• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.39-50
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• 2006

The purpose of this study was to investigate the effect of metacognitive strategy on conceptual acquisition ofvseasonal change and self-efficacy when it was applied to 6th grade elementary students. This study consists of 2 classes, 76 students in the 6th grade of elementary school, which were divided into the experimental group (38) and the control group (38). First, a pre-test was administrated to check students' levels of metacognitive self-regulation and self-efficacy prior to getting planned lessons and then an instruction program was developed based upon the metacognitive instruction model and students' conception. The control group was exposed to traditional methods mainly using the textbook and teacher's guide book. The experimental group employed a metacognitive learning strategy program and activities with metacognitive questionnaires. After the planned lessons, the students were tested with post-tests about the conception of seasonal change and self-efficacy. One month later the students were tested again with another test to determine the continuation effect. The results were as follows: First, the group that used metacognitive conceptual change instruction did better in forming and continuing to maintain the scientific seasonal change conceptions compared to the control group. Second, the high and intermediate group taught by metacognitive conceptual change instruction was higher in the level of self-regulation than the control group. However, it was not verified in the low group. Third, the group which used metacognitive conceptual change instruction showed a higher level of self-efficacy than the control group did.

• Journal of Korean society of Dental Hygiene
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• v.15 no.2
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• pp.303-310
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• 2015

Objectives: The purpose of this study was to examine the influence of cooperative learning on the learning attitude and self-directed learning capability of learners. Methods: The subjects were 50 sophomores enrolled in cooperative learning for 12-week period from March to June, 2014. A self-reported questionnaire was completed by the subjects. The instruments were 16 questions of learning attitude, 32 questions of self-directed learning, academic achievement, and 12 questions of satisfaction with instruction by Likert 5 scale. Cronbach's alpha was 0.84 in the previous study and 0.78 in this study. Self-directed learning was modified by Yoo and Cheong. Cronbach's alpha of self-directed learning was 0.86 in this study. Academic achievement was assessed by before and after the cooperative learning class. Cronbach's alpha was 0.95 in this study. Their learning attitude and self-directed learning capability were evaluated before and after the cooperative learning, and their satisfaction with the instruction and academic achievement were assessed by the written examination. Results: The score of learning attitude increased from 2.89 in the pretest to 3.38 in the posttest. The self-directed learning of the students increased from 2.98 in the pretest to 3.48 in the posttest. The academic achievement of students also increased from 82.0 in the pretest to 85.2 in the posttest. The satisfaction with instruction was 4.24 of Likert 5 scale. There were significant differences in satisfaction with instruction, cooperative learning and academic achievement. Conclusions: It is important to develop the cooperative learning program linked to self-directed learning for the dental hygiene students continuously. This study will provide the basic data and information for the development of new teaching methods for the dental hygiene.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.173-190
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• 2019

The self-efficacy of pre-service teachers has been reported as a major factor in the instruction of the curriculum. In particular, considering the importance of science learning instruction for underrepresented students from the viewpoint of science education for all, pre-service elementary teachers' self-efficacy about science instruction for underrepresented students will be an important factor of science education for these students. The purpose of this study is to investigate the self-efficacy of pre-service elementary teachers in science instruction for underrepresented students. To this end, the science teaching and learning self-efficacy test tool (Lee & Im, 2010) was revised in accordance with the context of science teaching for underrepresented students into a total of 24 items using 5 Likert scales. Through using the test tool consists of 3 dimensions as Learning Efficacy, Teaching Efficacy and Outcome Expectancy, 81 pre-service elementary teachers were surveyed and the reliability of test tool was verified through factor analysis and assessing construct validity by using the responses. As a result of the analysis, setting 5 as the standard perfect score, the average score of self-efficacy per dimension was shown as 3.29 in Learning Efficacy, 2.89 in Teaching Efficacy, and 3.39 in Outcome Expectancy. We confirmed the tendency and difference of self-efficacy of the research objects according to their background factors in which direct and indirect experience relating to the science education for the underrepresented students. Also, we verified that pre-service elementary teachers' interest in science subject matter, teaching science and their perception of the value of science learning had significant relations with self-efficacy on science teaching for underrepresented students.

• The Korean Journal of Emergency Medical Services
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• v.17 no.3
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• pp.139-147
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• 2013

Purpose: The purpose of the study is to confirm the effect of ACLS program using simulations and understanding self-efficacy, practice satisfaction, learning attitude, and interest in ACLS after theory classes and simulation-based practice. Methods: A non-equivalent simulation-based practice post test design was used. The participants were 28 paramedic students. The students participated in simulation-based practice for 3 weeks and conventional instruction class for 12 weeks. Results: The students showed higher level of self-efficacy(p=.043), practice satisfaction(p<.001) and learning attitude(p=.003) compared to the conventional lecture students. Conclusion: Level of self-efficacy after simulation-based practice for ACLS was higher than that of self-efficacy after conventional instruction classes. Level of practice satisfaction was also higher. Academic achievement after simulation-based practice was higher than that in conventional instruction classes.

• Journal of Fisheries and Marine Sciences Education
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• v.12 no.2
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• pp.224-243
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• 2000

The purpose of this study is to analyze the effects of constructivist instruction applying cooperative learning skill on science academic achievement, science inquiry ability, self-regulated learning, and science related attitude. The subjects of the study were 157 2nd grade junior high school students in Pusan. Subjects were randomly assigned to two groups, experiment and control group. Two groups received 14 sessions training for about 1 month which was done by researcher. The experiment group received constructivist science instruction and the control group received teacher-centered instruction. Constructivist science instruction applying cooperative learning skill consists of five phases: problem recognition, hypothesis establishment, experiment observation, clarification, and application phases. The results of this study are as follows: Constructivist science instruction applying cooperative learning skill had a significant effect on science academic achievement, self-regulated learning and science attitude improvement of middle school students but had no significant improvement of science inquiry ability. And constructivist science instruction had an effect on science academic achievement improvement of the students having high level science inquiry ability. Research suggestions and implications for teaching are discussed.

• Women's Health Nursing
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• v.16 no.2
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• pp.105-115
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• 2010

Purpose: The purpose of this study was to determine the effects of an environmental enrichment program on barrier, benefit, confidence, and compliance of breast self-examination in women at 3 months after instruction. Methods: Nonequivalent control group pretest-posttest design was conducted among 62 healthy women. Data were collected through the self-reported questionnaires from December 2008 to March 2009. Women were assigned to one of two treatment groups: (a) no-support of environmental enrichment with the instruction control group; (b) the support of environmental enrichment with the instruction experimental group. All women received the same instruction on breast self-examination once a week for two weeks. Data were analyzed with paired t-test, McNemar test and ANCOVAs of controlling for age run using SPSS/WIN 17.0. Results: The experimental group was significantly lower than control group on perceived barrier (F=5.91, p=.02) and higher than control group on compliance of breast self-examination (F=4.57, p=.04) after environmental enrichment program. However the environmental enrichment program did not make significant differences on benefit (F=0.01, p=.91) and confidence (F=0.77, p=.38). Conclusion: Findings suggest that the environmental enrichment should be needed to support women's breast self-examination and expanded for compliance of breast self-examination to promote the secondary prevention of women breast cancer.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.189-200
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• 2008

The purpose of this study is to find out the effects of learning that has applied instruction module utilizing ICT in project-based learning in elementary science classroom on improvement of the self-directed learning skills and the problem-solving skills. For this purpose, the project based learning instruction module utilizing ICT based was developed and conducted to 2 class consisting of 66 elementary students in the 6th grade to clarify the effects. As a result of the study, first, the instruction module utilizing ICT in project-based learning was effective in improving self-directed learning skills of students. As the subordinate effects of self-directed learning skills it showed improved effects in diagnosing desire to learn, setting goals, basic self-managing ability, selecting learning strategy, durability of practicing learning, making effort for result, and self-examination but it did not show improved effects in figuring out recognition of resources for Learning. Second, it was effective in improving the problem-solving skills of students. As the subordinate effects of problem-solving skills it showed improved effects in problem recognition, information gathering, analysis, thinking prior to dissemination, planning skill, and evaluation but it did not show effect on decision making, implementation & risk-taking and feedback.

• The Korean Society of Law and Medicine
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• v.14 no.2
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• pp.143-172
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• 2013

In order to achieve the purpose of treatment for patients by a doctor, the instruction explanation obligation, which means that he should give patients the description in more details to prepare for postoperative sequelae or complications, is common with the advice explanation obligation as a doctor should ex-plain some information to patients. Since the advice explanation obligation is the benefit and protection of the law for self determination right, but the instruction explanation obligation is one for the integrity of body and life, one can be distinct from the other. Judgments giving the instruction on the concept of instruction explanation obligation, specific methods of implementation and a range of compensation for damage are recently being made by courts at all levels including the Supreme Court. It is the time to systematize them. The contents which have been mainly discussed so far include the essence of above mentioned instruction explanation obligation. However, when the tendency of practice is considered, the efforts are required to admit the organic relevance between instruction explanation obligation and advice explanation obligation and to explain the relationship without any contradiction. For whereabouts of li-ability of proof, patients theoretically demonstrate the failure to implement it. However, when the theoretical consistency is maintained, it is likely to fail the intent to recognize the instruction explanation obligation and it may ask patients to prove something impossible to be proven. Thus, these things should be considered. Moreover, as the instruction explanation obligation is associated with medicine instruction obligation of a pharmacist and the coverage is being extended, it is the time to require the systematic study on the theoretical limit.

• Journal of Korean Academy of Nursing
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• v.27 no.2
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• pp.329-340
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• 1997

Resourcefulness was analyzed by Walker and Avant's method to make a theoretical framework for nursing. Also, the appropriate Korean terminology was identified.“Resourcefulness”means the ability to use internal and external resources to eliminate or to control stress. '자원동원성' is chosen to be the most appropriate term to reflect the concept of resourcefulness. Upon the concept analysis, availability, controllability, confidence, and self-instruction were identified as the defining characteristics of resourcefulness. Contrary to other work, "availability" means the ability to use the social resources as well as the internal cognitive-behavioral resources. “Controllability” means the ability to delay or control immediate gratification of one's needs or to divert one's own mood in order to solve problem. "Confidence" is the self-efficacy belief in one's control ability. "Self-instruction" is the cognitive ability to instruct oneself positively. Resourcefulness is learned by active experience, vicarious experience, and formal or informal instruction, and it is cued in the presence of a stressful situation or a need for change. As a result of the use of resourcefulness, the target behavior performed immediately and ultimately improve the quality of life or adaptation. Therefore, it is necessary to develop the instrument including the defining attributes identified in this study. Also, it is necessary to simultaneously analyze the related concepts of self-efficacy, self-control, and self-regulation for appropriate use.

• Journal of the East Asian Society of Dietary Life
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• v.23 no.6
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• pp.862-870
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• 2013

This study examines the effect of communication type of food service employees on the self-efficiency and organizational commitment. To accomplish the purpose of the study, a survey was conducted to employees of food service companies located in Seoul, from August 5, 2013 to August 25, 2013 as a method of empirical study. The results of this study was analyzed using the SPSS WIN 12.0 and statistical reliability analysis, factor analysis, frequency analysis, correlation analysis and multiple regression analysis were conducted for hypothesis verification. The analysis results of this study are as follows. First, the R-square of regression result for 'communication type will have a positive effect on self-efficiency' was .220. Also, it was found that factors of consideration (Beta=.286, t=5.622), instruction (Beta=.303, t=5.970) and business (Beta=.214, t=4.217) had positive effects on self-efficiency. Values for factors of consideration and instruction were higher than business. Second, the R-square of regression result for 'communication type will have a positive effect on organizational commitment' was .429. Also, it was found that factors of consideration (Beta=.453, t=10.428), instruction (Beta=.380, t=8.749) and business (Beta=.282, t=6.477) had positive effects on organizational commitment. Values for factors of instruction and business were high but value of consideration factor turned out the highest. Third, the R-square of regression result for 'self-efficiency will have a positive effect on organizational commitment' was .334. Also, it was found that out of the factors of positivity (Beta=.369, t=8.423), confidence (Beta=.415, t=8.833) and negativity (Beta=-.072, t=-1.536), positivity and confidence had positive effects on organization commitment, and only positivity and confidence showed high values in organization commitment. Upon analyzing the effect of factors of self-efficiency (positivity, confidence, negativity) on organizational commitment, it was found that positivity and confidence showed high relevance but the negativity factor did not have any correlation.