• Journal of Engineering Education Research
• /
• v.21 no.2
• /
• pp.17-27
• /
• 2018

This study aims to investigate the effect of design thinking-based STEAM program for primary and secondary students. The design thinking-based STEAM program dealt with advanced scientific technology issues and it consisted of 8 topics. A questionnaire was developed to explore the change of Science concept awareness, Interest, Self-efficacy, Career consciousness of students through the program. The questionnaire consisted of following 4 areas, such as 'Science concept awareness', 'Interest', 'Career consciousness' and 'Self efficacy'. Pre-post test was conducted to 75 primary and secondary students. As a result of analyzing post-test compared to pre-test, 'Science concept awareness', 'Career consciousness' and 'Self efficacy' of students were improved. And the 'Interest' wasn't changed significantly. Through this research, it can be suggested that the design thinking-based STEAM program can be useful at school education to improve the Science concept awareness, Career consciousness and Self-efficacy of primary and secondary students. It is also proposed that further research of the various areas of interest and other affective variables will be needed.

• Journal of The Korean Association For Science Education
• /
• v.32 no.6
• /
• pp.1027-1038
• /
• 2012

We investigated the effect of Science Writing Heuristic (SWH) on elementary students' concept formation and their retention. Also we explored the interaction effect of those with scientific attitudes. We developed mirrors/lenses lessons incorporating SWH. An experimental group of fifth grade students (n=25) had been instructed with SWH lessons for six periods while a control group (n=25) taught according to the normal science lessons based on the Korean national curriculum using teacher's guides published by the Ministry of Education. Results of pre- and post-test of understanding the concept of mirrors and lenses showed a positive impact of SWH on both male and female students. However, the retention effect after post-test revealed that SWH only had an effect on female students' scientific attitudes. SWH, therefore, could be an effective teaching approach especially on concept formation, retention effects by fostering female students' scientific attitudes.

• The Mathematical Education
• /
• v.54 no.4
• /
• pp.317-334
• /
• 2015

In this article we study structure of the concept of creative products in mathematics using mathematical creative products. We develop MCPSS1 that improve reliability and validity of MCPSS(Creative Product Semantic Scale in Mathematics). And we search structure of the concept of creative products in mathematics using mathematical creative products focused on theoretical investigation. So we suggest structure model of the concept of creative products focused on theoretical investigation. We compare the result with preceding research using various mathematical creative products, find some difference between relations of sub-factors of structure of the concept of creative products. Our result will provide meaningful data to mathematics education researchers that want to know structure of the concept of creative products in mathematics.

• Journal of the Korean earth science society
• /
• v.29 no.2
• /
• pp.140-150
• /
• 2008

In this study, a new teaching model was developed using concept maps and applied to the Earth Science I unit on diastrophism. We analyzed the effects of this model on students' scholastic achievement, ability to construct concept maps, and attitudes towards concept map lessons, in comparison to traditional teaching methods. The data was sampled from 128 second-year male high school students in Gyunggido, Korea. Although the results are not statistically significant, the new teaching model seems to have contributed to an increase in scholastic achievement as opposed to the traditional teaching models. We also found that the students to whom the new teaching model was applied showed both significant and positive effects in terms of scholastic achievement, the ability to construct a concept map, and changes in attitudes towards concept map lessons.

• Journal of The Korean Association For Science Education
• /
• v.24 no.5
• /
• pp.937-945
• /
• 2004

In this study, we examined high school students' abilities for solving problems under single concept situations and complex concept situations and their mental capacities. Single concept situations are defined as the problems which can be solved with a scientific concept or principle and complex concept situations are the problems combined with more than 2 single concept situations. 152 11th-graders were participated in this study, who had taken natural science track. FIT 752 was used to measure their mental capacities. And an instrument, made up of six questions under three single concept situations and three complex concept situations, was used to assess students' problem solving abilities. As results, students' problem solving abilities were lower in complex concept situations than in single concept situations. There wasn't significant difference in mental capacities between of students who succeeded in solving problems and ones who did not under both single and complex concept situations. Although students solved the problems of single concept situations, some of them failed in solving the problems of complex concept situations composed of single concept situations which they succeeded in solving. They belonged to relatively low mental capacity group, of which students who failed in solving problems of complex situations had lower metal capacities than ones who succeeded in solving them. According to these results, it could be concluded that mental capacity is one of main variables which have influence on problem solving of complex concept situations composed of solvable single concept situations.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.25 no.3
• /
• pp.378-387
• /
• 2019

Purpose: This article is a comprehensive review for concept clarification of critical thinking, clinical reasoning, and clinical judgment, which still lack a consensus and are of mixed use. Methods: Norris's method of concept clarification was used to review concepts that have no clear definition or conceptualization yet. Results: This review summarized literature from various disciplines, classified each concept based on similarities and differences, and provided hypothetic conceptual schema. Conclusion: Clinical reasoning and clinical judgment are clinical situation specific concepts, while critical thinking is a concept applied in general situations. Critical thinking is a broader concept and serves as a foundation for clinical reasoning and clinical judgment. Clinical reasoning precedes clinical judgment. Clinical judgement implies the end point or conclusion of clinical reasoning. Each of critical thinking, clinical reasoning, and clinical judgment is a cognitive and affective process not a psychomotor process. The concept of clinical competency involves action taken after the cognitive processes of clinical reasoning and clinical judgment.

• Journal of Korean Academy of Nursing Administration
• /
• v.14 no.3
• /
• pp.241-248
• /
• 2008

Purpose: The purpose of this study was to examine the effects of preceptor preparation education on the preceptor's role recognition, role conflict and professional self-concept. Method: A Quasi-experimental design with non-equivalant control group was used. The subjects included 39 nurses, 19 in experimental group, and 20 in the control group. The program consisted of introduction of preceptor education program & curriculum, change of hospital management environment, the newest trend of nursing course, concept of preceptorship, steps of preceptorship, role of preceptor, attitude of preceptor, role of education, etiquette in nursing situation, policy of clinical education ability improvement, communication, conflict management, nursing ethics, contents concerned nursing professionalist, cardiopulmonary resuscitation, and medication. The data was collected from September 29 to November 17, 2007 using a structured questionnaire. Result: Preceptor's role recognition was increased significantly in the experimental group. However, role conflict and professional self-concept weren't significantly changed in the experimental group, compared to the control group. Conclusion: This study provides evidence for potential and beneficial effect of preceptor preparation education program on nurses.

• Journal of Korean Academy of Nursing
• /
• v.13 no.3
• /
• pp.95-105
• /
• 1983

The purpose of this study was investigated the effects of education for nursing concept to the nursing students who are not attended to major course of nursing education in nursing college. it is hoped that this education for nursing concept will be contribute to positive nursing conceptualization for nursing students. The data for this study obtained from 118 students in attending college of nursing Ewha womens University(1st year; 62, End year; 56). 1st year students(experimental group) was attended to the education for nursing concept by investigators and 2nd year students(control .group) did not. After then tested to two group: Pre and post test for experimental group and post test only to control group. The results obtained were as follows: 1) In experimental group, pre-test mean score was 116.19(SD 50.46) and post-test mean score was 253.02 (SD 66.56). Therefore post-test mean score was higher than pre-test mean score (p=0.0001). 2) There were different score between the experimental group and control group. Control group was higher(207.58, SD 52.42) than experimental group(116.19, SD 50.46) at the pre-test (p=0.0002), but experimental group(253.02, SD 66.56) was higher than control group. (207 58, SD 52.42) at post-test(p=0.0001). These results implied that early intensive education for nursing concept might have positive effects on nursing conceptualization for nursing students.

• Proceedings of the Korea Society of Design Studies Conference
• /
• 2001.10a
• /
• pp.40.2-40
• /
• 2001

• Asia-Pacific Journal of Business
• /
• v.5 no.1
• /
• pp.43-53
• /
• 2014

Social and economic changes in the world, along with changes in the culture of government and structural changes in the relationship between the state, the market and higher education institutions, have resulted in new approaches pursued by states towards higher education (Konstantinov & Philonovich, 2007; Peterka, 2011). Higher education institutions, in its turn, enjoy more freedom in choosing to focus on various tasks and goals to their academic activities. This contributes to the diversity of expectations when it comes to the various roles modern academic institutions take on with regard to their development. Among many existing concepts in the current academic environment, the concept of "entrepreneurial university" is becoming a critically important concept in Russia. In this article, we consider the concept of the Entrepreneurial University as developed in Clark and Etzkowitz's theories, and the ways the concept is being adjusted in the higher education system in Russia. We analyze comparatively both contemporary and prior historical [1990s-mid2000s] state policies pertaining to higher-education institutions in Russia in order to provide an insight into how the national market of knowledge intensive production is being established in the country. As a consequence of these analyses, we present a new model of how universities can take a more systemic and meaningful approach to creating research-based innovation entrepreneurial activities. This approach is also viewed as making universities' innovation activities more sustainable and thus less dependent on the state support.