• Journal of Christian Education in Korea
• /
• v.66
• /
• pp.273-307
• /
• 2021

The purpose of this study is to explore the inner perceptions and dilemmas of young people about the church. To achieve the purpose of the study, this study sampled the research subjects, and conducted in-depth interviews and FGI. The sample in this study was 21 young adults who met the study criteria. Some of these people are not currently attending church or have thought of moving to another church. In this study, research was conducted based on the analysis procedure of Riessman (1993). Focusing on the procedures of 'telling,' 'recording,' and 'analyzing,' the experience and life situation of the study participants are to be grasped. Through this process, we analyzed the situation and context of why young people leave the church. It consisted of 5 areas and 15 sub-themes. Based on the research results, it was found that young adults need a church and are looking for a church. The church is a mystical space, but from an pedagogical point of view, the church is a space for teaching and learning faith. As experts in theology and education, the minister must create a space so that the church can become a space of transcendence, a space of intimacy, a space of understanding, a space of change, a space of service, and a space of reflection.

• Korean Journal of Comparative Education
• /
• v.27 no.4
• /
• pp.127-154
• /
• 2017

EIU has evolved diversely depending on the national environment and culture on the basis of the philosophy of individual human rights and world peace articulated in the "1974 Recommendation on EIU". However, the global environment surrounding EIU has been changed socially, economically, culturally and ecologically in the 21st century, and therefore it is necessary to raise the following questions: Is the concept of EIU initiated for international understanding and cooperation for world peace in the 20th century still valid in the 21st century? Which direction should we take in order for EIU to be efficient in the globalized world? To answer these questions, this study reviewed and analyzed the historical development and current trends of the EIU in the regions of Europe, North America, Asia Pacific area, and Africa. For the empirical study, thirty-four experts in EIU selected from the four regions were interviewed by the researchers. Based on the interviews and the related literature review, it was found that the diverse terms of EIU were used in the four regions and the focus on EIU was different depending on the geographical, historical and social environment of each region. But, despite of the diversity in terminology in EIU, human rights, peace, equity and social justice which are emphasized by UNESCO, were universally taught in EIU. The EIU in these regions is currently dealt with in school education, social education and lifelong education, and particularly global citizenship allowing multiple identities is importantly treated together with citizenship education. Another important aspect of EIU that was commonly found in these four regions was that global citizenship education for solving global problems was coexistent with the reinforcement of nationalism for the economic competency of each nation in a globalized world. The issue of global inequality was particularly dealt with in EIU, and the teaching of voluntary civic involvement and responsibility were particularly emphasized in EIU. Based on these research findings, the study proposes "glocalism", connecting global issues with local issues for solving global problems, as a new approach to the EIU of the 21st century.

• Journal of Korean Critical Care Nursing
• /
• v.5 no.2
• /
• pp.15-27
• /
• 2012

Purpose: To evaluate the applicability of Lasater Clinical Judgment Rubric (LCJR) as an evaluation tool for hypoglycemia simulation practicum on Korean nursing students. Methods: The methodological study was done to evaluate the reliability and validity of the LCJR. Based on Benner's 4 levels of nursing grading rubric, ten items of the LCJR was evaluated for interrater reliability and internal consistency. The content validity was tested by eight experts and concurrent validity was done by Clark (2006)'s clinical simulation grading rubric. Fifty five video-taped cases of senior nursing students in Y University were used for the reliability and concurrent validity of the LCJR. Results: The interrater reliability was r=.90 (p<.001); Kendall tau b=.87 (p <.001), and Cronbach's alpha was .90. A value of item content validity index of the LCJR was .97 and correlation coefficient between the LCJR and Clark's instrument was .90 (p<.001). The mean (${\pm}SD$) of the nursing students' clinical judgment was 2.04 (${\pm}50$). Conclusion: The LCJR is a useful tool to examine the simulation performance evaluation for improving competency among nursing students. The results indicated that the LCJR may provide valuable information regarding clinical judgment of nursing students and thus, suggested to use to develop a simulation-based education program.

• Journal of the Korea Convergence Society
• /
• v.7 no.2
• /
• pp.109-118
• /
• 2016

The purpose of this study was I cultivate practical ability to solve diverse and complex issues in the field of convergence and applied learning and practical training element through problem-based learning to preliminary sports leaders. Selected students in grades 3 to 28 Sports Science S university people to them as participants and through a qualitative case study methods, such as group interviews, participant observation, open questionnaire and the following results were obtained. First, the level of satisfaction on class was high and the class was evaluated with significant contemplation. Second, it has been collecting a variety of learning materials to understand, interpret and improve the ability to solve practical problems in the process of actively reconstruct their own knowledge structure. It also gave a positive impact on the creative and divergent thinking to accelerate the promotion of autonomy. Third, opinions about teamwork, sharing your thoughts with colleagues point is that you can see yourself in other people's positions were evaluated as positive effects.

• Journal of dental hygiene science
• /
• v.23 no.4
• /
• pp.271-281
• /
• 2023

Background: This study aims to improve dental hygiene education by investigating the relationship between metacognition, learning flow, and problem-solving abilities in dental hygiene majors. Methods: A survey was conducted on 2nd to 4th-year students from dental hygiene programs, with 132 responses analyzed. Data analysis involved t-tests and ANOVA to examine the differences in metacognition, learning flow, and problem-solving abilities based on the general characteristics. Multiple regression analysis was employed to investigate the factors influencing the dependent variable, which is problem-solving abilities. The collected data were analyzed using SPSS. Results: First, when comparing metacognition, learning flow, and problem-solving abilities based on the general characteristics of the study participants, statistically significant differences were observed in common factors such as major satisfaction, subjective academic performance, GPA (grade point average), and reason for major choice (p<0.05). Second, it was found that there is a significant positive correlation between metacognition, learning flow, and problem-solving abilities in dental hygiene students (r≥0.79, p<0.05). In other words, higher levels of metacognition and learning flow were associated with better problem-solving abilities. Third, factors influencing problem-solving abilities were identified, with both metacognition and learning flow having a statistically significant positive impact. It was also noted that metacognition had a greater influence on problem-solving abilities compared to learning flow (adjusted R²=0.815, p<0.05). Conclusion: To enhance the core competency of problem-solving abilities, it is essential to improve metacognition and learning flow. To enhance metacognition and promote learning flow, strategies such as goal setting, utilizing effective learning methods, boosting self-efficacy, managing the learning environment, choosing activities that foster immersion, stress management, self-assessment and feedback integration, improving focus, and utilization a variety of learning experiences will be necessary.

• International Commerce and Information Review
• /
• v.19 no.4
• /
• pp.75-91
• /
• 2017

Lately, countries around the world have been focusing their efforts on shifting from conventional industries to innovative-technology-based industries, and committing their competencies to growing startups as an important next-generation industry that will lead national competitiveness. However, there are inadequacies in studies and methods that analyze research and development (R&D) investment and startup performance from a technology perspective, which is an innate nature of startups. This study analyzed the correlation between a startup's R&D investment and its performance. More specifically, this study performed a correlation analysis and a panel analysis on startups that reached KRW 100 billion in revenue; these analyses were not applied in previous studies. The following are the findings: first, the R&D investment percentage of startups located in other regions was relatively higher than that of those in the Seoul metropolitan area, and second, when a startup's operating margin and net profit margin were high, its R&D investment percentage tended to go higher. In conclusion, this study identified that R&D performance resulting from R&D investment was a core competency factor in the success of a startup.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.1
• /
• pp.327-338
• /
• 2023

The purpose of this study is to develop and apply curriculum activities using non-face-to-face wearable technology in a pandemic situation. It is to improve the creative convergence learning ability of college students. Based on the results of 5 preliminary studies, 8 courses were conducted for 16 university students at A University in Seoul. In conclusion, real-time non-face-to-face interaction with professional professors in each field played a major role in improving the creative convergence learning competency of college students. This point shows the possibility of future-oriented creative convergence talent development along with the expandability of wearable technology in university education.

• Journal of The Korean Association For Science Education
• /
• v.40 no.2
• /
• pp.97-111
• /
• 2020

In the 2015 revised curriculum, 'Integrated Science' was established to increase convergent thinking and designated as a common subject for all students to learn, regardless of career. In addition, the 2015 revised curriculum introduced 'competence' as a distinctive feature from the previous curriculum. In the 2015 revised curriculum, competencies are divided into core competencies of cross-curricular character and subject competencies based on academic knowledge and skills of the subject. The science curriculum contains five subject competencies: scientific thinking, scientific inquiry, scientific problem solving, scientific communication, scientific participation and life-long learning. However, the description of competencies in curriculum documents is insufficient, and experts' perceptions of competencies are not uniform. Therefore, this study examines the perceptions of science subjects in science high school teachers by deciding that comprehension of competencies should be preceded in order for competency-based education to be properly applied to school sites. First, we analyzed the relationship between achievement standards and subject competencies of integrated science through the operation of an expert working group with a high understanding of the integrated science achievement standards. Next, 31 high school science teachers examined the perception of the five subject competencies through a descriptive questionnaire. The semantic network analysis has been utilized to analyze the teachers' responses. The results of the analysis showed that the three curriculum competencies of scientific inquiry, scientific communication, scientific participation and life-long learning ability are similar to the definitions of teachers and curriculum documents, but in the case of scientific thinking and scientific problem solving, there are some gaps in perception and definition in curriculum documents. In addition, the results of the comprehensive analysis of teachers' perceptions on the five competencies show that the five curriculum competencies are more relevant than mutually exclusive or independent.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.5 no.1
• /
• pp.58-71
• /
• 1999

Nursing process is an essential part for nursing practice. Nursing faculty members must focus on the clinical application for students and try to identify the possible problems that students might face in the fields. The purpose of this study is to examine the actual condition of nursing process education in curricula and to investigate the response of students in clinical experience of nursing process. From 462 students in the 6 associate programs(ADN) and the 6 baccalaureate programs (BSN) data was collected by questionnaire. The results were as followed. 1. Seven programs (58.3%) opened the nursing process in mainly sophomore (BSN) or freshman(ADN). If not opened, the nursing process was taught at the major subjects(espcially fundamental nursing or adult nursing). 2. All Students responded they we supposed to use nursing process in preparing the case report. The majority(94.6%) used NANDA lists for nursing diagnosis and 55.7% of subjects consulted the Korean terms by KNA when translating. The tutors for nursing process in clinical settings were the professor in charge of the subject (68.6) or clinical instructors (48.1%) , assistants(34%). 3. The problems in clinical application that students experienced consisted of 17 items and the mean was 2.27. The biggest problem was 'the lack of the model for RN of applying the nursing process in clinical settings'(2.97). Next the big problem was 'the lack of the competency for implementing the established nursing plans'(2.69). All items were significantly different according to the level of educational programs(ADN or BSN). ADN students had more problems in applying the each step of nursing process and BSN students perceived the NANDA as a guidance of nursing diagnosis and the inconsistency of advices from several instructors or practicum to be mere problematic. 4. The mean of merits after application of nursing process was relatively fair (2.82). The best merit was 'they can identify nursing problems more exactly'(3.07). The second high merit was 'they can study the rational of nursing action' (3.03). BSN than ADN and the subjects of second year than of one year in clinical experience perceived the use of nursing process to be better. Based on this results we need to enforce the application of nursing diagnosis in the class. The use of sample cases can be the efficient method. Students can identify the possible health problems for patient from the cases in imaginary world and discuss them each other. Also we can use the discussion session after practice every other day or as needed. All this is on the good interaction between tutor and student. We must consider to have enough time for student to seize the essence of the nursing process.

• The Journal of Korean Association of Computer Education
• /
• v.22 no.6
• /
• pp.43-55
• /
• 2019

In the Fourth Industrial Revolution, a super-intelligent and super-connected society has arrived. Software is an important part of the core technologies of the Fourth Industrial Revolution. The ability to solve problems through software requires software education in that it is a core competency that everyone should have. Software education aims to improve Computational Thinking, which is the ability to solve problems through programming. Until now, most problem-solving programming learning models follow the traditional method of development: Waterfall model (Analysis-Design-Development-Test). In this model, if there is a problem in the preceding step, That could be found in the test phase. This takes a considerable amount of time and effort to find a solution to the problem and can be a burden on the programming learning. In this study, we proposed a Test-Driven Problem-Solving learning model using TDD (Test Driven Development) as Agile development method, and reviewed the appropriateness of the model through experts review. The verification results of the model showed positive evaluation results. In particular, the learning phase configuration of the model, helping in programming learning, helping of Computational Thinking improvement showed high rating, it is determined that there will be positive effects on Computational Thinking improvement through problem-solving programming learning when applying future learning.