• Journal of Digital Convergence
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• v.18 no.10
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• pp.51-58
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• 2020

This study redesigned the Korean speaking classes to foreign undergraduate students as flipped learning classes and verified their effect on speaking-related emotional variables. In addition, international students' perceptions of what experiences are needed to improve speaking efficacy in Korean were examined. For this purpose, the 'Creative speaking' subject for freshmen was redesigned to flipped learning class and operated for one semester. To analyze the effect of speech-related emotions, a paired t-test was conducted on 26 foreign students' pre-post scores of speech efficacy and anxiety. Also awareness of experiences needed to improve speech efficacy was surveyed and content analysis was conducted. As the result, the speaking efficacy of students after flipped-learning has been significantly improved. This means that flipped learning classes for the Korean speaking are effective for the positive emotions of foreign students speaking Korean. In addition, international students perceived that Korean speaking efficacy can be improved by practicing speaking in Korean, learning with Korean colleagues. Based on these results, several discussions and suggestions were presented.

• The Journal of the Korea Contents Association
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• v.19 no.11
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• pp.211-225
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• 2019

The purpose of this study was to develop the E-STEAM program emphasizing the engineering design process and apply them to young children to examine their effects on scientific problem-solving ability and communication ability. In order to develop the E-STEAM program, activities were organized by reviewing previous studies and websites related to STEAM and engineering education. The organized activities were selected as final activities after consulting with experts. To examine the effectiveness of the program, 50 subjects(experimental group: 25, control group:25) participated in K kindergarten in G city. The experimental group took part in the E-STEAM activities during 7 weeks, while the control group took part in the traditional science activities. The procedure for this study consisted of a pre-study, a pre-test, the treatment, and a post-test schedule. The results of this study were as follows: First, the experimental group showed significantly higher score than the control group in total problem-solving ability. Second, the experimental group showed significantly higher score than the control group in total communication ability. These findings suggest that the experience of E-STEAM activities for young children can be effective teaching-learning methods for young children's problem solving ability and communication ability.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.907-917
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• 2015

Response to Intervention (RTI), which is focused on the gap between pre-interventions and post-interventions, provides an effective intervention program. This study takes under-achievement factors into consideration to determine the overall characteristics of underachievers. The under-achievement factors include cognitive learning factors, affective factors, and environmental factors. This study conducted curriculum-based assessments, achievement tests, and assessments on attitudes toward science and science learning motivation to verify the effects of individually tailored teaching according to the types of under-achievement in science. The experimental group was composed of six students in fourth grade, and the comparison group had 23 students. The findings of the study were as follows. First, the performance and progress of underachievers in the first-stage showed little progress and did not reach grade-level performance. Second, the underachievers in the second-stage greatly improved. In particular, the average of eight sessions in the second-step demonstrated performance beyond that of the regular child. Third, individually tailored teaching according to the types of under-achievement in science positively affected attitudes toward science and science learning motivation. This study will contribute to the improvement of the underachiever by applying individually tailored teaching according to the types of under-achievement in science.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.441-448
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• 2016

The purpose of this study was to identify the effects of mentoring senior core fundamental nursing skills education on clinical competence and critical thinking disposition in nursing students. The research design was a one group pre-posttest design and the participants were 57 nursing students. The contents consisted of 3 core fundamental nursing skills of vital sign, nelaton catheterization and subcutaneous injection and total duration of 6 hours. Mentoring seniors conducted to rapport forming & education and evaluated them after exercise and evaluation under the guidance of professor. Data were collected using self-administered questionnaires in pre-test and post-test, the collected data were analyzed using paired t-tests. The result shows the scores of clinical competence and critical thinking disposition were increased significantly after mentoring senior core fundamental nursing skills education in nursing students. The results indicate that this study was effective in improving nursing students clinical competence and critical thinking disposition in core fundamental nursing skills and is expected to be utilized in nusing practice education. Additional studies including those on control groups are recommended to compare difference between the experimental group and control group.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.553-561
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• 2020

The purpose of this study was to identify the effects of an immersive virtual reality-based simulation learning program(IVR-SLP) on the communication competence and learning attitude of students with intellectual disabilities. To do this, 23 participants with intellectual disabilities were selected from 2 special schools. 11 students were placed in an experimental group and 12 students in a control group. An IVR-SLP, focusing on possible situations in a convenience store, was implemented within the experimental group and a traditional intervention program was implemented within the control group. The programs were conducted 5 times per week for 4 weeks and each session lasted approximately 40 minutes. Evaluations were carried out by using a pre- and post- test, and the results of the evaluation were analyzed using the independent t-test. The results of this study indicated that the communication competence of the experimental group showed greater improvement than that of the control group. In addition, the learning attitude of the experimental group became more positive than that of the control group. This implies that the immersive virtual reality-based simulation learning program can be a very effective tool for teaching language and communication skills to students with intellectual disabilities.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.102-112
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• 2016

The purposes of this study were to identify the effects of distraction strategies compared to usual pain management, and to compare the effects of passive and active distraction on pain responses of preschool children during immunization. A quasi experimental with non-equivalent control group posttest design was used. Participants for each group were 30 preschool children who visited a pediatric clinic to have influenza immunization. Children in experimental groups selected one of two distraction types. Pain responses were measured by children, parents, and researcher. Pain responses by children, parents, and researcher during immunization were significantly different between groups. Children in passive or active distraction group were more distracted than children in control group. Moreover, self-reported pain response by children($2.70{\pm}0.88$) and researcher($12.97{\pm}2.39$) in active group were higher than pain scores by children($2.27{\pm}0.64$) and researcher($10.63{\pm}1.65$) in passive group. Results of this study identified that distraction intervention is an effective method for decreasing pain responses in preschool children during immunization. Passive distraction is more effective than active distraction. Use of distraction strategies during immunization should be facilitated. Further research comparing distraction strategies by types and forms is needed.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.55-67
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• 2020

The purpose of this study was to investigate the effects of CELL curriculum participation on learning flow, learning motivation, academic self-efficacy, and self-directed learning ability. To this end, in the first semester of 2020, 386 students from K University conducted a pre-post survey and analyzed using SPSS. The main research results are as follows. First, participation in the CELL curriculum showed statistically significant improvement in the student's learning flow, learning motivation, academic self-efficacy, and self-directed learning ability. Second, the analysis by gender showed significant improvement in learning flow, academic self-efficacy, and self-directed learning ability only for female students. Third, in the analysis by grade level, the sophomore showed significant improvement in learning flow and self-directed learning ability, the junior in all variables, and the senior in academic self-efficacy and self-directed learning ability. Fourth, participation impressions and improvements were summarized through interviews of participating students. This study is significant in that it examines the effectiveness of the CELL curriculum and suggests practical measures for systematic operation and support.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.273-282
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• 2017

This empirical study is to verify the moderating effects of environmental education on pro-environmental consumers. For this purpose, we used Value-Attitude-Behaviro Model(VAB). In addition, as an environmental education method, the environmental education method using 7 environmental movies by the multimedia with excellent learning effect in order to increase the interest and educational commitment of the learners was utilized. A total of 116 subjects were divided into experimental group and control group, and the experiment was designed based on Pretest-Posttest Control Group Design to grasp the effect of environmental education after conducting environmental education to the experiment group. The results of the analysis showed that environmental education had no effect on environmental values but it had a positive effect on improving the attitude and the pro-environmental behavior. This study proved that the sustainable environmental education could form pro-environmental behavior, even though the environmental sense of values had not been formed in adolescence, and furthermore, the earlier researches had been mainly focused on the effect of the environmental education for the adolescent.

• 대한공업교육학회지
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• v.41 no.2
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• pp.151-171
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• 2016

The purpose of this study is to verify the effect of Interdisciplinary course for improving the competency of collegiate Interpersonal & Cooperative Skills, Resources-Information-Technology Processing & Application and Communication. The course proved to be effective based on the result for examination of difference between the experimental group of 43 students who took the interdisciplinary course and the control group of 44 students who did not take that course of the second semester of H university in 2015. The study applied the method of Paired-sample T-Test to investigate the difference of Interpersonal & Cooperative Skills, Resources-Information-Technology Processing & Application and Communication and their sub-skills between the two participant groups. As a result, Interdisciplinary course had an effect on improvement of Interpersonal & Cooperative Skills and it's sub skills; however, it had no effect on improvement of Resources-Information-Technology Processing & Application and Communication competency and their sub-skills. The results provide theoretical and practical implications for the interdisciplinary course and core competence of college students. They suggest that interdisciplinary course design should be more careful to improve students' competency on Resources-Information-Technology Processing & Application and Communication competency than before.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.719-730
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• 2017

The purpose of this study is to investigate how engineering design-based STEM research experience affects gifted students' creative engineering problem-solving propensity and attitude toward engineering. The students' creative engineering problem-solving propensity and attitude toward engineering were measured before and after the STEM research experience. The pre-/post-tests results were analyzed by paired t-test with the significance level of p <.05. The conclusions of the study are as follows: First, the engineering design based STEM research experience had a positive effect on the students' creative engineering problem-solving propensity. Over all, the average score of the creative engineering problem-solving propensity increased significantly (p <.05) after the STEM research experience. Second, the average score of gifted-students' attitude toward engineering had increased significantly after the integrated STEM research activities (p <.05). In addition, we analyzed the difference between pre-post results of both instruments based on the gifted students' desired career paths (natural science and engineering) and gender. The result shows that the students' career paths or gender did not affect the results in most of the sub-categories in both instruments. However, the STEM research experience had more positive effect on the female students than male students in term of their 'engineering design ability', which is one of the sub-categories of the creative engineering problem-solving propensity instrument.