• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.155-166
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• 2021

The purpose of this study was to investigate the effects of empathy and communication skills on nursing problem-solving skills of nursing students who received simulation classes. The subjects of this study were composed of 234 students in the 3rd and 4th grades who already took simulation classes. The data was collected from April 26th to May 10th, 2021. The data was analyzed with the SPSS WIN 25.0 program. Descriptive statistics and mean differences were analyzed using an independent t-test, one-way ANOVA, Pearson's correlation coefficient, and multiple regression. As a result, the average points of empathy skills were 5.29 out of 7, communication skills were 3.30 out of 5, and problem-solving skills were 3.51 out of 5. Empathy skills and communication skills were positively correlated with problem-solving skills. The predicting factors on problem-solving skills were empathy and communication skills, on-campus practice period, and gender in order. The explanatory power of these factors was 64.6%. In conclusion, in order to improve the problem-solving ability of nursing students, a strategy is needed to enhance empathy and communication skills through continuous simulation classes.

• Journal of Convergence for Information Technology
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• v.9 no.11
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• pp.212-217
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• 2019

This study is a convergence study attempted to understand the learning effects of oral health education class applying action learning on the communication ability and problem-solving ability in dental hygiene students. The subjects of this study were 37 students in the third year of dental hygiene department. As a result, the learning effects of oral health education class applying action learning on the communication ability(p<0.001) and problem-solving ability(p<0.001) showed positive changes in the pre and post comparison. The changes in the scores of sub-dimensions of the communication ability and problem-solving ability were also significant in the pre and post comparison. As the class applying action learning is effective in improving the learner's communication ability and problem-solving ability, it should be utilized as the leaner participation-oriented teaching method for design and operation of dental hygiene education.

• Journal of Korean Library and Information Science Society
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• v.37 no.1
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• pp.353-373
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• 2006

The purpose of this study is to research the concepts of reading ability and debate ability, and the components of both abilities and to make the performance assessment's standards to apply them to the classroom for reading debate in the school libraries. For doing this, I studied the necessity of reading debate, assessment, and the components of reading/debate abilities. The components of the reading and debate abilities were derived from the theoretical researches and the performance assessment's standards for the reading debate were proposed in the viewpoint of the teacher librarians and classroom teachers in the school libraries in order that the teacher librarians and teachers could apply them to the reading debate classes and assess the performance achievement of the students.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.421-431
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• 2000

The purpose of this study is to investigate the effects of portfolio instruction on the creativity and scientific inquiry ability of 6th-grade students in science classroom. Four classes were sampled from an urban elementary school in southern part of Seoul. Two classes were assigned to experimental group and the other two classes to control group. Portfolio instruction was administered to the experimental group for 10 weeks, and traditional instruction to the control group. Data on students' creativity and scientific inquiry ability were collected prior to and after the treatment for both groups. Students' perception on portfolio instruction was investigated with experimental group after the treatment. The results of this study are as follows: (1) Portfolio instruction had a significant positive effect on creativity; (2) Students' originality, one of sub-domain of creativity, showed marked increase after portfolio instruction; (3) Portfolio instruction had a significant positive effect on scientific inquiry ability; (4) Integrated inquiry ability, a sub-domain of inquiry ability, improved meaningfully after portfolio instruction; and (4) Students' perception on portfolio instruction is very positive.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.351-363
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• 2017

It is organized to evaluate the effect of nursing students' learning attitude, learning motivation, problem solving ability, and class participation, after applying team-based learning to basic nursing classes. The subjects were 103 people in the second year of the G region. The data collection was from September 1 to December 5, 2016 by using t-test, one-way ANOVA, paired t-test and Pearson's correlation coefficient. Result is that the ability to solve problems increased, showing a statistically significant difference. Learning attitude and motivation of learning increased and the degree of participation didn't change, but there were no statistically significant differences. The learning attitude shows positive correlation with learning motivation, problem-solving skills and participation. After team based-learning, learning attitude showed a positive correlation with learning motivation, problem solving ability and class participation. Learning motivation shows positive correlation with class participation and so does problem solving ability with participation. Based on the results of this study, in order to improve the practical ability, it is necessary to activate the self-directed active learning method such as team base for nursing major study.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.3
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• pp.59-87
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• 2023

The aim of this study is to provide practical instances of implementing picture book reading sessions within school libraries to enhance language proficiency and foster emotional stability among lower-grade multicultural students hailing from foreign backgrounds. The research outlines the design and execution of a picture book reading program tailored for multicultural students, with analysis based on the outcomes of actual classroom implementations. In the course of the study, existing literature pertaining to the use of picture books for enhancing multicultural education and language skills was reviewed. This informed the development of a structured class procedure by extracting core components. Indeed, 43 multicultural students in five classes in the first and second grades of A Elementary School in Gyeonggi-do were given three pilot classes for each class for 20 weeks and a total of 100 picture book reading classes, each with 17 main lessons. This study establishes the positive impact of picture book reading classes on the Korean language comprehension of multicultural students. The results confirm positive improvements in students' ability to understand Korean, as evidenced by enhanced Korean expression and presentation skills, increased library usage, and a positive shift in classroom attitude. The procedure for reading picture books using school libraries proposed in this study was actually conceived and developed in the course of class operation in the school education field, reflecting the changes brought about by the increase of multicultural students and the need to improve the class environment. Through this practical investigation, important insights have been extracted regarding how picture book reading sessions designed for elementary school students from multicultural backgrounds can enhance the classroom environment and elevate learning outcomes.

• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.55-72
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• 2004

The Purpose of this study was to investigate the influences of the teacher-directed and the learner-directed ICT used instruction on learning achievement of home economics and resource management behavior according to the learning ability of students and resource management behavior of a mother. The subjects of this study were middle school students, who was divided into three groups traditional instruction group, teacher-directed ICT used instruction group, and learner-directed ICT used instruction group. This study was carried out the experimental instruction. After experimental instruction, the learning achievement and resource management behavior was estimated by test sheets. The data were processed with two-way ANCOVA and Scheffe test for post-hoc analysis The results of study were as follows : First, there was no significant difference in the influences of the ICT used instruction on learning achievement of home economics according to the learning ability. Second, there was significant difference in the influences of the ICT used instruction on learning achievement of home economics according to the resource management behavior of a mother. Third, there was no significant difference in the influences of the ICT used instruction on the resource management behavior according to the learning ability. Fourth, there was no significant difference in the influences of the ICT used instruction on the resource management behavior of a student according to the resource management behavior of a mother.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.143-161
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• 2022

The aim of this study is to identify the learning performance of online classes using problem-based learning(PBL) for clothing and textiles majors in college with the increased use of online learning tools after the COVID-19 pandemic. In order to achieve this goal, the PBL was developed and applied to the 'Fashion Marketing and Merchandising' class conducted in real-time online at University in North Chungcheong Province, Korea for four weeks. After a four-week PBL class, a survey was conducted on 35 students in the 'Fashion Marketing and Merchandising' class and the 35 completed questionnaires were used for analysis. The measurement tools of this study were self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement regarded as an important learning effect in PBL class. In addition, students' self-reflective essays were also analyzed to examine the educational effect of PBL applying online classes. As a result of this study, bivariate correlations among the four variables, students' self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement were significantly positive. Furthermore, the results of multiple regression analysis showed that the three independent variables had significant effects on students' perceived learning achievement, in the order of cooperative learning ability, self-directed learning, and problem-solving ability. The students' self-reflective essays indicated that problem-based learning worksheet was helpful for identifying problems, and clarifying what they already and what they need to study more. Based on this study, it could be recommended that online class applying PBL could contribute to the improvement of student's learning performance.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.617-625
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• 2008

The purpose of this study was to identify the effect that using mind map instruction has on the students' scientific inquiry skill and science-related attitudes in 11th grade in the earth science instruction. The objects of this study were consisted of two classes with 11th graders at K public high school in Kimhea city. The experimental group using mind map was lessoned 2 hours a week for 10 weeks. On the other hand, the controlled group was traditionally taught. Each group was consisted of 34 students. Student's science inquiry skills and science-related attitudes were assessed in pre-test, and then each group was instructed. The post-test was conducted after the instruction. Findings were as follows: First, As for the scientific inquiry skill, the result revealed that there was a statistically significant difference between the two groups. This finding means that the mind map instruction was more effectiveto improve students' scientific inquiry skills. Second, Regarding the science-related attitudes, the t-test analysis showed that there was a statistically significant difference between the two groups. This result implies that the mind map instruction was more effective in promoting students' attitudes toward science. In conclusion, the earth science instruction using mind map showed more effectiveness on the high school students' improvement of their science inquiry skills and science-related attitudes.

• Journal of Internet of Things and Convergence
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• v.10 no.1
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• pp.29-37
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• 2024

The purpose of this study is to investigate the impact of education applying the Havruta learning method in fundamentals nursing classes for nursing students on problem-solving ability, self-directed learning ability, critical thinking disposition, and learning commitment. One-group pretest-posttest design was used. Nursing students received training applying the Havruta learning method for 6 weeks (12 hours) in fundamentals nursing classes. The study was conducted from September 18 to November 6, 2023. Data were analyzed using SPSS/WIN 28.0 with mean, standard deviation, and paired samples t-test. problem-solving ability (t=4.52, p<.001), self-directed learning ability(t=-4.61, p<.001), critical thinking disposition(t=-4.10, p<.001) significantly increased before and after the 6-week Havruta learning method training for nursing students. However, there was no statistically significant difference in learning commitment (t=-0.28, p=.782). The Havruta learning method is an effective nursing education tool for improving problem-solving ability, self-directed learning ability, and critical thinking disposition. The results of this study can serve as basic data for nursing professors when planning teaching and learning strategies using Havruta. Research will be needed to utilize the Havruta learning method in various classes and evaluate its effectiveness.