• Journal of Science Education
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• v.35 no.2
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• pp.307-323
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• 2011

The study aims to investigate self-regulated learning ability (SRLA) of students and analyze its relationship to their science inquiry skill and affective domain of science in middle schools in Korea. For this end, the research questions include the followings: First, what level is SRLA of middle school students? Second, how does the relationship between SRLA and science inquiry skill look like? Third, how does the relationship between SRLA and affective domain of science look like? A research method employed in the study is the survey utilizing three questionnaires: a) a questionnaire of SRLA (Jung et al., 2004); b) a questionnaire of problem finding ability of the science inquiry skill (Jung et al., 2004); and c) a questionnaire of science affective domain (Seo et al., 2008, adopted from 2006 PISA Student Questionnaire). Responses to three questionnaires by 704 students from seven middle schools in Busan, Ulsan, and Gyeongnam in Korea were analyzed. The research findings were as follows: First, mean average scores of SRLA is 3.02 (${\pm}0.63$) in 5 Likert scale (1 = strongly disagree; 5 = strongly agree). Second, students with higher scores in science inquiry skill showed significantly (p<.05) higher scores in SRLA than others. Third, boys scored higher on self-efficacy scale than girls. As students advance their grade level, their affective domain levels of science significantly (p=.048) decreases, in particular, their self-efficacy level most significantly (p=.002) decreases. Fourth, SRLA was significantly (p=.000) correlated with science inquiry skill and affective domain of science. In conclusions, it appeared that the higher SRLA level of students in middle schools is, the higher level of science inquiry skill and affective domain of science is.

• Industry Promotion Research
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• v.2 no.1
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• pp.51-56
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• 2017

This study analyzed the effects of interpersonal skills of college students on basic competence. The results of this study were as follows: 81 male students (34.6%) and female students (65.4%) were surveyed. First, as a result of analyzing the differences in improvement of basic competence according to interpersonal skills, leadership ability was found to be a relationship between heterosexuality (p <.001, ${\beta}=.378$), individual fellowship (p < (P <.01, ${\beta}=.313$), and negotiation ability had a significant effect on individual friendship (p <.05, ${\beta}=.267$). Second, the correlation between interpersonal abilities and leadership abilities showed that interpersonal abilities correlated with leadership abilities due to individual friendship - leadership abilities, leadership abilities - heterosexuality, interpersonal relationship - leadership abilities. Third, the differences in the basic occupational ability according to gender were male students (M = 3.90), female students (M = 3.58), male students (M = 3.59) Male students (M = 4.16) and female students (M = 3.79) were higher than male students. The purpose of this study was to investigate the effects of interpersonal skills of college students on the improvement of basic competence and to verify the effectiveness of personal interpersonal skills.

• The Journal of Korean Association of Computer Education
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• v.10 no.1
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• pp.31-40
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• 2007

The qualities that are commonly necessary in the occupation life and the abilities to cope with the changing job-world are getting more important. This study proposed the project-learning model and applied it to the homepage-developing learning of the computer course in the commercial high school. Then, this study conducted the nonrandomized controlgroup pretest - posttest design in order to verify how the model influence Information-skills of Key-competencies. At the posttest, the difference between the traditional learning group and project-learning was meaningful. Therefore, It can be confirmed that project-learning was more affirmative in enhancing information-skills of the students. Through this study, it can be concluded that the instructional method is very important and we propose there be a lot of studies about the instructional methods enhancing the various Key-competencies.

• 대한공업교육학회지
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• v.32 no.2
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• pp.155-170
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• 2007

The purpose of this study was to estimate key competencies according to their levels in order to understand person's ability in automobile fields of school and workplace. For this study, key competencies consisting of mathematical skills, problem solving skills, communications skills, self management and development skills, resources recycling skills, interpersonal relationship skills, technological skills, information skills, organizational understanding skills were determined. We examined the related literatures to determine the level of key competencies and diverse opinions were accommodated with visits to workplace in order to enhance the validity of the results of this study. Based on the results of this study, it was concluded that the estimation of key competencies according to their levels was possible and valid.

• Journal of Korea Port Economic Association
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• v.30 no.1
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• pp.159-173
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• 2014

This study is key competence port logistics companies analyze the priorities of evaluation factors. key competence index of NCS(National competency standard) was designed on the basis of the research model. The priorities of evaluation factors were analyzed using AHP method. The results of the analysis of 1 layer's key competence priorities are as follows: Interpersonal skills(0.217), communication skills(0.153), ability to develop problem(0.148), ability to understand the organization(0.103), and resource management skills(0.090), self-development ability and professional ethics(0.070), information skills(0.065), technical skills(0.049), numeracy skills(0.035).

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.443-449
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• 2019

Purpose: The purpose of this study was to identify critical thinking disposition, clinical performance, and satisfaction of clinical practice in a college nursing students. Methods: The data were collected from self reported questionnaires about clinical performance, and critical thinking disposition given to 55 nursing students at June, 2017. Results: The mean score of total clinical performance was 3.70 (${\pm}.54$). Total critical thinking disposition was 3.57 (${\pm}.44$) and clinical satisfaction was 3.93 (${\pm}.72$). Regarding clinical performance, psycho-social competence was highest followed by basic care competence, educational care competence, nursing process competence, observing and monitoring competence, and nursing intervention competence. Critical thinking disposition had a significant positive correlation with clinical competence. Conclusion: Results of this study suggest that developing various clinical education and teaching learning methods for clinical competence is necessary to promote critical thinking disposition of nursing students.

• Journal of radiological science and technology
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• v.38 no.3
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• pp.287-294
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• 2015

As employment changes quickly in structure, enterprises put more and more stress on basic vocational competency skills. This study aimed to grasp the basic vocational competency skills of S College Department of Radiological Technology students and present the basic data. The gathered data was analyzed using T-Test and Oneway ANOVA. The analysis showed that the students mostly had average or higher levels in the seven areas of basic vocational competency skills. Reading and writing skills among communication skills were the lowest, followed by the skills of understanding global culture and using foreign languages among organization understanding skills, and then by numeracy skills. On the contrary, interpersonal relationship skills were the highest in level. This indicates that the students will establish good interpersonal relationships with hospital patients and members. There were also statistically significant differences in reading and writing skills among communication skills, numeracy skills, and the skills of understanding global culture and using foreign languages among organization understanding skills. This study measured the basic vocational competency skills of S College Department of Radiological Technology students, which might somewhat restrict the application of its results to the students of all universities. The results show that students should be instructed to improve the skills of communication, numeracy, organization understanding, self-management skills, etc. Therefore, it seems necessary using various programs customized to school years and student levels and performing education properly connected to industrial establishments to foster the workforce with excellent basic vocational competency skills.

• Proceedings of the Korea Contents Association Conference
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• 2019.05a
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• pp.147-148
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• 2019

최근 문제해결능력향상을 위해 대학에서는 PBL 교수법(Problem-Based Learning)을 도입하고 있으며 국가 차원에서도 이를 장려하고 있다. 본 연구는 국가직무능력표준(NCS)의 직무능력단위 중 하나인 문제해결능력을 향상시킬 수 있는 효과적인 수업방법을 모색함과 동시에 교육현장에서 직면할 수 있는 문제를 합리적으로 해결하는 학습자 능력 신장을 위해 PBL수업을 활용하였다. 이에 본 연구는 문제중심학습법을 대학 영어전공 교과목에 적용함으로써 대학생의 창의적 문제해결력과 수업참여도에 대한 효과를 살펴보는데 연구의 목적이 있다. 본 연구는 사전검사, PBL수업 운영, 사후검사의 3단계로 진행된다.

• Management & Information Systems Review
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• v.34 no.1
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• pp.121-142
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• 2015

This study focused on finding how to raise the positive effect of a service employee on the organization by strengthening his sympathetic feeling at the position of business, not the position of customer and how to reduce the negative effect. The specific objectives of the study are: First, the effect factors of the empathy abilities (cognitive empathy, emotional empathy) of a service employee are largely classified as the social support (supervisor support, co-worker support) to the service employee and the self-soothing ability. Therefore, this study tries to verify the relationship between the self-soothing ability, and social support and empathy which are preceding factors of the empathy of a service employee. Second, it also tries to verify the relationship between job stress and empathy ability(cognitive empathy, emotional empathy) of a service employee. As a result of the verification of the study hypothesis, first, the social support was distinguished as supervisor support and co-worker support, and the empathy ability was distinguished as cognitive empathy and emotional empathy. As a result of verifying the relationship between social support and empathy ability, the supervisor support did not have a positive effect on cognitive empathy while the co-worker support did have a positive effect of cognitive empathy. The supervisor support had a positive effect on emotional empathy and the co-worker support had a positive effect on emotional empathy. Second, the self-soothing ability of a service employee had a positive effect on empathy ability and a positive effect on both cognitive empathy and emotional empathy. Finally, the empathy ability(cognitive empathy, emotional empathy) of a service employee was shown to have a negative effect on the job stress of a service employee.

• 대한공업교육학회지
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• v.38 no.1
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• pp.239-258
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• 2013

The purpose of this study is to define what circuit repairing ability is and to check improvement in learner's circuit repairing abilities by verifying conformity of learner's achievement of target goals that have been derived from headlight assignment based on circuit repairing ability that has been categorized into six sub-factors, which are preparing ability, attaching/detaching ability, circuit analyzing ability, inspecting and measuring ability, repairing (problem solving) ability and organizing ability. In order to achieve the purpose of study, degree of improvement in circuit repairing ability of learner's group was measured through experiment design and verification by group of experts. SPSS statistics program was used for statistical analysis in which average value for descriptive statistics, Cronbach ${\alpha}$ coefficient and t-test were conducted. Level of significance for t-test was p<.05. The conclusions from conducting this study are as follows. Firstly, the usage of terminology 'circuit repairing ability' pertaining to ability to repair failure of electrical devices in automobiles was confirmed to be appropriate. Secondly, the categorization of circuit repairing ability into sub-factors of preparing ability, attaching/detaching ability, circuit analyzing ability, inspecting and measuring ability, repairing (problem solving) ability and organizing ability was confirmed to be appropriate. Thirdly, field instruction on headlight assignment that has been revised according to achievement of learner's goals was confirmed to be effective in improving learner's circuit repairing abilities compared to regular training. Fourthly, field instruction on headlight assignment that has been revised according to achievement of learner's goals was confirmed to be effective in improving sub-factors of circuit repairing abilities, which are preparing ability, attaching/detaching ability, circuit analyzing ability, inspecting and measuring ability, repairing (problem solving) ability and organizing ability.