• 한국보육지원학회지
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• 제16권5호
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• pp.127-154
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• 2020

Objective: This study aimed to show and analyze the flow, content, and meaning of (prospective) early childhood educators reflective thoughts entailed in the process of planning, implementing and evaluating storybook reading by analyzing reflective journals written by technical college students enrolled in an advanced major curriculum after they completed a storybook reading assignment. Methods: The subjects of this study were 39 technical college students enrolled in an advanced major curriculum that participated in a 15-week-long 'storybook seminar' course. This study analyzed journals on storybook reading written by the students as an assignment for the storybook seminar course. Results: As a result, four categories of selecting a storybook, planning the reading of the selected storybook, actual reading of the storybook and subsequent activities were extracted according to the implementation process of storybook reading. Through this series of experiences, (prospective) early childhood educators had a childt-centered view of reading picture books, changed the method of reading picture books, re-recognized the importance of early childhood literature education, and developed a will to develop professionalism through reflective thinking. Conclusion/Implications: This study finds its meaning in showing the reflective thinking that occur within early childhood educators that plan, implement and evaluate storybook reading.

• 한국초등과학교육학회지:초등과학교육
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• 제37권1호
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• pp.1-11
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• 2018

Factors and causal structures of pre-service elementary teachers about the critical thinking and the scientific literacy competency were investigated in this study. The third grade university students and the first grade university students in the metropolitan city participated in this study. The factor analysis method and the structural equation modeling method were used for the data analysis, and the following results were obtained. First, the third grade university students and the first grade university students recognized 'inquisitive thinking' factor and 'reflective thinking' factor as factors of the critical thinking, and 'scientific explanation' factor and 'evidence-based conclusion' factor as factors of the scientific literacy competency respectively. Second, the third grade university students showed more the influence from 'reflective thinking' factor to 'scientific explanation' factor and from 'reflective thinking' factor to 'evidence-based conclusion' factor than the first grade university students.

• 과학교육연구지
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• 제33권1호
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• pp.133-141
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• 2009

이 연구에서는 예비 과학교사들이 작성한 웹기반 반성저널을 분석하였다. 예비 과학교사들에게 4주간의 실습 기간 동안 매주 최소한 2개 이상의 반성저널을 웹 게시판에 작성하도록 안내하였다. 최종적으로 23명의 예비 과학교사가 작성한 307개의 웹기반 반성저널을 분석대상으로 선정하여, 주제 영역과 반성적 사고 수준을 분석하였다. 반성저널은 대부분 수업 준비나 자신의 수업에 대한 성찰과 같이 과학 수업 활동과 관련된 것들이었으며, 실습 진행에 따라 점차 빈도가 증가하였다. 과학 수업 활동과 직접적으로 연관이 있는 179개의 반성저널의 반성적 사고의 수준을 분석한 결과, 반성적 사고가 포함된 반성저널은 53개(29.6%)였는데, 상위 수준의 반성적 사고(전문적 반성과 비판적 반성)는 매우 적었지만, 상당수의 예비교사들이 웹기반 반성저널 쓰기 활동이 자신의 수업을 되돌아보고, 교육실습 활동의 기록을 남기는 데 도움이 된다고 인식하였다.

• 한국과학교육학회지
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• 제32권9호
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• pp.1405-1416
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• 2012

This study aims to analyze how pre-service science teachers' reflective thinking is presented during the microteaching process. The subjects of this study were 13 students who attended a lecture course on science teaching methods offered by the Department of Science Education of the College of Education at a national university. The simulated lessons that were performed during the microteaching process went through peer assessment and self-assessment. Then, the next set of lessons was conducted based on the assessment results. After the first set of simulated lessons, the pre-service teachers' reflection at the routine and technical levels was most remarkable in the focus dimension. In the inquiry and change dimensions, technical reflection stood out. Dialogic or transformative reflection was rarely presented. In addition, most of the pre-service teachers displayed mingling patterns of reflection levels in all of the three dimensions. The results of this study, in particular, prove that microteaching has a high level of applicability in terms of reflective thinking and instructional technology. Accordingly, there is a need for subsequent studies to create a new model that can encourage pre-service teachers' reflective thinking by structuralizing peer and self-assessment during the process of microteaching.

• 한국보육지원학회지
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• 제17권2호
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• pp.89-101
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• 2021

Objective: The purpose of this study is to verify the effect of directors' coaching leadership on teachers' play implementation competencies and the mediation effects of teachers' reflective thinking and creative job performance by conducting a structural relationship analysis. Methods: The subjects of this study were child care teachers who were purposefully sampled from the metropolitan area which includes Seoul, Incheon, and Gyeonggi Province. A total of 267 questionnaires were analyzed after excluding poor or incomplete questionnaires by use of SPSS Statistics 25.0 and the AMOS 21.0. Results: Directors' coaching leadership was positively correlated with teachers' reflective thinking, creative job performance, and their play implementation competencies. Directors' coaching leaderships directly and indirectly influenced teachers' play implementation competencies, which was mediated by teachers' reflective thinking and their creative job performance. Conclusion/Implications: Directors' coaching leadership has a significant implication for teachers' play implementation competencies which became more important after the national curriculum standards had been revised.

• International journal of advanced smart convergence
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• 제11권2호
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• pp.194-204
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• 2022

This study is a one-group pretest-posttest design to evaluate the effect of problem-based learning (PBL) for patient safety on self-leadership, patient safety competencies, and reflective thinking of nursing students. The research was conducted from March 2 to April 15, 2022, in which 57 nursing students participated. PBL for patient safety was examined in a total of 8 sessions in the order of motivation, problem identification, task performance planning, problem-solving methods, summary and solution, presentation, and evaluation. The following topics of patient safety were selected for each team: nursing records, high-alert medication, medication error and intravenous fluid regulation, blood transfusion care, fall, bedsore, infection control, and pain management. We provided feedback on the learning process and outcomes of nursing students. According to the results, self-leadership showed a statistically significant improvement in self-expectations (t=2.60, p=0.01), goal setting (t=2.84, p<0.01), self-reward (t=3.32, p<0.01), and self-criticism (t=2.32, p=0.02). Patient safety competencies showed a statistically significant improvement in patient safety knowledge (t=13.05, p<0.001) and patient safety skills (t=4.87, p<0.001) but not in reflective thinking. The results prove that PBL for patient safety is an effective teaching-learning strategy to improve self-leadership and patient safety competencies. Future studies must develop and validate specific and long-term teaching-learning methods to improve reflective thinking.

• 아동학회지
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• 제29권2호
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• pp.139-153
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• 2008

The purpose of this study was to examine the relationship between the teachers' belief of efficacy and their personality dispositions (reflective thinking, emotional adaptability, and motivation orientation). A survey was conducted of 282 kindergarten teachers working in the area of Seoul and Gyeonggi-Do. Data were processed and analyzed by statistical methods of descriptive statistics, Pearson correlations, and hierarchical multiple regressions. Results showed that teachers' belief of efficacy was positively correlated with their personality dispositions of reflective thinking, emotional adaptability, and motivation orientation-approach. They were negatively correlated with motivational orientation-avoidance. Teachers' belief of efficacy was highly correlated with emotional adaptability in all variables, followed by reflective thinking and motivation orientations-avoidance.

• 수산해양교육연구
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• 제26권2호
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• pp.401-420
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• 2014

This study aims to analyze middle school students' systemic thinking to express organic relations between different organ systems about the movement of food and air and teachers' reflective thinking about science teaching through their reflective journals after the lesson of digestion, circulation, respiration and excretion. Firstly, when investigating the moving route of hamburger eaten inside the body, students expressed the names, locations and forms of organs in the digestive system more than those in the circulatory system or the excretory system. When investigating the moving route of a painkiller taken inside the body, students seemed to have more difficulty in expressing the related organ systems than when investigating the moving route of other things, and they mostly drew pictures of organs in the digestive system as done for the moving route of hamburger. However, when investigating the moving route of water drunk inside the body, students mostly described organs in the digestive system but drew more pictures of organs in the excretory system, than when investigating the moving route of other things. When investigating the moving route of air inhaled inside the body, students mostly drew pictures of organs in the respiratory system, but the rate of their drawing pictures of circulatory organs was low. Secondly, this study analyzed one of the teachers' reflective journals, named Mr. Park. According to his journal, students showed different levels of understanding of organ names, depending on their degrees of familiarity with each organ, and in regard to the locations of organs, science teachers mostly aim to achieve learning objectives so much that they often forget to instruct the locations of organs in fact. As for the forms of organs, science teachers mostly spend so much time explaining the functions of organs that they often forget to describe the exact form of each organ.

• 과학교육연구지
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• 제40권3호
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• pp.203-218
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• 2016

이 연구에서는 반성적 사고를 강조하는 실험보고서를 도입하여 이러한 실험보고서의 적용이 학습자의 메타인지능력과 탐구능력에 미치는 영향을 살펴보았다. 일반물리실험을 수강하는 대학교 1학년 학생을 대상으로 한 학기 동안 반성적 사고를 강조한 실험보고서 작성을 도입한 후 일반적인 실험보고서를 작성한 학생들과 메타인지능력과 탐구능력의 변화를 비교하고, 반성적 사고를 강조한 실험보고서를 사용한 학생들의 의견을 조사하였다. 반성적 사고를 강조한 실험보고서를 작성한 학생의 메타인지능력이 일반적인 실험보고서를 사용한 학생에 비해 유의미하게 상승하였으며, 이들의 탐구능력도 일반적인 실험보고서를 사용한 학생들과 마찬가지로 상승한 것으로 나타났다. 설문 결과, 설문 참여자들은 대체로 이러한 실험보고서가 복습과 메타인 지능력 및 탐구능력의 향상에 도움이 되며, 향후 교사가 되면 이 보고서 양식을 사용할 의향이 있다고 응답하였다.

• 아동학회지
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• 제26권5호
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• pp.331-350
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• 2005

The study examined the effects of an intervention program based on reflective thinking on mother-child interaction behaviors. Three mothers with problematic mother-child interactions and their 4-year-old socially delayed boys participated in the program that consisted of four main activities like journal and video feedback, lectures on interactive strategies, mother-child interactive play and program evaluations and ran for twenty 120 minutes weekly sessions. The level of reflective thought was determined by analyzing interview transcripts, journal entries. The videotaped mother-child interaction behaviors were rated by the Maternal Behavior Rating Scale and Child Behavior Rating Scale. It was concluded that the program enhanced mother's reflection on mother-child interactions and changed interaction behaviors of 3 mother-child pairs positively.