• Title/Summary/Keyword: Reflection-in-practice

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The Impact of Reflective Thinking Methods on Improvement of Pre-service Geography Teacher's Teaching Knowledge (반성방법의 차이가 예비 지리교사의 수업전문지식에 미치는 영향)

  • Lee, So-Young;Oh, Jeong-Joon
    • Journal of the Korean association of regional geographers
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    • v.17 no.4
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    • pp.459-476
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    • 2011
  • This research aims to figure out the impact of different reflective thinking methods on pre-service geography teachers' teaching knowledge. Four pre-service teachers in the same level were selected through the first simulated instruction, Then, different reflective methods were given them to carry out the reflection. Afterwards, they carried out their second simulated instruction. The change of average score of pre-service teachers was analyzed through the peer reviews and Paired samples T-test. The results are as follows. First, when the first peer review score were compared with second peer review, average score of all pre-service teachers improved. But, pre-service teachers who got cooperative reflection with a specialist had the widest variation in the increase level of average score comparing to those without reflection or reflective journal writing. Second, reflective journal writing through self-reflection led to their reflective thinking, but it did not induce them to reflective practice. Finally, pre-service teacher who got cooperative reflection with experienced teachers got the significant improvement in PCK through the T-test. In particular, it had significant statistical value in instruction section and understanding of students section. It demonstrates that the contextual section could be improved by self-reflection or repetitive class practices, while instruction section and understanding of students section needed consulting by assistants.

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An Action Research to Improve Fundamental Nursing Practice Course: Designing College Courses Model (수업디자인 모형을 적용한 기본간호학실습 수업 개선의 실행연구)

  • Kim, Heeyoung;Kim, Yun-Hee
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.22 no.2
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    • pp.169-179
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    • 2015
  • Purpose: The purpose of this study was to improve the quality of fundamental nursing practice course. Methods: Participants were 132 students who took the fundamental nursing practice course at D university in N city. The study included processes of planning, action, observation, and reflection. Quantitative data were analyzed using SPSS 20.0 program and qualitative data were evaluated through content analysis. Results: The 12-step designing college courses model by Fink was applied in the planning. In the acting stage, the course was conducted according to the instruction in designing the course, students wrote reflective journals and the professor gave feedback to the reflective journal and the class observation journal was used for lessons. In the observation stage, the course evaluation was surveyed and analyzed, evaluations were positive with 47.1% of students positively evaluating the teaching strategy. In the reflecting stage, outcomes in course improvement were reflected on and, the number of students at the lower level-of-achievement decreased. Conclusion: Action research was a useful research method that could capture the quality improvement process in college courses. Expression of effort and passion to improve quality of education through action research in various ways and to share quality improvement strategies for nursing education are important.

Designing a Platform of Online Inquiry-Based Learning for Information Literacy

  • KWON, Sung-ho;RYU, Sook-young
    • Educational Technology International
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    • v.6 no.1
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    • pp.121-137
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    • 2005
  • In today's information-rich society, the need for information literacy has urgency. Three tasks of information processing are filtering, meaning-matching, meaning-construction that could be strengthened through inquiry-based learning. The cycles of reflection and practice develop the habit of mind, or conscious information processing that allow the learners to acquire higher level of information literacy. An on-line inquiry-based learning environment designed for information literacy may help learners to perform their lifelong learning better with the ability to appreciate, locate, evaluate, and use information effectively.

The Effects of OSCE Application Before Clinical Practice for Nursing Students (임상실습 전 간호학생에게 적용한 OSCE 프로그램 효과)

  • Yoon, Jin;Kim, Keum Ja;Choi, Mi Suk
    • The Journal of Korean Academic Society of Nursing Education
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    • v.19 no.2
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    • pp.273-284
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    • 2013
  • Purpose: The study was done to identify the effects of OSCE program prior to clinical practice for nursing students and to find out the weakest area of fundamental nursing skills. Methods: Study design was methodological triangulation. Qualitative analysis was done to derive nursing students' OSCE experiences using OSCE reflection note. Level of basic nursing skill acquirement was identified by quantitative method. Results: Four themes and 10 sub-categories emerged: (a) confidence and interests in nursing being increased, (b) being encouraged by mentor and evaluator, (c) requiring much effort to learn nursing skill, (d) being aware of themselves and understanding others in their shoes. Results of analysis of OSCE application score record showed as followings ; Intravenous injection(92.6%), Intramuscular injection(89.5%), Foley catheterization(85.2%), Vital sign(81.5%): BP check(63.0%) Respiration check(50.0%), Health assessment: respiration sound auscultation(33.3%) heart sound auscultation(44.4%). Conclusion: OSCE program application before frist clinical nursing practice was effective in terms of fundamental nursing skills learning. It is necessary to reinforce nursing skills based on the study results.

Nursing Students' Experiences with Patient Deaths during Clinical Practice (간호학생의 임상실습 중 환자의 죽음 경험)

  • Kang, Hyun-Ju;Choe, Hye Jeong
    • The Journal of Korean Academic Society of Nursing Education
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    • v.26 no.1
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    • pp.56-66
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    • 2020
  • Purpose: The purpose of this study was to explore nursing students' experiences with patient deaths during clinical practice. Methods: The participants were ten nursing students who had experienced patient deaths during clinical nursing practice at a university hospital in Korea. Individual in-depth interviews were conducted, and the data were analyzed using the content analysis method suggested by Graneheim and Lundman (2004). Results: The participants' experience was structured into six categories: experiencing various emotions in facing patient deaths, viewing oneself as a nursing student at the scene of a patient's death, thinking about death again, finding a pathway of understanding and support for patient death experiences, impressions and regret felt while actually observing terminal care, and picturing oneself as a future nurse dealing with a patient's death. Conclusion: Based on this study, stress management and self-reflection programs are suggested for nursing students who have experienced patient deaths. Practical nursing education for patient death and end of life care is also needed.

Observation on the Constructing Practical Knowledge of Student Teachers: A Case of Geography Classroom Organization (교육실습생의 실천적 지식 구성에 대한 관찰 - 지리 수업조직을 사례로 -)

  • Kang, Chang-Sook
    • Journal of the Korean Geographical Society
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    • v.44 no.4
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    • pp.577-603
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    • 2009
  • The purpose of this study is to understand two geography student teachers' experience of practical knowledge on the geography classroom organization during their student teaching. I carried out a qualitative case study on the geography classroom organization and its practice. Data was gathered through participant observation and in-deep interview. The results are as follows: 1) I present portraits two pre-service geography teachers' lives, which represent typical case of intrinsic deep motivation and spontaneous interest in subject matter. 2) Their classroom are organized $9{\sim}14$ segment, its segment organizations in introduction close steps and main lesson step behave differently. The segment activities in close step behave most irregularly. 3) In the reflection rubric, the level of their reflection is middle, mostly concentrated on 'technical' or 'dialogue' level. On the basis of these findings, it can be concluded that a different way of understanding the relationship between knowing to teach and knowing about teaching is necessary.

Social Dimensions of Bio-technology: Focusing on HGP's Shaping Process (생물공학의 사회적 차원들: HGP의 형성과정을 중심으로)

  • Kim Dong-Kwang
    • Journal of Science and Technology Studies
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    • v.1 no.1 s.1
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    • pp.105-122
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    • 2001
  • The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

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Human Genome Research and ELSI Program (인간유전체 연구와 인문사회과학적 접근 : ELSI 연구의 현황과 과제)

  • Yoon Jeong-Ro
    • Journal of Science and Technology Studies
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    • v.1 no.2 s.2
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    • pp.423-438
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    • 2001
  • The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

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A Re-discussion on the Characteristics of Medicine (의료행위의 특질 재론)

  • HeeTae Suk
    • The Korean Society of Law and Medicine
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    • v.25 no.1
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    • pp.3-58
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    • 2024
  • It has become a general idea today that the characteristics of medicine should be considered as a basis when discussing a medical personnel's duty of care and whether or not it has been violated, and when discussing its duty of explanation and whether or not it has been fulfilled in medical practice. However, in the discussion of its characteristics, some shortcomings still exist, so the need for a re-discussion has been raised. Firstly, existing discussions on characteristics have failed to comprehensively grasp and explain the characteristics of medical practice. Secondly, in some researchers' arguments, there are discrepancies between the terms used to express characteristics and their conceptual definitions or content. Thirdly, the lack of exemplified cases that reflect the characteristics of medicine - especially Supreme Court precedents - has led some to think negatively about the recognition and reflection of certain characteristics. In my early writings, I have described five characteristics of medical practice: 'conflict in medical goals', 'initiating appropriate medical actions (progression of illness)', 'dynamics of medical intervention (diversity of symptoms)', 'diversity of medical effects', 'inherent risk of medical treatment (invasiveness)'. In this paper, keeping in mind the reasons for the need for reconsideration, I aim to analyze the characteristics of medicine in detail and cite key parts of representative Korean Supreme Court precedents that reflect each characteristic. The characteristics of medicine extracted from this paper are; There are ten factors, including the legitimacy of the essence of medical practice, timeliness of medical execution, dynamics of medical progress, diversity of medical effects, risk of medical invasion, non-uniformity of medical methods, limitations of medical capabilities, intervention of the medical subject, high degree of medical standards, and maldistribution of medical data.

Pedagogical Content Knowledge for Science Practice-Based Instruction Developed by Science Teachers in a Teacher Learning Community (교사학습공동체 교사들의 과학 실천 기반 수업을 위한 PCK 구성)

  • Yang, Jungeun;Choi, Aeran
    • Journal of The Korean Association For Science Education
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    • v.40 no.5
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    • pp.565-582
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    • 2020
  • The purpose of this study is to investigate middle school science teachers' pedagogical content knowledge for science practice-based instruction developed by five middle school science teachers in a teacher learning community. Science teachers in this study collaborated to examine lesson plans and reflect on teaching practice and collaboratively analyzed science curriculum, discussed video-recordings of teaching practice, and discussed to design detailed and elaborated lesson plans. Data collection consisted of pre and post questionnaire and interview, audio-recording of teacher discussion in a teacher learning community for one year, lesson plans, teacher written reflection, and video-recording of teaching practice. Data analysis reveals that science teachers developed pedagogical content knowledge for science practice-based instruction that consists of eleven sub-components of knowledge of science curriculum for science practice, knowledge of science practice-based instructional strategy, knowledge of students' science practice-based learning, and knowledge of science practice-based learning assessment. Science teachers in this study developed highly structured pedagogical content knowledge for science practice-based instruction.