$ didn't know about the annual school nursing budget and $23.5\%$ of them hadn't taught any health education to students. In spite of this fact, they were placed in charge of a school health activity against their own will. There were statistically significant differences in the performance of school health affairs between nurses and teachers holding additional school health (p<0.001) as follows: annual school nursing budget, Health Program Planning and Evaluation, annual purchase price for medicines, average students cared for per day, average students who held at least one consultation per month and extra. Surely, the self-confidence of school nurses was higher than that of teachers with school health as an assigned responsibility. This was demonstrated by a significant statistical difference (p<0.01) in the responses by the two groups. $88.2\%$ of the school nurses and $73.5\%$ of teachers for school health thought that regular health instruction was necessary. But regular health education had been performed only by $32.8\%$ of respondents. Among them, 84% were school nurses and $16\%$ were teachers holding additional school health. Of the persons who performed regular health education, $69.3\%$ used less than $60\%$ of the health content of the athletic textbook. And $64\%$ of them said teaching materials were insufficient. Most of them $(69.4\%)$used home made lesson plans. which they compiled from various sources. There was a significant difference in the formality of the health lesson according to the concern of the school principal (p<0.01) and there was a significant difference in performing health education between school nurses and teachers holding additional school health (p<0.001) It appears that there are a lot of problems with providing school health care using people who are untrained. In a word, school health nurses with professional training are needed in order to perform the qualitative management for the health of the students. These days, regular health education is an indispensable part in making students improve their self-care abilities. Therefore a more effective and better defined program should be prepared for regular systematic health education. To resolve these problems, present laws and regulations related to school health should be revised considering the specialist's request for the improvement of school health. In addition, the concern and financial support of the government are essential.

• Journal of dental hygiene science
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• v.6 no.4
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• pp.295-302
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• 2006

This study was conducted to study the effects of the TA Theory and the TA Program, an educational testing tool developed to improve functional communication skills for dental hygienists. The results taken from the experiment using the TA program has been verified by Examination Tool for Personnel Communication developed by Chung(2001). 44 in two experimental groups and 16 in control group took part in TA Program training sessions. The experimental Group I received TA technique training session for 12 hours per day in a period of three days and Group II for 6 hours per day in a period of two days. From this experiment, the following conclusion was obtained. The results are as follows: 1) As it can be seen from the results of the examination taken prior to the experiment, the subjects of the control group and experimental groups were homogenous in all categories including self-disclosure, awareness, evaluation and acceptance of feedback, self-expression, coping with feelings, clearness, avoidance, dominance, handling of differences, and perceived acceptance. 2) After the training of TA Program was completed on Group I and II, the examination results are as follows: Control Group (1.5158), Group I (1.8260) / Control Group (1.4684), Group II (1.9985). The results of Group I and II (1.7970 and 1.9985 respectively) therefore showed a meaningful difference. 3) From the results of the experiment it is shown that dental hygienists' communication skills improved after receiving the TA Program training. Therefore TA Program may be used as an effective tool for such purpose. 4) As it can be observed from the data, Group I and II showed difference in the degree of improvements. Therefore, there needs to be a further investigation on the effects of the difference in training period. 5) This program is not only limited to the education of dental hygienists but may be widely applied to various forms of education and teaching methods.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.139-158
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• 2009

The purposes of this study are to develop cyber home study program on consumer life for youth in middle school students and to compare the learning effect of this program with that of teacher's off-line lecture in class. The contents of the middle school Home Economics. Technology textbooks was analyzed. Based on this analysis 4 cyber home study lesson plans on youth's consumer life were developed. The topics of lesson plan were as 'youth and consumer behavior', 'utilizing consumer information'. 'effective consumer choice', 'resolving consumer problems'. The cyber home study were composed of 5 steps which were 'guiding' $\rightarrow$ 'learning activities' $\rightarrow$ 'evaluation' $\rightarrow$ 'further study' $\rightarrow$ 'summery'. The second grade middle school students as an experimental group participated in cyber home study through on-line class. The control group of students who had same condition with the experimental group were taught by home economics teacher using traditional instructional methods in off-line class. After the experiment, the changes in consumer's attitudes and knowledge of both groups were analyzed using Analysis of Covariance. The significant improvements of consumer's attitudes and knowledge were found in both the experimental and control groups of students. However, the consumer's attitudes and knowledge of the students who were taught by the teacher in off-line class improved more than those of the students who studied using cyber home study program in on-line class. Thus, the following conclusion is made that the cyber home study could be one of the useful learning methods to aid traditional off-line teaching in class.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.532-543
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• 2004

The teacher appointment examination is consisted of a written test, an interview, a demonstration of teaching practices, one's academic record etc. The primary written test(full credit of 100) consists of multiple-choice test of general pedagogy(30%) and constructed response test of science(70%). The science test consists of science education($20{\sim}30%$) and science content($70{\sim}80%$). Five science exams were implemented for appointing general science, physics, chemistry, biology and earth science teachers in 2002 and 2003. The credits alloted to science education domain decreased from $25.7{\sim}30%$ in 2002 to $24.3{\sim}25.7%$ in 2003. The percentage of correct answer was similar between science education and science content domain in 2002, but the percentage of correct answer in science education domain(70.2%) was 29.8% higher than that of science content domain in 2003. Earth science exam almost reached the target mean score of 60 but the other four exams showed the mean scores ranging from 45.0 to 52.7 in 2002 and from 40.1 to 49.6 in 2003. The percentage of high difficulty items(p<40%) was 41.2% in physics and chemistry in 2002, 50% in physics and chemistry, and 45% in biology in 2003. Seventy eight percent of the items showed fairly high discrimination index(r>.30). In addition, the reliabilities of 5 tests were from .79 to .88. In conclusion, it is recommended that the credits alloted to science education domain should be increased up to 30%, and exam difficulties should be lowered to a proper level by making science content items easier.