• Journal of Internet Computing and Services
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• v.19 no.6
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• pp.125-132
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• 2018

In this paper, we design a programming education model that uses emotional intelligence and apply the model to programming education in elementary school. In our previous work, we found that there is a meaningful correlation between emotional intelligence and programming ability. In this paper, as a follow-up study, we design a programming education model based on a storytelling model and emotional intelligence. In order to test the performance of the proposed model, we applied our proposed model to the 5th grade elementary school students who have no programming experience. Based on extensive survey work and statistical analysis, we found that the experimental group by the programming education using the emotional intelligence got a statistically significant higher achievement than the comparative group by the traditional programming education. We hope that our model will be helpful in programming education in schools.

• Journal of Engineering Education Research
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• v.15 no.6
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• pp.92-97
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• 2012

This paper deals with the model of natural sciences and engineering's convergence education. Recently, convergence education's necessary is needed since the most of new products are designed and produced based on the convergence technology. But our country's education system is keeping existing education process. This make industrial world undurable to employ the current graduated students. Also in view of educational world, they have no proper convergence education model for their students. In this paper, to solve the non-existing convergence education model, we derive the a few convergence education model and list up their model each. This result will be helpful for the introducer of the convergence education system.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.81-92
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• 2022

The purpose of this paper was to develop an instructional design model and checklist for AI education. Literature review was conducted to derive the structure of the instructional design model. And delphi survey was conducted twice to revise and improve the elements & items of the instructional design model and checklist and to confirm the content validity of both instructional design model and the checklist. As a result, an instructional design model consisting of three main steps(Analysis - Design & Development - Implementation & Evaluation) was suggested with a detail checklist which explained what teachers need to do in each step of this instructional development model when they prepare AI education using this instructional design model. Limitations and suggestions for further studies were presented at the end of this paper.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.1-11
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• 2008

The purpose of this study is to evaluate an environmental education model school and to devise proper plans for school management through the school eco-audit. The results of this study are as follows. Firstly, environmental education model school is analysed from view point of planning and executing. So that, environmental education model school put emphasis on executing rather than planning. It requires to emphasis planning, for example, establishing environment management system, ecological measures, environment reporting. Secondly, environmental education model school is in the incipient stage as the environment prevention. The preparation for planning is inefficient compared to the ecological pretest of school eco-audit. In the aspect of ecological measures and education, the participant of all the school staff is unsatisfactory. In conclusion, the school eco-audit could be presented as a key role for establishing basic organizational conditions, ecological measures and education for sustainable development, It is necessary to drive environmental education model school to achieve extended effect for sustainable society.

• Journal of The Korean Association For Science Education
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• v.25 no.6
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• pp.635-641
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• 2005

This paper suggests a research & education (R&E) model for the gifted in science education. The model has been developed under three assumptions. The first is that using the sequences of a gifted educational program designed to facilitate the process will assist in gifted students' construction of scientific knowledge and comprehension of laboratory practice through concrete experimental experience. The second is that gifted students will be able to apply this learning to further study using and extending scientific knowledge and experience. The third is that challenging tasks and feedback at the requisite stage of development will improve instructional effectiveness. The R&E Model has five phases: engaging, exploring, planning, performing and elaborating; furthermore, it suggests roles for the mentee and mentor. The R&E model has two functions for gifted education. The first is providing guidance for gifted curriculum developers as they design a mentor program, and the second is helping a mentor improve instructional effectiveness through use of strategies. This model has potentials to educate the gifted students in the Science Education Institute for the Gifted.

• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.127-134
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• 2005

Purpose: The purpose of the study was to develop a cooperative clinical nursing education model in response to the challenge to provide quality clinical instruction for nursing students. Method: A hypothesized model was developed based on literature review and Cho's partnership model of preservice teacher. Final model was refined with cooperative committee meetings, workshop and post clinical education meetings. Results: A Cooperative clinical nursing education model was developed with three phases(collaboration, planning, redefinition of major roles) and ten constructs(organization of cooperative committee, goal setting, partnership contract, planning objectives, and operating manual). Conclusion: The Cooperative clinical nursing education model support the need for continued collaborative partnership between nursing college and hospitals to foster quality clinical instruction.

• Korean Medical Education Review
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• v.22 no.3
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• pp.189-197
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• 2020

The goal of this study is to present efficient measures to improve the quality of medical education through using a developed and applied continuous quality improvement (CQI) model suitable for medical education. To achieve this purpose, we developed a theoretical CQI model through a review of the literature according to the design-based research method. Through repetitive productive cyclical processes and professional reviews, we finally deduced an appropriate CQI model for medical education. The most important results of this study are as follows: First, the CQI model for medical education is defined as a quality management system with a cyclical course of planning, implementation, evaluation, and improvement of medical education. Second, the CQI model for medical education is composed of quality management activities of educational design, work, and evaluation. In addition, each activity has the implementation strategies of planning, doing, checking, and improving based on the PDCA model (Plan-Do-Check-Act model). Third, the CQI model for medical school education is composed of committees related to medical education doing improvement activities, as well as planning, implementing and evaluating it with CQI. As a result, we can improve teaching by using the CQI model for medical education. It is more meaningful because this gives us organized and practical measures of quality management and improvement in medical education as well as in the educational process.

• Journal of Engineering Education Research
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• v.20 no.4
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• pp.21-27
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• 2017

The purpose of this study is to provide basic data and guideline to STEM(Science, Technology, Engineering, Mathematics) educators who prepare engineering education in elementary and secondary school. For this, this study develops a composition model for engineering education program of elementary and secondary school. To do this, a literature research, experts interview and Delphi survey were conducted. Through the literature research, we extracted the components of model for engineering education program of elementary and secondary school and then made a first draft of the model. The draft was revised by experts while Delphi survey was used to validate the model based on Delphi panels' opinions. The panels for the Delphi survey consisted of 51 experts in the STEM education field. The survey was conducted three different times and importance survey was included in the third stage. The conclusions of this study were as follows: First, the model consist of definition, 4 directions, 4 characteristics, 3 educational goals according to school level, educational contents area and element, teaching and learning method and evaluation method. The educational contents area and element consist of 2 major areas, 7 areas and 18 elements. Second, all components of the developed model were valid in most of the statistics such as mean, standard deviation, the degree of consensus and convergence, and CVR(Content Validity Ratio). Third, importance for education contents area and element according to the school level are analyzed.

• Journal of the Korea Society of Computer and Information
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• v.20 no.11
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• pp.157-162
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• 2015

This study analysed the needs of the elderly in computer education, their preference and demands for computer education to enhance the quality of information welfare for the elderly, and presented a computer education model for higher quality information welfare for the elderly to maximize the effect of computer education. For this study, variables were selected from previous studies and by the researcher to present a computer education model for the elderly.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.13-34
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• 1996

The purpose of this study is to develop appropriate science teaching models which can be applied effectively to relevant situations. Five science teaching models; cognitive conflict teaching models, generative teaching model, learning cycle teaching model, hypothesis verification teaching model and discovery teaching model, were identified from the existing models. The teaching models were modified and in primary and secondary students using a nonequivalent pretest-posttest control group design. Major findings of this study were as follows: 1. For teaching science concepts, three teaching models were found more effective; cognitive conflict teaching model, generative teaching model and discovery teaching model. 2. For teaching inquiry skills, two teaching models were found more effective; learning cycle teaching model and hypothesis verification teaching model. 3. For teaching scientific attitudes, two teaching models were found more effective; learning cycle teaching models and discovery teaching model. Each teaching model requires specific learning environment. It is strongly suggested that teachers should select a suitable teaching model carefully after evaluating the learning environment including teacher and student variables, learning objectives and curricular materials.