• Journal of Digital Convergence
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• v.21 no.3
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• pp.15-22
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• 2023

This study is a case study designed to create and implement a project-based introduction to nursing science, with the aim of analyzing students' experiences and perceptions following its implementation. The study targeted a total of 95 nursing students at G University in S City who enrolled in the introduction to nursing science course in 2021 and 2022. Data collection took place from September 2021 to December 2022, and data analysis involved examining reflective journals submitted by students after completing the project activities, using content analysis. The research results revealed four categories and nine themes. The four categories were 'Making Challenging Studies More Accessible,' 'Engaging and Enjoyable Learning Experiences,' 'Enhanced Teamwork,' and 'Presentation Limitations.' The project-based learning method was found to be effective and applicable in nursing education, demonstrating positive effects on students' attitudes and learning outcomes. However, since the study focused on students from a single university, it is suggested that future research include repeated studies and extend the application to other nursing courses to validate its effects.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.47-70
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• 2009

The purpose of this research was to confirm one of constructivists' assumptions that even children 조o are with low reasoning ability can make reflective abstracting ability and cognitive structures by this ability can make generation ability of new knowledge by themselves. To investigate the assumption, learner-centered instruction were implemented to 2nd grade classroom located in Suseong Gu, DaeGu City and with lesson plans which initially were developed by Burns and corrected by the researchers. Recordings videoed using 2 video cameras, observations, instructions, children's activity worksheets, instruction journals were analyzed using multiple tests for qualitative analysis. Some conclusions are drawn from the results. First, even children with low reasoning ability can construct mathematical knowledge on multiplication in their own. ways, Thus, teachers should not compel them to learn a learning lesson's goals which is demanded in traditional instruction, with having belief they have reasoning ability. Second, teachers need to have the perspectives of respects out of each child in their classroom and provide some materials which can provoke children's cognitive conflict and promote thinking with the recognition of effectiveness of learner-centered instruction. Third, students try to develop their ability of reflective and therefore establish cognitive structures such as webs, not isolated and fragmental ones.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.1
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• pp.5-15
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• 2013

Purpose: The purpose of this study was to explore nursing students experiences in team based simulation learning. This study was based on a phenomenological research methodology. Methods: Fourteen nursing students participated in this study. The students gave in depth interviews and wrote reflective journals after participating in a team based simulation learning program, which was provided at C University in Gwangju for 8 weeks, 2011. These data were analyzed using Van Kaam's method. Results: 21 sub-themes and 9 themes were elicited from 55 significant statements. They were classified into 3 categories such as : 'First exposed to lessons on how Burden', 'the enjoyment of team based simulation learning', 'expansion of the clinical competence'. Conclusion: Teaching and learning strategy that combines a variety of simulation training to nursing students to develop critical skills to improve their care to give and take advantage of simulation training supplement is advised.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.277-287
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• 2016

This study explores how a teacher copes with anomalous situation in primary practical science lesson and what factors affect teacher's strategy to cope with anomalous situations. The method of auto-ethnography was used in order to capture the inner experience of the individual teacher. For this, one of the researchers participated in this study as the teacher participant. Two science lessons that the researcher taught as a teacher were observed by a co-author and video-recorded. However, only one lesson which the teacher experienced the anomalous situation was analyzed. After the lesson, self-interviews were conducted with the co-author. Also the researcher wrote four reflective journals about anomalous situations that she experienced. What has emerged in this study is that anomalous situations were experienced by the teacher while students were doing practical work and while students were presenting their results of practical work. As each anomalous situation was experienced in different contexts, the strategies that the teacher used were different and were affected not only by the personal epistemological belief but also by the socio-cultural context that the teacher was surrounded by. This study has implications to help teachers who have difficulties in coping with anomalous situations.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.350-363
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• 2010

Recently there has been increasing emphasis on pedagogical content knowledge (PCK) for fostering science teachers' teaching professionalism that needs to be done from teacher training courses systematically. We investigated what were the PCK factors considered in planning instruction and the difficulties encountered in implementing it by pre-service teachers. In this study, 26 sophomores at an university of education in Gyeonggi province were asked to perform teaching demonstrations using scientific instruction models. They were also requested to write reflective journals and interview. Analyses of the results revealed that many pre-service teachers considered the teaching strategies such as the instruction organization and implementation when planning instruction. They had also regard to the learners' cognitive affective aspects, whereas the pre-knowledge of them was not properly considered. Especially, the curriculum and assessment were almost disregarded. Most of the difficulties encountered in planning instruction and implementing it were appeared in terms of the teaching strategies. For example, they had difficulties in considering the characteristics of each stage presented by the instruction models when planning instruction and implementing it. The frequencies of the difficulties in implementing experiment were especially higher than those of the other PCK factors. Educational implications of these findings are discussed.

• Korean Medical Education Review
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• v.19 no.3
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• pp.169-174
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• 2017

This study explores the phenomenon of learner reflection in writing. Sixty-nine reflection logs were submitted by students after medical interview role plays. Using thematic analysis methodology, the following three steps were carried out: (1) the entire contents of the logs were analyzed and coded, (2) the coded contents were reclassified and categorized into higher themes, and (3) all reflection logs were re-analyzed to derive the frequency according to their classifications. The learners' reflection contents were classified into 'preparation,' 'experience,' and 'future plan.' The levels of reflection were 'simple information and appreciation,' 'acquisition and application of knowledge,' and 'analysis and criticism.' The types of reflection were identified only at the level of 'analysis and criticism' and could be classified into 'relativization,' 'objectification,' and 'internalization.' Students' reflection levels were highest in the levels of 'acquisition and application of knowledge' (49.3%), and 'analysis and criticism' (37.7%). A total of 14.5% of the students showed 'internalization.' In order to enable internalized reflection at a critical level, instructional strategies to induce and promote reflection are needed.

• The Journal of Korean Association of Computer Education
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• v.21 no.6
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• pp.49-62
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• 2018

This study we developed teaching and learning strategy applying PBL based physical computing programming using reflection journal and feedback, and verified its effectiveness. For the analysis, the survey with 18 sections study contents was performed for 6 weeks by dividing 91 students in 5th grade of elementary school into experimental group and control group respectively. As a result, this study proved that the students who made the structured reflections journals and receiving the feedback at the same time showed the improvement in logical thinking ability in the physical computing based programming learning situation with PBL applied. Based on the results of this study, the sophisticated teaching and learning strategy that can enhance the programming learning effect based on physical computing was developed and its applicability was proved.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.1-18
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• 2022

Objective: A teacher learning community was developed in order to implement a play-centered curriculum at a child care center, and teachers' experiences during the process were explored. Methods: The teacher learning community was carried out for a total of 23 sessions. One researcher and six teachers participated in this study. Data including the transcripts of recordings of the teacher learning community, transcripts of individual teachers' interview recordings, teachers' reflective journals, and social media posts were collected. Data were analyzed according to the qualitative data analysis procedure. Results: The teachers recognized their experiences of the teacher learning community as follows: (1) encouraging and empowering each other to find a way together, (2) self-reflection, communication and sharing with experiences, (3) becoming a teacher who practices change. Conclusion/Implications: The results of this study show the importance and effectiveness of managing the teacher learning community in a way that teachers interact with each other in a collaborative manner within the community based on initiative and spontaneity, and to provide help to each other in the process of understanding and practicing the play-centered curriculum. The teacher learning community supports the professionalism of teachers for the practice of a play-centered curriculum.

• Journal of Smart Tourism
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• v.2 no.1
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• pp.21-31
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• 2022

This review paper aims at providing a systematic analysis of articles published in various journals and related to the uses and business applications of big data. The goal is to provide a holistic picture of the place of big data in the tourism industry. The reviewed articles have been selected for the period 2013-2020 and have been classified into 8 broad categories namely business strategy and firm performance; banking and finance; healthcare; hospitality; networks and telecommunications; urbanism and infrastructures; law and legal regulations; and government. While the categories are reflective of components of tourism industries and infrastructures, the meta-analysis is organized around 3 broad themes: preferred research contexts, conceptual developments, and methods used to research big data business applications. Main findings revealed that firm performance and healthcare remain popular contexts of research in the big data realm, but also demonstrated a prominence of qualitative methods over mixed and quantitative methods for the period 2013-2020. Scholars have also investigated topics involving the notions of competitive advantage, supply chain management, smart cities, but also ethics and privacy issues as related to the use of big data.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.127-139
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• 2018

The purpose of this study was to develop and examine the effect of flipped learning in hand sewing practice. The flipped learning class was designed to three steps(pre-class, in-class, after-class). Pre-class: Students learned kinds of hand sewing by watching video and ppt. In-class: Students were evaluated for their prior learning through the quiz. After the quiz, instructor had a brief hand sewing demonstration. Then basic hand sewing practice was progressed. After that advanced project(making things using more than 3 kinds of hand sewing methods) was progressed. After-class: Students were evaluated each other through project exhibition. The effectiveness of flipped learning was measured based on the students' self-reflective journals and class awareness surveys. As the results, students were actively participated in flipped learning and satisfied with the overall quality of the flipped learning class. They said that videos, project & feedback were helpful in understanding hand sewing. Flipped learning applied to hand sewing practice showed more positive learning effect than the general practice class.