• Journal of Families and Better Life
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• v.32 no.2
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• pp.143-157
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• 2014

This study explored how a female college student from a wife-battering family overcame her negative father complex and found her femininity through sandplay therapy. The client wanted to have good relationships with people as a result of the therapy. Thirty-one therapy sessions were held. The initial phase of therapy included 1-7 sessions, the intermediate phase included 8-27 sessions, and the final phase included 28-31 sessions. The client expressed her empty heart, frozen femininity and potential to work that was blocked in terms of her internal work as well as in her ability to have relationships in the first phase of therapy. During the middle phase of therapy she pursued her real and authentic self by meeting her shadow and acknowledging the different viewpoints of others. In the final phase of therapy she welcomed a new world with determination of what she would do after graduation in a real life. Through sandplay therapy in a free and protected space, the client overcame her negative father complex and found her natural femininity.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.13 no.1
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• pp.6-14
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• 2006

Purpose: The purpose of this study was to investigate autonomy, teaching effectiveness, and clinical practice satisfaction for fundamentals nursing clinical practice in student nurses. Method: The participants were 244 sophomores, who had done the practice for 8 weeks from June 17 ${\sim}.33$ August 23, 2005. Autonomy the Caring Perspective(ACP) devised by Boughn(1995) was used to measure autonomy, Instrument to Measure Effectiveness of Clinical Instructor(IMECL) by Reeve(1994) for measuring teaching effectiveness, and an instrument by Moon(2002) for measuring satisfaction. Results: After practice, the role model was seen as rich in knowledge and experience(48.77%). Desirable categories for instructor were full-time professors with a practice background and head nurses(31.97%). Average score for autonomy was 3.71(${\pm}.33$), for teaching effectiveness, 3.67(${\pm}.48$) and for satisfaction 3.51(${\pm}.38$). Autonomy scores were high for students satisfied with their major(F=5.23, p=.006), and interested In practice(F=4.38, p=.014). Teaching effectiveness scores were high for students satisfied with practice (F=2.57, p=.038). Clinical practice satisfaction scores were high for students interested in practice(F=5.01, p=.007). Relationships between autonomy and teaching effectiveness (r=.174, p=.006), and between leaching effectiveness and satisfaction showed a positive correlation(r=.632, p=.000). Conclusion: Interest in clinical practice courses in first year affect autonomy, teaching effectiveness and satisfaction.

• Human Ecology Research
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• v.57 no.2
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• pp.271-280
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• 2019

This study collects and analyzes data on educational philosophy and method for domestic and overseas alternative schools. This information is then applied to educational purpose and curriculum for a home economics curriculum that develops unique characteristics for Korean alternative education.This study collected and analyzed the characteristics of educational content and educational elements from two renowned alternative schools: Waldorf School in Germany and Summer Hill in the United Kingdom. The research results were as follows. First, it is necessary to create new word instead of using the term 'alternative education'. Second, among characteristics of Korean home economics curriculum, 'practical problem-solving ability', 'independent living ability', and 'relation forming ability' should be utilized to create a school with an independent curriculum and to establish a unique brand value. Third, time investment on instructor education should be made to cultivate competent and charming instructors as the center of a school. Lastly, school education should manage student's life at school and after graduation. The school and instructor should provide alternative education while thinking they are responsible for 50 years of a student's future life. This study helps show that alternative education is not perceived as a superficial and generalized education and that Korean alternative education can find similar characteristic to those of overseas cases.

• Research in Mathematical Education
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• v.26 no.3
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• pp.235-252
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• 2023

We investigated the classification of learner groups for students' mathematical modeling competency and analyzed the characteristics in each profile group for each country and variable using PISA 2012 data from six countries. With a perspective on measuring sub-competency, we applied the latent profile analysis method to student achievement for mathematical modeling variables - Formulate, Employ, Interpret. The findings showed the presence of 4-6 profile groups, with the variables exhibiting high and low achievement within each profile group varying by country, and a hierarchical structure was observed in the profile group distribution in all countries, interestingly, the Formulate variable showed the largest difference between high-achieving and low-achieving profile groups. These results have significant implications. Comparison by country, variable, and profile group can provide valuable insights into understanding the various characteristics of students' mathematical modeling competency. The Formulate variable could serve as the most suitable predictor of a student's profile group and the score range of other variables. We suggest further studies to gain more detailed insights into mathematical modeling competency with different cultural contexts.

• The Korean Journal of Community Living Science
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• v.26 no.2
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• pp.375-386
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• 2015

This study examines the effects of parent-child attachment across the child's life from a life-span developmental perspective. The study investigates the effects of a child's attachment to his or her mother in childhood on his or her school attachment as an adult student and explores the role of self-esteem as a mediator of the relationship between these two variables. A total of 529 S Cyber University students taking social welfare classes participated in this study. These students completed a questionnaire about their present level of self-esteem, attachment to their mother in childhood, and school adjustment. According to the SEM results, adult students' self-esteem fully mediated the relationship between their mother-child attachment in childhood and their school adjustment in adulthood. Attachment security for the mother in childhood was related to the child's own internal working model, and positive self-esteem was related to school adjustment.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.355-370
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• 2016

This research intends to and understand a prospective teacher, Kim's mathematics lesson in the perspective of Activity Theory. In this study, Kim's mathematics lesson was explored in the aspects of subject, object, tools, division of labor, community, and rule which are main constituent of Activity Theory and Activity System suggested by $Engestr{\ddot{o}}m$. As the result of study, we discussed the phenomena such as the fluctuation between object and tool, the multi-voicedness between object, rule, outcome and student subject, and the dissonance between division of labor, community and rule were appeared in Kim's mathematics lesson as an activity system.

• School Mathematics
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• v.12 no.1
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• pp.79-95
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• 2010

The purpose of this study is to examine into how the mathematically gifted cope with ambiguity when they are encountered to learn via resolving ambiguity. In this study 6 gifted students are asked to resolve the ambiguity. Participant in this study appeared to experience the need of mathematical justification and the flexible change of perspective. The gifted have constructed unified mathematical knowledge by making a relation between two incompatible perspective in the process of resolving the ambiguity. We suggest that dealing with ambiguity in mathematics class can be a good opportunity for enhancing the gifted student mathematics education.

• Korean Medical Education Review
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• v.23 no.3
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• pp.147-153
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• 2021

The coronavirus disease 2019 (COVID-19) pandemic made it necessary for medical schools to restructure their curriculum by switching from face-to-face instruction to various forms of flexible learning. Flexible learning is a student-centered approach to learning that has received interest in many educational sectors. It is a critical strategy for expanding access to higher education during the pandemic. As flexible learning includes online, blended, hybrid, and hyflex learning options, learners have the opportunity to select an instruction modality based on their needs and interests. The shift to flexible learning in medical education took place rapidly in response to the COVID-19 pandemic, and learners, instructors, and schools were not prepared for this instructional change. Through the lens of the technology acceptance model, human agency, and a social constructivist perspective, I examine students, instructors, and educational institutions' roles in successfully navigating the digital transformation era. The pandemic has also accelerated the use of advanced information and communication technologies, such as artificial intelligence and virtual reality, in learning. Through a review of the literature, this paper aimed to reflect on current flexible learning practices from the instructional design and educational technology perspective and explore emerging technologies that may be implemented in future medical education.

• Journal of Engineering Education Research
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• v.21 no.4
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• pp.10-19
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• 2018

This study introduces an engineering design class which is experimental in a sense that it is planned and implemented with three key concepts such as learner-centered education, living lab and community based learning. With the class run in being connected with one regional community in Seoul, it focuses on its educational effects acquired through the living lab-based approach. And this research investigates the student's experiences of when, what and how they learn in a learner-centered class. It shows that, rather than taking professor's one dimensional lectures in classroom, the students learn actively when they face with the problem in the field. Students have come to carry out engineering design from the perspective of stakeholders, not from the supplier or producer's perspective in the process of meeting with the problem in reality. Team based collaborative activities are crucial in the entire design process. More importantly, students' design products have been transformed into more useful and meaningful ones as stakeholders of the local community have participated into the students' works. However, we need to recognize that there are some important issues that need to be solved institutionally and systematically in order for such educations to spread. This study suggests several educational arrangements for those issues.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.753-766
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• 2021

This study was conducted to explore the meaning and essence of college students' short-term overseas volunteer work experiences. Data were collected through in-depth interviews with fourteen college students who participated in short-term overseas volunteer work from May 5, 2020 to August 30, 2020. Data were analyzed using the phenomenological method of Colaizzi(1978), and as a result of data analysis, ten subjects and five categories were derived. The five categories are: having expectations for overseas volunteer work, accepting and approaching different environments, feeling embarrassed by unexpected situations, being aware of the limits of activities, and looking at the world from a broader perspective. In this study, college students encounter a new world through overseas volunteer work, accept and adapt to a different environment, and are provided an opportunity to have a broader perspective needed in the global era.