• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.390-399
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• 2022

Purpose: This study was conducted to identify the factors affecting nursing students' resilience. Methods: The subjects were 192 nursing students from a college in G city. Data were collected from september 23 to 26, 2019 and analyzed using SPSS 22.0 and descriptive statistics, t-test, ANOVA, Sheffé test, Pearson's correlation coefficients, and multiple regression. Results: Resilience showed a statistically significant difference according to gender, grade, personal relation, motive for application, major satisfaction, grade point in general characteristics. Academic engagement and resilience showed apparent positive correlation (r=.37, p<.001), stress and resilience showed weak negative correlation (r=-.23, p=.001). In multiple regression analysis, the most affecting factor was the academic engagement (𝛽=.24), poor of subjective health status (𝛽=-.21), female (𝛽=-.19), junior of grade (𝛽=.13). These variables explained 33.0% of the total variance in resilience. Conclusion: To strengthen resilience in nursing students, learning atmosphere creation through intrinsic motivation in the regular class. Also, a variable academic engagement program should be provided to be able to positive thinking about academic study and achievement.

• The Mathematical Education
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• v.62 no.2
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• pp.211-236
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• 2023

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.9
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• pp.563-571
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• 2018

The purpose of this study is to explore the direction of multicultural mentoring class activities in order to promote the professional growth and critical reflection of student mentors who are undergraduate students from a variety of major. For this purpose, the contents and phenomena of the multicultural mentoring of the mentor - mentee were reported as activity texts, and then seven directions of textuality were applied to explore the direction of multicultural mentoring class activities. As a result, coherence refers to the relationship between the mentor and the mentee for continuing the activities of multicultural mentoring, and cohesiveness refers to the relationship between the mentor and the mentee. It was called the achievement of identity. Intention means that the mentor has an intention or goal for the class before the mentoring activity, and tolerance means that the text produced by the mentor in the multicultural mentoring process is accepted by the mentee. Intentional means that the mentor has intention or goal for the class before the mentoring class activity, and tolerance means having the text as the class activity text when the mentor's text is accepted by the multicultural mentoring class activity process. In the case of informativeness, the information produced by the mentor is less informative when the mentee is predictable and less informative when the predictor is low. In the case of contextuality, contextuality of class activities can be changed according to the physical text situation and the mentee situation in class activity. In case of multicultural mentoring class activity, except for case where mentor creates new class activity text, it is related to the production of class activity texts through mentor learning experiences, peer friends' advice, and education.

• The Mathematical Education
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• v.62 no.1
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• pp.57-78
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• 2023

Students' engagement in lessons not only determines the direction and result of the lessons, but also affects academic achievement and continuity of follow-up learning. In order to provide implications related to teaching strategies for encouraging students' engagement in elementary mathematics lessons, this study implemented lessons for middle-low achieving fifth graders using open-ended tasks and analyzed characteristics of students' engagement in the light of the framework descripors developed based on previous research. As a result of the analysis, the students showed behavioral engagement in voluntarily answering teacher's questions or enduring difficulties and performing tasks until the end, emotional engagement in actively expressing their pleasure by clapping, standing up and the feelings with regard to the topics of lessons and the tasks, cognitive engagement in using real-life examples or their prior knowledge to solve the tasks, and social engagement in helping friends, telling their ideas to others and asking for friends' opinions to create collaborative ideas. This result suggested that lessons using open-ended tasks could encourage elementary students' engagement. In addition, this research presented the potential significance of teacher's support and positive feedback to students' responses, teaching methods of group activities and discussions, strategies of presenting tasks such as the board game while implementing the lessons using open-ended tasks.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.349-368
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• 2023

The revised 2022 educational curriculum highlighted the significance of mathematical literacy as a foundational competency that can be cultivated through the learning of various subjects, along with language proficiency and digital literacy. However, due to the lack of a precise definition for mathematical literacy, there exists a challenge in systematically implementing it across all subjects in the educational curriculum. The aim of this study is to clarify the definition of mathematical literacy in the curriculum through a literature review and to analyze the application patterns of mathematical literacy in other subjects so that mathematical literacy can be systematically applied as a basic literacy in Korea's curriculum. To achieve this, the study first clarifies and categorizes the meaning of mathematical literacy through a comparative analysis of terms such as numeracy and mathematical competence via a literature review. Subsequently, the study compares the categories of mathematical literacy identified in both domestic and international educational curricula and analyzes the application of mathematical literacy in the education curriculum of New South Wales (NSW), Australia, where mathematical literacy is reflected in the achievement standards across various subjects. It is expected that understanding each property by subdividing the meaning of mathematical literacy and examining the application modality to the curriculum will help construct a curriculum that reflects mathematical literacy in subjects other than mathematics.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.136-147
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• 2024

It has recently be emphasized in science education that lessons that can develop "scientific participation and action" should be implemented to scientifically recognize various problems and respond to them as well as risks that occur in real life. This study aims to analyze the characteristics of scientific participation and action lessons as perceived by the preservice primary school teachers. To do that, the researchers collected and analyzed the lesson plans designed by the preservice teachers based on the achievement standard related to noise for grades 3-4 in 2022 revised science curriculum. Focusing on the stages of "problem recognition," "data collection and analysis," and "implementation and sharing," the results identity the four main characteristics as problem-solving activity, inquiry activity, investigative activity, and activity that encourages practical actions. The two or three features were found to be combinated in a lesson depending on its context. In some cases, only one feature was seen in a lesson. Based on the results, educational implications were discussed in terms of the teaching and learning methods and teacher education for implementing scientific participation and action.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.40-48
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• 2006

The purpose of this study was to investigate 6th grade pupil's thoughts during classification activities. Two suitable tools in classification activity achievement were developed to achieve this purpose. The first was an artificial stimulus card in which the attribute was prominent; and the other a natural stimulus card in which the attribute was less prominent. Participants of the study were 8 6th grade pupils from D elementary school in Yeongdeungpo-gu, Seoul. Data were collected from interviews with the pupils, the pupil's recordings of classification, the investigator's observation of pupil's actions, and video recordings of the pupil's subject classification process. Results found in this study were as following. First, when doing classification 6th grade pupils considered attribute observation, attribute estimation, preliminary inspection, criteria selection, and sample identification. Second, 6th grade pupil classification thought process was found to be repetitive, passing through the steps of attribute observation, attribute estimation, preliminary inspection, criteria selection, and lastly, sample identification. Third, 6th grade pupils took advantage of cognitive economic efficiency. Study findings also revealed guidance for the teaching and learning of scientific classification. First, once teachers understand the classification thought process of students, more effective classification guidance will be possible. Second, it is necessary that guidance fit each step of the classification thought process.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.790-797
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• 2006

The purpose of this study was to examine the effects of the level-differentiated laboratory activities suggested by the 7th national curricula compared to the in-depth level activities only and supplementary level activities only. Two hundred 7th grade students attending a coed middle school were selected for this study and divided into three groups; level-differentiated, in-depth, and supplementary group. In each group, the students were subdivided into the in-depth level and the supplementary level by the formative test after completing the basic learning course. The in-depth and the supplementary laboratory activities were developed and engaged to the respective students in the level-differentiated group for one semester, while only the in-depth activities were engaged to the in-depth group and only the supplementary activities were engaged to the supplementary group. To examine the effects of treatments, the science knowledge test and the inquiry process skill test were administered before and after treatments and the students' opinions about the level-differentiated instruction were surveyed. The results showed that there were significant differences in the science knowledge achievements between the groups while no significant difference was found in the inquiry process skills. Post hoc analysis showed these differences were found between the level-differentiated group and the supplementary group. After the activities, most students in the level-differentiated group responded positively on doing level-differentiated activities except a few students in the supplementary level, These results justify the effectiveness of the level-differentiated laboratory activities compared to the supplementary only laboratory activities in middle school science classes.

• 대한공업교육학회지
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• v.42 no.2
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• pp.108-122
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• 2017

This research paper is to examine James Watt who led the 1st industrial revolution successfully. His great work was called monumental achievement in the human history of civilization. Here, we looked over the Watts' educational environment during his infant, juvenile, and adolescence period and also, his learning attitude about his own field through literature review. The basic infra of soft and hard wares for the industrial revolution through the process of R & D on new developing steam engine resulted from the very industrial revolution and its R & D environment were to be investigated. The useful information and knowledge from this process of the research are able to give an appropriate educational guidance to bring up the development of creativity in schooling systems. And also a lesson from the past could be used to provide the desirable direction for the 4th industrial revolution which is just begun to start now. The main results from this study are as follows; First, Watts' parents positively guided him onto the technology of manual field because they recognized their son was interested in technology field. The parents' attitude stimulated and guided his sons' self-development, had been equal to the aims of education. Second, Watt made a chance of making friendships with professors of Glasgow University. He spontaneously had done self-directed learning for getting knowledge and technology, and thus he became an expert of practical engineer and theorist. Third, the Lunar society, which was jumping over one's social position in their society of the 18th century through new thinking way, leading new ages had been very good R & D social infra for Watt to open and connect new advanced level of science and technology in his age. This society provided a study environment fields for their members to exchange their ideas of scientific curiosity and freely inquiry, technology informations. They had discussed and understood the issues to be occurred in their own fields and accumulated necessary knowledge for problem-solving, respectively. Such as this R & D system environment will be also considered in the modern research group. Fourth, the entrepreneur such as Boulton, who understand technology and grasp its value in future, is needed. The system of 'grue of management' will support the researcher with financial support, which is necessary in R & D. And the researcher like Watt who takes pleasure in technology itself and study eagerly in his field without financial problems, that is, 'grue of technical expert' is essential when leading to success in the industrial revolution.

• Journal of dental hygiene science
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• v.13 no.4
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• pp.510-517
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• 2013

This study was carried out in order to be utilized as basic data necessary for developing dental hygiene curriculum by confirming the difference in propensity level and the variables of having influence upon problem-solving ability of dental hygiene students and by grasping influence of relevant variables at the point of time that requires arrangement of a learning system for promoting problem solving ability aiming to train talents who have ability available for performing successful practical affairs. The influence of factors upon the problem solving ability had statistically significant relationship with academic year, interpersonal relations, school record, and major satisfaction. According to academic year, the problem solving ability of sophomore (B=-0.182, p=0.010) was shown the lower tendency than junior. The problem solving ability was lower in when being bad (B=-0.349, p=0.020) compared to when being good as for interpersonal relations, in when the mark is under 3.0 (B=-0.328, p=0.004) than over 4.0 as for academic achievement, and in when being dissatisfied (B=-0.483, p=0.005) than when being satisfied as for the major satisfaction. Hence, to train competent people who have ability available for performing successful practical affairs, the education is considered to be likely needed that has substantial problem solving ability for reinforcing problem solving ability by grasping a learning problem oneself without the differentiated curriculum, by establishing an alternative plan for solving problem, and by searching for and acquiring necessary data according to factors of having influence upon problem solving ability of dental hygiene students.