• Journal of the Korean Institute of Landscape Architecture
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• v.14 no.1
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• pp.33-43
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• 1986

Environmental designers in Korea have shown interests in Environomental Psychology and Behavior Studies (EPBS) since 1970's. However, many designers, who have expected a great deal of contribution from the EPBS, have disappointed due to their overexpectation and misunderstanding on the EPBS. This study intends to analyse the nature of the EPBS and to investigate the potential contribution of the EPBS to the field of environmental design. The EPBS are able to help designers by providing scentific data in each stage of the design process. Further, most design theories and principles are based on the findings of the EPBS. Thus the development of the EPBS has great potential of contribution to the development of design theories arid principles Due to the scientific nature of the EPBS, however, the EPBS have difficulties in supplying scientific data within relatively short period, which make most designers impatient. Designers should understand the scientific nature of the EPBS and be patient in expecting usable outcome from the EPBS. Further, Designers should not expect the EPBS give them design soultion itself.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.159-171
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• 2021

In order for young people to be interested in tradition, a specialized experience program that can be frequently encountered is needed. We have developed an after-school traditional gift-wrapping design program in relation to the subject of home economics for the purpose of enabling students to become interested in tradition and deepen their traditional knowledge. The research process was comprised of analysis, development, and evaluation. We analyzed the home economics curriculum, authentic designs from blogs and department stores along with books published by gift-wrapping associations, and interviews with three gift wrapping specialists. Contemporary traditional packaging design is not limited to the reproduction of the traditional design but also creates designs that strongly express unique Korean identity using traditional symbol patterns, colors, traditional decorations, and small items along with modern materials. A 16-week after-school program was developed based on the analysis results. After the implementation of the after-school program in a middle school, survey results showed students who were indifferent toward tradition showed interest and acquired a positive image towards tradition.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.225-235
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• 2021

The purpose of this study is to obtain implications for the improvement direction of astronomical education methods and development of educational materials or software. In connection with the 5th grade 1st semester elementary science 'Solar System and Stars' unit, elementary pre-service teachers were given a reorganization task to compare the relative distances from the sun to the planets, and then this was analyzed. Pre-service teachers are 11 male and 19 female students in the second year of the music education department at the elementary school teacher training university in B city. The implications of the study results are as follows. First, the 'distance comparison activity using a roll of tissue paper' is suitable for simply comparing the distances from the sun to the planet, but it has limitations in allowing students to experience the vastness of the solar system or inducing student participation-centered classes. Second, it is necessary to develop software materials for elementary school students that can simultaneously reflect the size of the planet and the distance to the planet that can be applied indoors, and also experience the vastness of the solar system, as well as a wide learning space. Third, textbook materials for students have an important influence on the class design of pre-service teachers.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.103-116
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• 2022

The purpose of this study is to investigate the perception on video material making and the effect on science teaching ability after conducting non-face-to-face teaching material making activity for elementary pre-service teachers. This activity consisted two processes. One is that elementary pre-service teachers conduct inquiry, understand related science concepts, analyze science textbooks and then make video material. The other is that they watch video materials produced by colleagues. This study was conducted on 89 elementary pre-service teachers for 8 weeks. After this activity was completed, the perception on video material making and the effect on science teaching ability of elementary pre-service teachers were investigated, and the results were analyzed. In the process of making and watching non-face-to-face teaching materials, elementary pre-service teachers showed positive results in teaching-learning, video production, and emotion and attitude toward video material making. In addition, it was found that they improved their science teaching ability through this activity and were very satisfied with this activity. However, they also mentioned several disappointments such as exclusion of learners' right to self-determination, lack of various communication channels, and errors in content of materials. This suggests that if these problems are solved, non-face-to-face classes can also be a good form of class.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.499-509
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• 2022

This study was conducted to understand the effect of health assessment practical education on class participation, problem-solving process, academic self-efficacy, and academic achievement of nursing students. This study used a nonequivalent control group pretest-posttest design. The participants were 69 nursing university students located in C city. Data were collected on two separate occasions before and after the application of the program from February 2021 to July 2021. Data were analyzed by chi-square test, independent t-test, and ANCOVA using SPSS WIN 23.0. There were significant differences in class participation(F=15.003, p<.001), academic self-efficacy(F=13.288, p=.001) and academic achievement(F=19.755, p<.001) between the experimental group and the control group. In the problem-solving process, the experimental group was significantly higher than the control group in decision-making(F=6.948, p=.010), applying the solution(F=6.232, p=.015) and evaluation-reflection(F=5.364, p=.024). It is necessary to expand case-based learning to increase the problem-solving process, class participation, academic self-efficacy, and academic achievement of nursing students.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.30-43
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• 2022

In this study, elementary students' science communication competence was investigated based on the grammatical features expressed in their language-use in classroom discourse and science writings. The classes were designed to integrate the evidence-based reasoning framework and traditional learning cycle and were conducted on fifth graders in an elementary school. Eight elementary students' discourse data and writings were analyzed using lexico-grammatical resource analysis, which examined the discourse text's content and logical relations. The results revealed that the student language used in analyzing data, interpreting evidence, or constructing explanations did not precisely conform to the grammatical features in science language use. However, they provided examples of grammatical metaphors by nominalizing observed events in the classroom discourses and those of causal relations in their writings. Thus, elementary students can use science language grammatically from science language-use experiences through listening to a teacher's instructional discourses or recognizing the grammatical structures of science texts in workbooks. The opportunities in which elementary students experience the language-use model in science learning need to be offered to understand the appropriate language use in the epistemic context of evidence-based reasoning and learn literacy skills in science.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.1-9
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• 2023

This study aims to construct a basic PBL class research data model that can strengthen and improve technical college students' abilities to participate in field-education classes and problem-solving skills. A significant effect was found in PBL classes with regard to technical college students' problem-solving skills and abilities to participate in field-education classes, as posited by the hypothesis. The results of the PBL course, which is a hypothesis of research, have been confirmed to have a significant effect on the participation of college students in field practice and on the ability to solve problems. Seventy-one students from five departments (humanities, social studies, and arts) at D University in North GyeongSang Province were selected as final subjects. The study was conducted for seven weeks from October 10 to December 05, 2021, in three stages: pre-inspection, PBL operation, and post-inspection. In the college life experiences of students with disabilities who study late within the Department of Social Welfare, it was confirmed that the study participants independently changed toward their independent life satisfaction and positive perception of themselves as a process of change in which the self-determination rights and goals and hopes for their lives by seeking the role for the disabled who have not yet been encountered and in the process of positively recognizing themselves.

• Journal of Naturopathy
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• v.8 no.1
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• pp.11-20
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• 2019

Purpose: The purpose of this study was to investigate the effects of 'career decision making', 'school career education activities and participation', and 'school career education satisfaction' after 568 high school students. Methods: The subjects were surveyed after the counseling training. Results: 49.3% of the respondents answered that they had "decided but considered" in the "career decision information items" of the questionnaire about the subjects after the school career counseling education. 28.0% of the parents' advice was the most helpful when choosing their career, and 52.2% of the career decision making at school. There were 13 items in 'participation in school career education activity', and the average value was 3.49. The highest score was 3.66 points for "college or major experience" and the lowest score of 3.27 points for career-linked career education. In 'satisfaction with School Career Education', 94.7% of creative experiential activities and 94% of career and vocational courses were enthusiasts, and entrepreneurship and entrepreneurship experience (10.6%) were low. The career decision - making self - efficacy was also high in the group with high satisfaction of career education. Conclusions: School career decisions for high school students were effective when they were devoted to parental advice, university experience, creative vocational and career, and vocational education. The career decision - making self - efficacy was high in the group with high satisfaction of career education. Therefore, career counseling education considered adequate if it is devoted to education professionals.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.1143-1149
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• 2023

The purpose of this study was to the effects of case-based learning (CBL) on problem solving ability and academic self-efficacy in nursing students and was a quasi-experimental study with a one-group pretest-posttest design. The subjects of this study were 121 grade 4 students, and the data collection period was from Aprill 24 to June 12, 2023. The research procedure was scenario development, preliminary investigation, application of case-based learning classes, and follow-up investigation, and the CBL was conducted for 2 weeks, 50 minutes per week. The general characteristics of the subjects were obtained by frequency, percentage, mean, and standard deviation and the effects of CBL on problem solving ability and academic self-efficacy was tested using a paired t-test. The results of this study showed that nursing students' problem solving ability (t=-5.70, p<.001) and academic self-efficacy (t=-3.25, p<.002) improved after applying CBL compared to before applying it. We suggest the use of case-based learning as a strategy to improve problem-solving skills and academic self-efficacy in nursing education. In the future, follow-up research is needed to verify the effectiveness by developing and applying step-by-step clinical cases at an appropriate level according to the learning content of nursing major subjects by grade.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.564-579
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• 2009

The purpose of this study was to examine the change in the classes of the beginning science teachers through a cooperative mentoring program that induces the practice of reflective thinking. Participants in this study included three mentor-teachers, two teachers in doctorate or masters courses, one university professor, and three mentee-teachers who had less than four years of teaching experience. We collected data such as video recordings of mentee-teachers' classes and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor's and mentee's journals, and RTOP class observation reports. RTOP was used for the class analysis, and the cognition and changes in mentee-teachers' classes were determined from their journal entries and one-on-one mentoring interview materials. According to mentee-teachers' recognition of changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching styles, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classes through their reflective practice and improvement. Based on the result of this study, however, the teachers' reflection was not all accompanied with reflective practice even if the beginner science teachers made some partial changes in reflective practice by reflection. This means that it is hard to instill a reflective practice in mentee-teachers through mentoring in a short period. Therefore, we consider that more systematic and long-term mentoring is necessary for beginner science teachers.