• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.2
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• pp.272-282
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• 2010

Purpose: The purpose of this study was to develop and evaluate learning effects of the key competency improvement program which is based in nursing and social welfare fields demanding analysis for nursing and social welfare among university freshmen. Method: The program was based on the ADDIE model. The field demanding analysis gave a questionnaire to 459 participants in the nursing and social welfare workplace. The subjects of this study were 136 students as an experimental group and 116 students as a control group which participated in the questionnaire. The experimental group was given a newly developed program, on the other hand, the control group was given traditional lessons. Collected data were analyzed by ANCOVA with SPSS. Result: The result of this study was that linkage perception of health and welfare, self-directed learning ability, participation perception, and interpersonal relationship ability showed significant improvement in the experimental group. Conclusion: This study can be used as basic data for management and evaluation of programs that are available not only to field-oriented disciplines but also to overall higher education fields which aim to strengthen core competency.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.41-58
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• 2002

This study examines effects of small group cooperative learning on areas of mathematics such as number and calculation, figure, and measurement, and changes of attitude-interest in math in elementary schools. Seventy eight second graders from Jinhae City were divided into the experimental group and the control group. The experimental group was subdivided into small groups of four students who belonged in different levels of math performance. The subdivision was renewed whenever each area was covered. An examination paper which had been developed by Ministry of Education & Human Resources Development and Kyeongsangnamdo Office of Education was given to the subjects. Also, a questionnaire was developed and given to the participants. The results show that, in general, the small group cooperative learning had good effects on the students' ability to solve math problems and, in articular, greater effects on the ability of low-level students. It is revealed that the interaction between the students in small groups affected their attitudes toward and interest in mathematics in a positive way, but did not make perceivable changes in self-confidence of the young Learners.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.20 no.10
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• pp.1987-1993
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• 2016

The core value of the college of Interdisciplinary & Creative Studies is rely on the supporting system which can develop the learners' practical 'performing' competency. For aiming this, educational process of university constitutes the competencies which can be expected at the local field and develop the competency-oriented extracurricular & its operating system. Defining the creative convergent talent, as 'collaborative creative convergent one, bricoleur' and categorizes core competency named as TX competency. T competency contains humanities and the professionals of each major field needed. X competency consists of creative problem solving, convergent thinking ability, self-oriented learning ability and cooperative leadership. Developing extracurriculum & its operating system learners can be exposured the systemic learning and managing process. They can develop their potential abilities and can accumulate a proper mileage at their learning achievement. This research can be expected as a model of competency-based extracurriculum and its operating system which can develop learners' multiple competency overcoming the limit scope of curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.262-277
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• 2017

Digital textbooks enable learning that is appropriate to the characteristics and level of learners through various interactions. The purpose of this study was to develop an instruction model that can more effectively use digital textbooks in elementary science classes and to verify its effectiveness. The results were as follows. The instruction model for helping learners complete their learning by using digital textbooks needs to receive diagnostic assessment and feedback on entry behavior, to build a self-directed learning environment, and to interact with teachers, students, and digital textbooks as scaffolding. In this study, we developed an instruction model using digital textbooks reflecting these characteristic. The instructional model consists of preparation, practice and solidity step. In the preparation step, the learner performs a diagnostic evaluation using digital textbooks. Based on the results, feedback provided at each level can complement the entry behavior and maintain interest in learning activities. In the practice step, self-directed learning is implemented using diverse functions of digital textbooks and various types of data. In the solidity step, learners can internalize the learning contents by reviewing video clips which are provided by teachers, performing problem-solving activities, and accessing outcomes accumulated by learners in the community online. In order to verify the effectiveness of this model, we selected the "Weather and our Life" unit. This experiment was conducted using 101 students in the 5th grade in B Elementary School in Gwangju Metropolitan City. In the experimental group, 50 students learned using a smart device that embodies digital textbooks applied with the instruction model. In the comparative group, 51 students were taught using the paper textbooks. The results were as follows. First, there was a significant effect on the improvement of the learning achievement in the experimental group with low academic ability compared with the comparative group with low academic ability. Second, there was a significant effect on self-directed learning attitude in the experimental group. Third, in the experimental group, the number of interactions with the learner, teacher, and digital textbook was higher than the comparative group. In conclusion, the digital textbooks based on the instruction model in elementary science classes developed in this study helped to improve learners' learning achievement and self-directed learning attitudes.

• New Physics: Sae Mulli
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• v.68 no.12
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• pp.1338-1346
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• 2018

The purpose of this study is to analyze the curriculum of a university-affiliated science gifted education center based on the core competencies and to suggest a direction for improving the education at the gifted education center. For this purpose, we set the 12 core competencies as follows: 6 cognitive competencies such as knowledge, creativity, scientific thinking ability, inquiry ability, problem solving ability and fusion ability, and 6 non-cognitive competencies such as task commitment, self-directed learning ability, motivation reinforcement and challenge, communication skills, collaboration ability and leadership. The curricula of the science gifted education centers reflect all the competencies, but some competencies are only potentially included in the contents of the programs. In this study, we present examples of education programs by each competences and suggest additional descriptions for the development of gifted education centers.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.264-278
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• 2001

The purpose of this study was to develop the web based instruction(WBI) program, to examine its effects on the science achievement, the attitude toward science, and students' perceptions on the WBI learning. The WBI program on the content of oceanography unit in Earth Science for high schools was developed using Namo 4.0, JAVA-script, Flash 4, Video Capture of SnagIt, Animation Shop graphic tools. The treatment group consisted of students who participated in the WBI program developed in this study, and the control group consisted of students who participated in the module instruction using self-learning materials. The results from this study were as follows: First, the scores of science achievement of WBI group were significantly higher than those of module group. There was not interaction effect of treatment and students' learning ability. Second, there were no significant difference in the scores of the attitude towards science learning between WBI group and module group, and there was not interaction effect of treatment and students' learning ability. Third, in the perception questionnaire of WBI learning, many students showed the WBI learning were good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.

• 대한공업교육학회지
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• v.34 no.2
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• pp.304-320
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• 2009

This study was performed to grasp relations between different sub-factors of youths' leadership living skills and between the sub-factors of youths' leadership living skills and personal features (support by parents, support by peers, sense of self-respect, sense of self-effectiveness) in order to generally understand the characteristics of youths. The result and conclusion of this study are as follows. First, the sub-factors of youths' leadership living skills showed various kinds of correlations and especially, measures to improve learning ability skill, self-understanding skill and group activity skill are necessary for healthy and general growth in adolescence. Second, the sense of self-respect showed positive correlations with decision making skill and self-understanding skill and programs are to improve leadership living skill gradually and positively through the enhancement of the sense of self-respect. Third, the degree of support by peers showed relations with decision making skill and group activity skill meaning the importance of peer groups in adolescence and diverse measures to form peer groups are necessary.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.15-30
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• 2009

This study focuses on the comparison of PBL and GBS. PBL is a famous model that emphasizes diversity of students and self directed learning within the theory of constructivism. GBS has not been studied that extensively. GBS is most similar to PBL but this model has not been actively applied to school education. This study focuses on how to enhance students' interest in an educational environment that is encompassing a new and changing teach-learn paradigm and the development of new technology. Furthermore, PBL and GBS methods were compare actively applied to "Environmental Education" to make the students learn self-directed education through the transformation of one's environmental awareness. Specifically, the models were applied to the "Ecology and Environment" subject taught in general high schools and the degree of 'environmental literacy' were measured, From March to May of 2007, the PBL and GBS models were applied to 3rd grade students at D high school and the subject was 'Ecology and Environment'. The students were divided according to age into groups of $5{\sim}7$. The PBL group attempted to solve the given problems and the GBS group carried out their missions. In conclusion, after analyzing the 'environmental literacy' survey results by SPSS 12.0, just 'Knowledge of Ecology (KEOC)' and 'Locus of Control (LOC)' were slightly significant in PBL. This shows that PBL enhances the students' problem solving ability and thinking power. This is a result of the enhancement of students' problem-solving and thinking abilities through PBL. Students can learn many things because they completed their projects based on their experience and knowledge, both individually and interpersonally. We have to study how to apply PBL and GBS to the education field in spite of the many limited conditions. Therefore, this study looks at the application of PBL and GBS in environmental education and suggests specific strategies for educators who want to apply GBS and PBL and adapt them into their education curricula.

• Asian Journal for Public Opinion Research
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• v.5 no.3
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• pp.250-265
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• 2018

Thailand is one of the ASEAN countries and is said to be the most visited country in Southeast Asia. Despite its development, Thailand falls as one of the countries with the lowest rates of English proficiency. This article is written to describe one of the possible factors of Thailand's low English proficiency, which is the foreign language anxiety of students. This article outlines references regarding the English language anxiety of Thai students and uses them as a basis in distinguishing English language anxiety among nursing students in Boromarajonani College of Nursing Nakhon Lampang, Thailand (BCNLP). A survey was conducted using a questionnaire based on the FLCA Scale by Horwitz, Horwitz, and Cope, (1986) with a focus group consisting of 80 participants randomly selected from $1^{st}$ year to $4^{th}$ year nursing students of BCNLP. As found in the survey there were two sources of English language anxiety among nursing students: 1. Fear of negative evaluation due to unpreparedness, and feeling and thinking that others are better in language learning as the main factors; and 2. Communicating apprehension, where in speaking without preparation, speaking in the foreign language in front of other students, and self-doubt about one's ability to speak in the foreign language are the highest ranked causes of anxiety. The results indicate two main problems: unpreparedness and self-concept. Therefore, it is recommended that English Language classes should be taught with the learner-centered approach and that instructors should put importance in preparing the students during class, and encouraging them to increase a positive self-concept towards English language learning.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.1
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• pp.81-93
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• 2003

Purpose: The purpose of this study was to develop a PBL module in maternity nursing based on the clinical cases. A PBL module applied to maternity nursing class to test the effects on improving the learning ability of students. And it would be used for developing further PBL module even more perfectly. Method: We selected the concept of the PBL module which is based on the purpose of the contents of maternity nursing class and national test held by Korean Nursing Association. The module scenario was composed up of the cases of clinical practices and was also checked by clinical practice professionals as well as the nursing professionals in other colleges. We used this PBL module for the 20 second grade student nurses in K college for 6 weeks. Besides, we checked self-analyses on the PBL class, assessments done by students on the PBL class itself and on the academic adviser and analyzed the students' subjective statements on the PBL class . Results: The achievements of the experimental students given a PBL class, are better than those of the control group statistically. And the experimental group do their almost all learning planned actively for themselves and show their positive responses on the PBL class being helpful in practicing clinical cases. Conclusion: PBL class could be considered the method to fortify student nurses' abilities on adjusting themselves to clinical real situations through the learning planned by themselves. Afterwards it is necessary to activate PBL class in nurse education. Most of all, it is more important that nurse educators should recognize the values of this PBL class and try to apply it in reality.