• Research in Mathematical Education
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• v.12 no.3
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• pp.179-191
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• 2008

Although problem solving was a major focus of mathematics education research in many countries throughout the 1990s, not enough is known about how people best acquire problem-solving skills. This paper is an attempt to advance further development of problem-solving skills of talented school students through combination of some methods accessible from curriculum knowledge and more special techniques that are beyond curriculum. Analysis of various problems is provided in detail. Educational aspects of challenging problems in mathematical contests up to IMO level are, also, taken into account and discussed in the paper.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.15-20
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• 2022

The study investigated the effects of differences in some electronic course designs on university students' Computational Thinking Skills (CTS). Towards this end, the researcher adopted the experimental research design of a quasi-experimental of two experimental groups. The first group was taught an e-course designed in a sequential pattern, and the other group's course was designed according to the holistic model. A CTSs test was prepared to collect the relevant data, and the data were analyzed statistically using these tests- Pearson correlation Mann Whitney and Alpha Cronbach. Results revealed statistically-significant differences at the level α=0.05 between the mean scores of the first and second experimental groups in favor of the latter in the CTS test. The findings gave ground to put forward some salient recommendations, including the need to expand computational thinking in universities' educational process. It also recommends urging faculty members to enhance e-courses in the educational process and provide technical support to students and faculty members.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.1-10
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• 1998

The purpose of this study was to evaluate the effects of constructivist instruction on science inquiry skills and science-related attitudes, and to investigate the students' responses to the lesson using constructivist instruction. In this study, 108 students of sixth graders from four classes were intentionally selected from two elementary schools located in Gyungsan city, Kyungsangbukdo. Two classes of 54 students were used by the constructivist teaching program and the other two classes were handled by the traditional teaching program. Two teachers who have twenty years' careers guided the program prepared by researcher to the students and this examination was conducted for 8 weeks (total 20 class hours). In pretest and posttest, both groups were tested in the science inquiry skills and science-related attitudes. An interview and questionnaire for the students analyzed the responses about the constructivist instruction. The major results of this study are as follows: First, in science inquiry skills test, there was no statistical significance between the score of the experimental group and that of the comparative group(p>.05). The ability of formulating problem in the experimental group was significantly higher than that in the comparative group at 0.05 level. In pretest and posttest, the experimental group was statistically significant on classifying, formulating problem, interpreting data, while the comparative group was not significant on those. Second, we can find that the experimental group has more positive effect on forming the desirable science-related attitudes than the comparative group(p<.05). Especially, experimental group is significantly higher the attitudes about the science curriculum than the comparative group at 0.05 level Third, constructivist instruction has more affirmative tendency of the students' learning activity. Constructivist instruction generated much interest and curiosity about science for the students, and this method prompted students' expression and discussion.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.439-452
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• 2014

The purpose of this study is to find out the effect of STEAM program on the scientific communication skills and the learning flow of elementary gifted students. The main findings of this study are as follows: First, STEAM program that mathematical, technical, engineering and art factors were combined based on basic concepts of science were developed. Seconds, the change in the scientific communication skills of experimental group applying STEAM program had statistically meaningful difference (p<.05). Third, the flow of experimental class improved, but it had no meaningful difference statistically (p>.05). But it is expected that continuing level adjusted STEAM program might have positive effect on improving the flow with the following three reasons: 1) The gifted students' flow level on learning before experiment was rather too high to expect short term effect. 2) It was hard for them to achieve flow experience because topic difficulties and students' capacities were not balanced. 3) topic commitments and autotelic behaviors of gifted students were observed during classes. Fourth, by the result of the student satisfaction questionnaire survey on this program, students actively participated in the STEAM program with interest and curiosity. As achieved self-directed problem solving, versatile communication activities and success experiences, their class satisfaction was high. Based on such results, it was expected that the gifted class applied of STEAM program could enhance scientific communication capacity of the elementary gifted students and would further positively influence flow of learning as well. In addition, it was considered to have integrated approach value to elementary gifted and talented education in the aspect that it could satisfy various educational demands of gifted students.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.21 no.2
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• pp.162-173
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• 2014

Purpose: This study was done to identify learning experiences and self-confidence and to analyze nursing students' self-confidence according to learning experiences for core nursing skills (CNS). Method: Participants were 502 final year nursing students. Data were collected using a structured questionnaire and analyzed using descriptive statistics and t-test. Results: Over 60% of participants had practiced 15 items of the 24 CNS in the basic nursing lab (BNL). In clinical practice (CP), they had practiced five items but experienced only one item in a simulation lab (SL). Items with the highest confidence level were vital signs (4.69) followed by blood sugar test (4.60), pulse oximeter (4.38), and oral medication (4.12). Items with the lowest confidence level were blood transfusion (2.17) followed by enema (2.64) and indwelling catheterization (2.67). The group with CNS experience in the practice curriculum was generally more confident than the group with no experience. Self-confidences in some skills was significantly different depending on availability of SL, credits for BNL and CP, and presence of preceptors. Conclusion: Results indicate a need to develop practice education strategies such as changing the CP to practice-centered learning with preceptors and including well-designed SL to increase confidence of nursing students.

• Journal of the Korean Applied Science and Technology
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• v.35 no.4
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• pp.1359-1368
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• 2018

The purpose of this study was to identify factors related to clinical competence of nursing students and to contribute to the education plan of the undergraduate course for the enhancement of clinical competence. The subjects of the study were 227 students in the 4th grade in the college of nursing. Clinical competence based on the general characteristics of the subject, critical thinking disposition, and core basic nursing skills achievement was conducted by an independent t-test, pearson's corelation coefficient, and linear regression model was used for statistical analysis to investigate factors influencing clinical competence. The results showed that intellectual fairness of critical thinking, achievement in middle and low level of core basic nursing skills had an effect on nursing students' clinical competence, and the higher score had the better clinical competence. Based on the results of this study, it is necessary to improve intellectual fairness and core basic nursing achievement of nursing students and to prepare an educational program to develop the achievement of high level.

• Journal of Families and Better Life
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• v.4 no.1
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• pp.95-107
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• 1986

This study is mainly concerned with providing a basis for the development of adolescent consumer education. the objective of this study is to investigate the factors related to consumer knowledge, consumer role attitudes and consumer skills. The samples are composed of 1453 adolecent consumer filtered by purposive sampling. The sample includes 3 subgroups from middle and high school students. the statistics used for data analysis are t-test and ANOVA. Results are as follows; (1) Consumer knowledge differs according to the numbers of school years, region , parents' occupation , farther's education level, discretionary expenditure. (2) Consumer role attitudes differ according to consumer's number of school years, gender, region, family income , parents' occupation, father's education level, discretionary expenditure, (3) Consumer skills differ according to gender, region, family income, parents' occupation, father's education, discretionary expenditure, and consumer experience.

• Journal of the Korean Home Economics Association
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• v.47 no.9
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• pp.37-53
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• 2009

The purpose of this study was to assess the effects of a children sexual abuse (CSA) parental training program with applied developmental bibliotherapy on parents. Subjects were 54 mothers, 24 of whom participated in the program which included 8 sessions for 4 weeks. Four dependent variables were subjected to analysis of covariance (ANCOVA); mothers’ knowledge, myths and stereotypes related to CSA, and their children’s levels of prevention concepts comprehension and self-protection skills of CSA. The results showed that the program increased mothers’ knowledge of CSA and decreaesd their beliefs on myths and stereotypes, and also increased their comprehension level of CSA prevention concepts and their level of children self-protection skills. These positive effects of the program show that the program can be incorporated into early childhood education practices. We are also pursuing the development of other research programs on this subject.

• Child Studies in Asia-Pacific Contexts
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• v.6 no.2
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• pp.73-85
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• 2016

Speech-print mapping awareness is defined as the awareness of the principles underpinning how speech sound is matched to print symbols. Chinese is unique in that it follows the one syllable one character mapping principle. The present study examined the predictive power of speech-print mapping awareness in young children's word reading. Seventy-four Hong Kong children from the first and second kindergarten years were tested with phonological awareness, visual skills, syllable-level mapping awareness, and Chinese reading ability at Time 1. Chinese reading abilities were tested again 1 year later. It was found that syllable-level mapping awareness predicted Chinese word reading abilities 12 months later. Further, it seemed that the link of syllable mapping to Chinese reading is particularly significant for beginning readers. The findings suggest that understanding the language-specific speech-print mapping principle is critical for reading acquisition at the early stage of reading development.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.3
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• pp.189-199
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• 2017

Purpose: This study was conducted to examine the level of agreement between a standardized patient (SP) and a faculty member in the evaluation of nursing students' assessment and communication skills. Methods: Participants were 51 third year nursing students in a simulation practice of 'nursing care for a patient admitted with chest pain'. Using a 30-item checklist and a 16-item communication tool, a SP and faculty member evaluated the students' assessment and communication skills during the simulation. Results: The average values for percent agreement and kappa statistic for nursing assessment between the two evaluators were 85.3% and .48 respectively. Twenty of thirty items evaluating assessment skill had above moderate agreement (${\geq}.41$) by kappa between the evaluators. Seven of sixteen items evaluating communication and interpersonal skills showed above fair agreement (${\geq}.40$) between the two evaluators, which was measured by intraclass correlation coefficient. Conclusion: The findings show that the evaluation of the SP was consistent with those of the faculty member to a moderate degree. Clear guidelines for evaluating criteria and optimal time and effort for SP training are necessary to increase the reliability of standardized patients as evaluators in simulation-based nursing education.