• Journal of Korean Clinical Health Science
• /
• v.2 no.4
• /
• pp.231-238
• /
• 2014

Purpose. This study examines the effects of improving students self-esteem and sociability by conducting a Group Art Therapy Program for students with learning disabilities. This study focused on three students with learning disabilities, attending B middle school special education class located in K county. The study was conducted for two hours once a week (Friday) at B middle school during special education class from May 2, 2014 to July 18, 2014. Methods. For the tools of studying, Self-esteem and social strip forms/rubrics were filled, by students', before and after and data processing was inspected, paired t-Test using the SPSS / WIN (Ver.18.0) for quantitative analysis. Also, on the basis of content, analyzed data of the individuals' self-esteem social changes are shown in graph format. In addition, this qualitative study shows before and after of dynamic house, tree, person (K-H, T, P), dynamic family (KFD), dynamic school life of search phase (4-6 sessions) significant improvement of self-esteem and sociability in adolescents' with learning disabilities influenced by conducting a Group Art Therapy Program. Results. The result of this study can be summarized as follows. First, Group Art Therapy Program shows a statistically significant difference (p<.05) showing that self esteem average is 2.04 before Group Art Therapy Intervention but self esteem average is 2.92 after Group Art Therapy Intervention. Second, as a result of social strip pre-post, there wasn't statistically significant difference compared to self esteem pre-post result, although, post examination's average level was enhanced after Group Art Therapy Program in difference examination.(p>.05). Third, as a result of analysis the indicated pre-post change of Students' pre-post dynamic house, tree, person (HTP), dynamic family (KFD), a dynamic school daily life (KSD), students' family and interpersonal relationships, self-concept shows statistical significant changes. Conclusion. As the result of this study, Group Art Therapy Program shows effective improvement in students' self-esteem and social skills learning disabilities. However, a future study on larger and more diverse group of students' with learning disabilities are advised to be conducted in order to better understand the significance of the Group Art Therapy Program.

• Journal of the Korean Society of Earth Science Education
• /
• v.10 no.1
• /
• pp.26-37
• /
• 2017

The purpose of this study was to investigate secondary pre-service science teachers' misconceptions of tide and to develop a learning module that can change misconceptions into scientific concepts and to examine the effect of the learning module for conceptual change. In order to achieve the purpose of the study, the researcher developed the test tool of tidal phenomena and the learning module using cognitive conflict strategy. The subjects of this study were 40 first year students who majored science education at a college of education in G metropolitan city. The results of this study are as follows. First, secondary pre-service science teachers had various misconceptions about tidal phenomena. Second, the developed learning module was effective in changing misconceptions about tide of pre-service science teachers into scientific concepts. However, some students had misconceptions about tidal phenomena after learning the developed module. The typical misconception was that they could not distinguish the centrifugal force generated when the earth and the moon revolve about the center of common mass as the center of rotation and the centrifugal force generated by the earth's rotation. And they did not know that they should not consider the earth's rotation while the earth was revolving around the center of common mass.

• Journal of information and communication convergence engineering
• /
• v.17 no.1
• /
• pp.8-13
• /
• 2019

Smart Farming has been regarded as an important application in information and communications technology (ICT) fields. Selecting crops for cultivation at the pre-production stage is critical for agricultural producers' final profits because over-production and under-production may result in uncountable losses, and it is necessary to predict crop production to prevent these losses. The ITU-T Recommendation for Smart Farming (Y.4450/Y.2238) defines plan/production consultation service at the pre-production stage; this type of service must trace crop production in a predictive way. Several research papers present that machine learning technology can be applied to predict crop production after related data are learned, but these technologies have little to do with standardized ICT services. This paper clarifies the relationship between agricultural consultation services and predicting crop production. A prediction scheme is proposed, and the results confirm the usability and superiority of machine learning for predicting crop production.

• Journal of The Korean Association For Science Education
• /
• v.25 no.4
• /
• pp.450-464
• /
• 2005

The purpose of this study was to design a web-based project learning that is suitable for teaching concepts by studying the motion of the Moon for middle school students and to investigate the effects of the lesson applying designed learning. Designed learning was conducted with 48 ninth graders, who were individually interviewed; 5 males and females students out of the total. The types and factors of the unscientific concepts on the motion of the Moon were analyzed by the pre-test using interviews and questionnaires being evaluated to the degree of concept level that was developed in this study. After the pre-test students were instructed to do the web-based project learning where they could observe the motion of the moon for a month and discuss the results from the observation. After the web-based project learning, the effect of learning was examined by applying the post-test to the students and by analyzing the comparison of the pre-test and the post-test. The web-based project learning was effective for the conceptual change of the motion of the Moon (p<.001). According to the post-test, it positively affected the students and improved their integrated processing skills. Specifically, it had effects on conducting experiments (p<.001), controlling variables and defining operations (p<.05) in integrated processing skills.

• Journal of Industrial Convergence
• /
• v.21 no.9
• /
• pp.89-102
• /
• 2023

This study was a one group, pre-post test design experimental study to identify the effects of problem-based learning applied to adult nursing subjects on meta-cognition, problem solving, professional self-concept and self-directed learning of nursing students. The participants were 60 fourth grade students who had registered for adult nursing class from a nursing university in D metropolitan city, the data were collected from September to December, 2022. The adult nursing class model was designed based on the ADDIE model suitable for PBL. The class period was conducted for 15 weeks, with 8 weeks of lectures, 2 weeks of exams, and 5 weeks of Barrow and Myers 5-step PBL learning. The collected data were analyzed using the SPSS/WIN 20.0 Program, and paired t-test was used to test the differences between variables before and after the intervention. There was a statistically significant difference in metacognition(t=-8.04, p<.001), problem solving(t=-4.08, p<.001), professional self-concept(t=-4.67, p<.001) and self-directed learning(t=-4.69, p<.001) between pre and post problem based learning. Therefore, our result recommend that to apply problem-based learning in various major subjects to strengthen nursing students' metacognition, problem-solving, professional self-concept, and self-directed learning skills.

• Journal of Medicine and Life Science
• /
• v.17 no.1
• /
• pp.1-6
• /
• 2020

Recently, an advanced form of blended learning, which incorporates a teaching method that focuses on flipped learning is actively used in colleges. Flipped learning is for learners to pre-learn content through videos uploaded by instructors before class, and then participate in learner-centered learning activities such as discussions and team activities in the classroom. The purpose of this paper is to review where flipped learning is being used in medical schools, and to draw implications for effective and efficient use in medical schools. For this, the definition of flipped learning, how it evolved, educational usefulness of this method of learning, and application cases in medical schools were reviewed. Through the reviews of cases of flipped learning and its positive effects, it is suggested that medical schools consider more use of flipped learning in the classroom instructions, with sensitivity to the individual medical departments' needs, environment and professors' preferences.

• Journal of information and communication convergence engineering
• /
• v.18 no.4
• /
• pp.239-244
• /
• 2020

This study analyzed the influencing factors of learning engagement and teaching presence in online programming practice classes. The subjects of this study were students enrolled in an industrial specialized high school, who practiced creating Arduino circuits and programming using a web-based virtual practice tool called Tinkercad. This research adopted a tool that can measure task value, learning flow, learning engagement, and teaching presence. Based on this analysis, learning flow had a mediating effect between task value and online learning engagement, as well as between task value and teaching presence. Increasing learning engagement in online classes requires sensitizing the learners about task value, using hands-on platforms available online, and expanding interaction with instructors to increase learning flow of students. Furthermore, using virtual hands-on tools in online programming classes is relevant in increasing learning engagement. Future research tasks include: confirming the effectiveness of online learning engagement and teaching presence through pre- and post-tests, and conducting research on various practical subjects.

• International conference on construction engineering and project management
• /
• 2007.03a
• /
• pp.749-758
• /
• 2007

Learning has become an important aspect for any organization to stay relevant and competitive in the corporate world of survival. In construction industry, the international construction joint ventures (ICJVs) provide an excellent platform with opportunity of learning among partners seeking to develop new area of competency and improve their overall competitiveness for their next project endeavor. This paper discusses the development of a conceptual model of effective learning in ICJVs using four major stages of development in a typical joint venture (JV) 's process. The study identified that there are three key constructs that contribute to effective learning comprising learning conditions in the JV's pre-inception stage, success factors of JV for learning in the forming & organizing stage, and learning actions in the implementation & adjustment stage. The effective learning outcomes are measured by the characteristics of learning organization during the JV's completion & evaluation stage. Details and issues of each stage and the methodology of research will be presented and discussed.

• Journal of Engineering Education Research
• /
• v.19 no.5
• /
• pp.65-71
• /
• 2016

The purpose of this paper is to research the effect of a reflection journal on self motivated-learners' study. The learners were divided into experimental and control groups, we carried out the pre- and post- surveys, and compared the groups' academic achievements. As a result, their persistent learning, self-efficacy, learning attitude somewhat improved and their academic achievement as well.

• International Journal of Contents
• /
• v.17 no.3
• /
• pp.30-37
• /
• 2021

This study aimed to determine the effects of simulation learning program using SBAR (Situation, Background, Assessment, Recommendation) techniques on undergraduate nursing students' clinical judgment and communication skills. A quasi-experimental research design (one-group pretest-posttest design) was used in this study. The participants included 88 students from a nursing college. There were statistically significant differences in clinical judgment, communication clarity, and communication confidence between pre-simulation learning using SBAR and post (t=10.32, p<.0001; t=6.05, p=<.0001; t=7.42, p=<.0001). The simulation learning program using SBAR was found to improve nursing students' clinical judgment as well as clarity and confidence in interprofessional communication.