40. Seeing the Meaning of Learning Events in the Classroom from the Perspective of an Early Childhood Teacher who Met Deleuze's Philosophy

( Hyojin Ahn ),( Jaewon Jung ),( Jooeun Oh ) 한국유아교육학회 2019 정기학술대회 논문집 Vol.2019 No.2

Advances in prophylaxis and treatment of invasive fungal infections: perspectives on hematologic diseases

Hyojin Ahn,이래석,조성연,이동건 대한혈액학회 2022 Blood Research Vol.57 No.-

Invasive fungal infections (IFIs) are common causes of mortality and morbidity in patients with hematologic diseases. Delayed initiation of antifungal treatment is related to mortality. Aspergillus sp. is the leading cause of IFI followed by Candida sp. Diagnosis is often challenging owing to variable conditions related to underlying diseases. Clinical suspect and prompt management is important. Imaging, biopsy, and non-culture-based tests must be considered together. New diagnostic procedures have been improved, including antigen-based assays and molecular detection of fungal DNA. Among hematologic diseases, patients with acute myeloid leukemia, myelodysplastic syndrome, recipients of hematopoietic stem cell transplantation are at high risk for IFIs. Antifungal prophylaxis is recommended for these high-risk patients. There are continuous attempts to achieve ideal management of IFIs. Scoring system for quality control has been developed with important recommendations of current guidelines. Higher adherence to guidelines is related to decreased mortality in IFIs.

39. Territorialization, Deterritorialization, and Reterritorialization in Science Education through Gardening/Flower Gardening Activity

( Hyojin Ahn ),( Jooeun Oh ) 한국유아교육학회 2019 정기학술대회 논문집 Vol.2019 No.2

The Mediating Effect of Social Support on the Relationship Between Job Stress and the Psychological Well-Being of Early Childhood Education Teachers

( Hyojin Ahn ) 한국유아교육학회 2016 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.22 No.1

The purpose of this study was to examine the mediating effect of social support on the relationship between the sense of psychological well-being of early childhood education teachers and their job stress. The data were collected through questionnaires administered to 176 Korean kindergarten teachers. The instruments used in this study were the Kindergarten Teachers` Job Stress Scale (4 factors, 34 items), Social Support Scale (4 factors, 24 items), and Psychological Well-Being Scale (6 factors, 48 items). The data were analyzed using descriptive statistics, Pearson`s correlation analysis, multiple regression analysis, and Baron and Kenny`s method, using SPSS ver. 20.0 for Windows. This study followed the mediated effect model, and discovered the following: First, there was a moderately negative correlation between job stress and psychological well-being but the negative influence was statistically significant in path model 1. There was a moderately positive correlation between social support and psychological well-being. In path model 2, assessment support, one of the social support sub-scales, was statistically significant in the area of influence on psychological well-being. Second, there was a mediating effect of social support on job stress and psychological well-being in the regression model. These results will be of great avail to future studies on the improvement of early childhood education teachers` psychological well-being.

학습정서, 학습스타일이 예비유아교사의 학습공동체참여 역량에 미치는 영향

안효진(Hyojin Ahn),김수정(Soojung Kim) 한국산학기술학회 2021 한국산학기술학회논문지 Vol.22 No.4

본 연구는 학습정서, 학습스타일이 예비유아교사의 학습공동체함여 역량에 미치는 영향을 살펴보았다. 이를 위하여 유아교육관련 학과에 재학중인 학생 234명을 대상으로 설문조사를 실시하였다. 조사결과 수집된 변인은 예비유아교의 학습공동체 참여역량, 예비유아교사가 학업수행할 때 경험하는 정서(긍정정서, 부정정서), 그리고, 학습스타일 (학습태도, 학습동기, 교육내용, 교수방법)로 나타났다. 연구 결과, 먼저 예비교사의 학습공동체참여역량은 예비교사들의 학습스타일 중 분석적 학습태도, 학습동기, 교수방법에 있어 토론 및 토론유형을 선호하는 정도, 실험 및 실습 유형을 선호하는 정도와 유의한 상관을 나타내었으며, 학습정서의 하위범주인 긍정정서와 부정정서와도 유의한 상관이 있었다. 회귀분석결과, 예비교사들의 학습정서의 하위범주인 부정정서, 학습스타일 중 학습동기, 교수방법유형 중 실험 및 실습유형을 선호하는 정도, 분석적인 학습태도, 그리고 교육내용 중 전공학문을 지향하며 그 중요성에 가치를 두는 정도는 예비교사의 학습공동체참여역량에 유의미한 것으로 나타났다. 본 연구결과는 예비교사를 양성하는 교육현장이 단순히 전공관련 지식을 전달하는 데 그치는 것이 아니라, 학습자들로 하여금 학습공동체참여역량을 갖출 수 있는 경험을 제공하기 위한 노력을 할 수 있어야 함을 시사하고 있다. This study examined how the learning styles and emotions of 234 students enrolled in early childhood education-related departments affected their ability to participate in the learning community. The research collected the variables of the pre-service early childhood teachers’ ability to participate in the learning community, the emotions that they experienced while learning, and their learning styles. The collected data were analyzed through correlation analysis and regression analysis. The results indicate that the students’ ability to participate in the learning community was positively correlated with the following: their analytical learning attitude (among learning styles); learning motivation; degree of preference for discussion and discussion types; positive and negative emotions, which are subcategories of learning emotion; and the degree of preference for experimentation and their practice type among teaching methods. Second, regression analysis showed that the students’ ability to participate in the learning community could be predicted by negative emotion as a subcategory of their learning emotion, learning motivation, degree of preference for the experiment and practice type, their analytical learning attitude, and the degree to which students value studying the content of their major subjects.

들뢰즈의 기호와 배움을 통해 바라본 유아교사들의 얽힌 되기 : 프로젝트 기반 STEM 교육 중심으로

안효진(Ahn, Hyojin),김현수(Kim, Hyunsu) 한국열린교육학회 2018 열린교육연구 Vol.26 No.4

본 연구는 한 교사공동체에게 프로젝트 기반 STEM교육을 제공하고, 이들이 어떻게 교실 현장에서 이를 실행하는지 그 과정에서 나타난 배움의 과정을 살펴보았다. 특히 들뢰즈의 프로스트와 기호들 에서 기술된 기호의 유형과 연결하여 배움에서 나타난 사유모습을 살펴보았다. 자료 분석은 후기 질적 연구방법에 의해 하였으며, 이를 통해 나타난 결과는 다음과 같다. 첫째, 마주친 기호에 민감한 경우 교사들은 새로운 여정으로 출발할 수 있으며, 그 마주침의 힘과 강도는 개인의 특이성에 따라 다르게 나타났다. 둘째, 배움의 과정에서 교사들은 주로 논리적인 사유를 하며, 들뢰즈가 말한 사교적 기호나 사랑의 기호처 럼 새로운 프로젝트 기반 STEM교육의 기호를 해석하고 있었다. 셋째, 마주침으로 인해 공동체 교사들은 때때로 유목적 사유를 하도록 도전을 받았다. 접속을 통해, 내부 작용을 통해, 혹은 움직임과 실험을 통해 교사들은 연구자, 유아들, 동료 교사들과 함께 얽힌 되기를 경험하였다. 본 연구는 Deleuze의 이론을 통해 유아교사들의 배움의 과정을 새로운 시각으로 살펴본 것에 그 의의가 있다고 하겠다. This study examined how one teacher community, which consisted of four 4 early childhood teachers, learned the ideas of project-based STEM education and implemented it in their classroom by the ideas in Deleuze’s book“Proust and Signs (French: Marcel Proust et les signes)”. For analyzing the data, it used Barad’s diffractive method. The results are as follows. First, encounter was important for learning. When early childhood teachers encountered a project-based STEM education as a new sign, the power and intensity of encounter influenced to early childhood teachers’participation of teacher learning community. Secondly, a new sign, called“project-based STEM education”, functioned as a machine. Some of these signs, such as worldly signs and signs of love functioned as a tool to search for lost time. Some of these signs, such as sensuous signs and signs of arts functioned as a tool to regain time. The signs of art can reveal the truth of difference. The interpretation of signs proceeds via an unfolding of differences. A sign is a difference that unfolds itself, and its unfolding is an ongoing repetition of its difference. Learning happened to experiment and movement in-between by encounterness. In this process, the members of teacher community become entangled teachers together.

명저(Great Books) 읽기를 통한 고등학생 진로 탐색

안효진(Hyojin Ahn),김민아(Minah Kim),이상원(SangWon Lee) 한국생애학회 2023 생애학회지 Vol.13 No.1

This study examines experiences of high school students who participated in seminar on classics, as part of career education. The non-competitive discussion on great books (INU GB) is a program developed by I University (INU), which applies the seminar model of St. John's College to the Korean context. The great books seminar (GB) was conducted eight times for female students in the second year of I high school. This qualitative study includes a Focused Group Interview (FGI) of the students, open-ended questionnaires and field notes of researchers. The GB experiences of the high school students shows significant implications: 1) GB activity as an individual choice; 2) challenging aspects of GB text reading; 3) the GB experience that changed personal attitude and reading capacity; 4) the joy of conversation from the activity; 5) meaningful open discussions during the seminar; 6) exploration aptitude through the GB activity: searching for career paths based on classic texts; and 7) acceptance of diverse opinions: the GB seminar allowing students to overcome their simple view of differences. Although the seminar did not contain specific knowledge and information regarding career paths, it offers students crucial opportunities to tap deeper and broader perspectives. The results of the study reveal that while encouraging students to discuss about great books, the GB seminar empowers the participants to consider personal traits and career paths cautiously and independently without depending on external authorities such as the school system.

대학생의 자기결정동기 유형 및 학업정서가 학습공동체 참여 역량에 미치는 영향: 유아 및 아동 관련 전공자 대상으로

안효진 ( Hyojin Ahn ),이현정 ( Hyunjung Lee ) 대한가정학회 2017 Human Ecology Research(HER) Vol. No.

This study examines the effects of university students’ types of self-determination and academic emotions on their learning community participant competence. The subjects were 234 early-childhood preservice teachers attending a university or college in the Kyonggi and Incheon area of Korea. The first metric created by Bak et al. (2005) measured early-childhood preservice teachers’ types of self-determination. The second metric developed by Kim & Kim (2016) measured their levels of learning community participant competence. The thirds metric, originally developed by Kim (2012) and So (2010), was modified by Chung (2015) to measure the academic emotions of subjects. The test results were analyzed by correlation and multi-regression techniques using SPSS 21 for Windows. The findings were as follows. First, there were significant relationships between the subjects’ types of self-determination and the levels of learning community participant competence. Second, there were significant relationships between the subjects’ academic positive and negative emotions and the levels of learning community participant competence. Third, the subjects’ levels of learning community participant competence were perceived differently according to their academic emotions. Based on these results, implications pertaining to academic emotions on learning community participant competence are suggested.

Development of high-speed and wide field photoacoustic scanning module

Hyojin Kim(김효진),Changyeop Lee(이창엽),Sinyoung Park(박신영),Joongho Ahn(안중호),Jin Young Kim(김진영),Chulhong Kim(김철홍) 대한용접·접합학회 2020 대한용접학회 특별강연 및 학술발표대회 개요집 Vol.2020 No.11

Organizational responses to work-life balance issues: The adoption and use of family-friendly policies in Korean organizations

Hyojin Jang,Hyejin Ahn 한국행정학회 2021 International Review of Public Administration Vol.26 No.3

Korea’s low birth rate raises the issue of work-life balance (WLB) in the country. Given this context, this study aims to explore the factors that contribute to the adoption and use of family-friendly policies (FFPs) as a result of companies’ adaptive responses to internal and external pressures. This study explores these factors by focusing on the organizational slack and internal constituents based on organizational adaptation theory. The findings indicate that internal constituents (i.e., labor unions and the proportion of female, older and professional employees) have an impact on the adoption and use of FFPs, while the impact of organizational slack is limited. The results suggest strengthening policies to facilitate communications between employees and employers as well as among employees to enhance the effectiveness of WLB policies.