• Journal of Technologic Dentistry
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• v.34 no.4
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• pp.457-469
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• 2012

Purpose: The purpose of this study is analyzing how much students of dental technology possess core competencies and cognition between dental technicians and students. Methods: The subjects of this study were dental technicians, dental technology students and a self-administered structured questionnaire survey wax conducted for 428 selected people. Collected data were analyzed using SPSS Win 20.0 statistics program and analysis techniques include the frequency, t-test, One-way ANOVA. Results: The results of the survey are as follows. The cognition of key competency according to the gender in the students showed differences in interpersonal ability, information ability and the requirement of key competency according to the gender in the students showed differences in speaking ability, listening ability, problem solving ability. The cognition of key competency according to the grade in the students showed difference in speaking ability, listening ability and the requirement of key competency according to the grade in the students showed difference in comprehension of organization ability. The speaking ability is the lowest in the cognition of key competency according to the gender, grade, experience of clinical training in the students and the skill ability is the highest in the requirement of key competency according to the gender, experience of clinical training in the students. The cognition of key competency according to the career in the dental technicians showed difference in problem solving ability, self-regulation and self-development ability, skill ability and the requirement of key competency according to the career in the dental technicians showed difference in writing ability. The cognition of key competency according to the educational background in the dental technicians showed difference in comprehension of organization ability. The foreign language ability is the lowest in the cognition of key competency according to the career, job in the dental technicians and the skill ability is the highest and the math ability is th lowest in the requirement of key competency according to the career, place of employment in the dental technician. Conclusion: This study can be used as basic data for dental technology that are available not only to field-oriented disciplines but also to overall higher education fields which aim to strengthen key competency.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.433-443
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• 2011

Purpose: This study aimed at (a) developing an instructional model of creative thinking education on the problem-based learning method (C-PBL) in undergraduate nursing curriculum at one University, and (b) examining its effect on nursing students' level of creativity and outcomes from problem-based learning. Methods: The C-PBL model was implemented on 43 juniors of the experimental group with a 30 hour-nursing class during one semester. The control group, with 54 seniors, received 4 hours of problem based learning training in an adult nursing class. Pre-and post-tests were done with the Torrance Tests of Creative Thinking for creative thinking ability, the Integrated Creativity Instrument for creative motivation and attitudes, the Problem Solving Competency questionnaire, and the Self-Directed Learning Instrument. Results: The C-PBL model was developed using a caring situation scenario to solve nursing problems with 3 training steps of 'encountering a patient in a caring situation', 'exploring nursing knowledge', and 'designing creative caring beyond given knowledge'. Between the experimental group and the control group, there were significant differences in creativity (p<.010), problem-solving ability (p<.010), and self-directed ability (p<.010). Conclusion: This C-PBL method could contribute in increasing creative competency as well as problem-solving ability for nursing students.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.38-52
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• 2016

This study analyzed effects of Action Learning approach on enhancing learning motivation and improving problem-solving capacity in NCS vocational competency classes of Polytechnic College. Targeted group is B Polytechnic College located in Chungnam, and 53 students in experimental group and 64 students in control group. analysis of data is descriptive statistic analysis and the multivariate analysis of variance (MANOVA) method to study sub factors of learning motivation and problem-solving ability. As a result, Action Learning approach has a great influence on connection, confidence, and satisfaction, among the sub factors of learning motivation. also figured that the approach has positive effects on problem clarifying, cause analysis, alternative developing, planning/practicing, and performance assessment, among the sub factors of problem-solving capacity. Moreover, Polytechnic College's NCS vocational competency classes are desirably required to adopt the approach of Action Learning for their educational method, as it fosters basic competencies, such as understanding of diverse perspectives, communicating, leadership, interpersonal relationship, self-development, coping with conflicts, operating meetings, to be learned while students are doing problem-solving activities under a team-working atmosphere.

• Journal of Practical Engineering Education
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• v.8 no.2
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• pp.75-81
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• 2016

This research proposes to design a flipped classroom with strategic questioning to enhance engineering student's creative problem-solving competency on the basis of the subject knowledge. By applying the designed flipped classroom to both of college and dual system engineering courses during one semester, this study explores to find the meaning and effects of the flipped learning method. The case study analyzed the influences of the flipped learning with the use of strategic questioning on student's problem-solving performance, and also investigated student satisfaction and evaluation of the learning in order to draw out the factors to consider further in the instructional design.

• The Mathematical Education
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• v.60 no.2
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• pp.229-247
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• 2021

Students' mathematical thinking is represented via various forms of outcomes, such as written response and verbal expression, and teachers could infer and respond to their mathematical thinking by using them. This study analyzed 39 elementary teachers' competency to notice students' problem-solving strategies containing mathematical errors in fraction addition and subtraction with uncommon denominators problems. Participants were provided three types of students' problem-solving strategies with regard to fraction addition and subtraction problems and asked to identify and interpret students' mathematical understanding and errors represented in their artifacts. Moreover, participants were asked to design additional questions and problems to correct students' mathematical errors. The findings revealed that first, teachers' noticing competency was the highest on identifying, followed by interpreting and responding. Second, responding could be categorized according to the teachers' intentions and the types of problem, and it tended to focus on certain types of responding. For example, in giving questions responding type, checking the hypothesized error took the largest proportion, followed by checking the student's prior knowledge. Moreover, in posing problems responding type, posing problems related to student's prior knowledge with simple computation took the largest proportion. Based on these findings, we suggested implications for the teacher noticing research on students' artifacts.

• Journal of Distribution Science
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• v.16 no.6
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• pp.77-84
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• 2018

Purpose - The aim of this study was to analyze the educational needs of distribution company salespeople in core competencies for convergence and their general perception of convergence education. Furthermore, this study provides basic data on core competencies for convergence needed by them. Research design, data, and methodology - A survey was conducted on 104 distribution company salespeople who worked near Seoul, Korea to analyze the perceptions of their educational needs in core competencies for convergence education, according to their socio-demographic characteristics. The socio-demographic characteristics were gender, age, workplace size, education background, work experience and business category. The questionnaire consisted of demographic factors (7 questions), general perception of convergence education (5 questions), perception of importance of core competency for distribution company salespeople (9 questions), and current perception of distribution company salespeople on core competency of convergence workers (9 questions). Park et al.(2014)'s categorization of convergence core competencies was used: Cognitive convergence (creative thinking, critical thinking and understanding of convergence knowledge), convergence performance (problem solving, communications, collaboration and application of convergence tools) and attitude toward convergence (empathy and responsibility). Data was collected through an independent sample of t-tests and a one-way analysis of variance and the Borich Needs Assessment Model was used to identify the educational needs of distribution company salespeople in the core competencies of convergence education. Results- The results show that the subjects recognized the need for convergence education to be high among the general perceptions. The perception scores for workers of different backgrounds only varied according to the size of the business. Moreover, the results of the educational needs analysis and the ranks of the required core competencies of convergence workers by the subjects were as follows: 1. convergence knowledge understanding competency, 2. creative thinking competency, 3. convergence tool application competency, 3. communications competency, 4. problem solving competency, 5. collaboration competency, 6. critical thinking competency, 7. empathy competency, 8. responsibility competency. Conclusions - This study highlights the necessity of developing university curriculum that can nurture the core competencies of conversion education reflecting distribution company salespeople's requests as well as cultivating qualified convergence workers required by distribution company workers.

• The Korean Journal of Emergency Medical Services
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• v.20 no.3
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• pp.37-47
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• 2016

Purpose: The purpose of the study was to establish an education curriculum subject program design for the department of emergency medical technology based on National Competency Standards (NCS) key competencies. Methods: A self-reported questionnaire was completed by 180 level 1 emergency medical technicians in K area from June 15 to 20, 2016. Except for 14 incomplete questionnaires, 141 data were analyzed. The study instrument included general characteristics of the subjects (7 items) and importance and satisfaction levels for 10 key competencies including 34 items of subfactors by a Likert 5-point scale using Borich Needs Assessment Model. A locus for focus model (LF model) was used to derive the top priority key competencies for the education curriculum. Data were analyzed by SPSS v. 20.0. Results: The order of education needs of the program included interpersonal competency (1.442), communication competency (1.384), problem solving competency (1.185) and professional ethics competency (1.149). In the LF model, the required jey competencies included interpersonal competency, communication competency, professional ethics competency, and problem solving competency. Conclusion: The study results coincided with standard education curriculum guidelines. Our resluts can provide a valid reference for the department of emergency medical technology.

• The Journal of Korean Society for School & Community Health Education
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• v.18 no.3
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• pp.83-95
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• 2017

Objectives: The purpose of the research is understand the priorities of national competency standards vocational key competence factors in nurse who is work in Seoul and Incheon. Methods: The design of this study is descriptive investigation research, and the subjects were 144 nurse. we establish the vocational key competency defined in national competency standards as analytic hierarchy analysis model. The vocational key competency has 10 categories and 34 sub-categories. And based on the survey in nurse, the weight representing relative importance of each factor were calculated by using analytic hierarchy process method. Results: The analytic hierarchy process analysis on 10 categories showed that professional ethics(0.149) was higher than any other categories while that of numeracy(0.040) was at the bottom. And the analysis on sub-categories revealed that the most important factors in each categories included the Ethical community(Professional ethics), Conflict management skills(Interpersonal skills), Problem solving capability(Problem-solving skills), Listening skills(Communication skills), Applicable technical skills(Technical skills), Ability to understand business(Ability to understand organizational structures), Information processing capabilities(Information capacity), Self-management skills(Self-development capability), Ability to manage time(Resource management capabilities), Basic math skills(Numeracy). Conclusions: The results in this study can be used as basic data for the development of liberal arts curriculum for Nursing.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.257-277
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• 2017

The purpose of this research is divide into two kinds. First, develop the mathematical modeling program for mathematically gifted students focused on Voronoi diagram and Delaunay triangulation, and then gifted teachers can use it in the class. Voronoi diagram and Delaunay triangulation are Spatial partition theory use in engineering and geography field and improve gifted student's mathematical connections, problem solving competency and reasoning ability. Second, after applying the developed program to the class, I analyze gifted student's core competency. Applying the mathematical modeling program, the following findings were given. First, Voronoi diagram and Delaunay triangulation are received attention recently and suitable subject for mathematics gifted education. Second,, in third enrichment course(Student's Centered Mathematical Modeling Activity), gifted students conduct the problem presentation, division of roles, select and collect the information, draw conclusions by discussion. In process of achievement, high level mathematical competency and intellectual capacity are needed so synthetic thinking ability, problem solving, creativity and self-directed learning ability are appeared to gifted students. Third, in third enrichment course(Student's Centered Mathematical Modeling Activity), problem solving, mathematical connections, information processing competency are appeared.

• Journal of the Korean Home Economics Association
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• v.35 no.6
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• pp.249-259
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• 1997

The purpose of the study was to investigate the relationships of maternal attachment, social competence and interpersonal cognitive problem-solving skill. fifty-four children aged 5 and 6 years and their mothers were observed and videotaped in a strange situation. Children were interviewed in order to assess interpersonal cognitive problem solving skill. teachers rated children's social development using modified ISCE(Iowa Social Competency Scale : Preschool Forma). The results showed that there were significant relationships of maternal attachment, social competence and interpersonal cognitive problem-solving skill. children of the secure attachment to mothers were greater social activator, cooperative, alternative solution thought and consequential thought. In contrast, children of insecure attachment to mother were less social activator and cooperative, and more hypersensitive and apprehensive. Children's social competence was related to the interpersonal cognitive problem-solving skill.