• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.363-372
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• 2021

Aim of this study was to confirm the effect of teaching and learning methods on outcomes of learner according to learning style. For this, 22 of dental hygiene students(case group) was treated teaching & learning methods according to learning style while 24 of students(control group) was non treated. Pre-survey were performed before performance of program. Formative Evaluation(FE) was conducted in 2, 3 and 4 week of program respectively and summative evaluation(SE), survey of subject interest(SI) and learning motivation(LM) were conducted in 5 week. The result of study, FE, SI and LM after treatment were increased than before treatment in case group(p<0.05). SI and LM of case group were higher than control group(p<0.05). FE after treatment was increased than before treatment in he assimilator(p<0.05). SI and LM of case groups were higher than control group in assimilator and diverger(p<0.05). The result of correlation analysis, SI was related with SE, FE, LM(p<0.01, p<0.05). Thus, it is necessary to development, application and study of teaching & learning consider to learning style.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.3
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• pp.371-383
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• 2013

Purpose: The purpose of this study was to develop a module for infants in pediatric nursing based on problem-based learning (PBL) and to analyze its effect. Methods: The data used in the study was collected from 79 junior nursing students. For the analysis of the module effect, one group post-test design was applied for measurement of academic achievement. Results: The module for infants is comprised of a 4-hour PBL module. The academic achievement tests are composed of formative (tutor evaluation, self-evaluation) and summative evaluations. The self-evaluation revealed the strong need for PBL and the importance of PBL in the problem solving process and integrative thinking. The mean score of the subjects' learning satisfaction, problem solving process and concept map assessments were all above 50 percent. There was no significant difference in the mean score between the infant PBL and other teaching methods. Conclusion: The PBL proved to be a useful learning method to promote the critical and integrative thinking process.

• Journal of Korean Academy of Nursing
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• v.35 no.2
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• pp.262-269
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• 2005

Purpose: The purpose of this study was to develop a health education program for child care workers of infants, toddlers and preschoolers to improve their care ability. The program provided child care teachers and children with information on how to take care of their health. Method: This program development was based on a systematic design of instruction by Dick & Carey(1996). The process included a review of literature, setting an instructional goal, getting advice from various experts, designing instruction and instructional medias, designing formative evaluation, revising the program and making a summative evaluations. Result: The products of this program were the 'Teachers Guide Book & CD-ROM.' The guide book included health education programs for infants, toddlers and preschoolers. The infant program included a basic baby care program for teachers. The toddlers and preschoolers program included basic health promotion, dental health, nutrition management, communicable disease prevention, substance abuse prevention and a safety program. Conclusion: These programs provided a systematic content of health education for children and their teachers, and useful data which can be applied to child care centers.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.487-494
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• 2009

Since the term, 'scientific literacy' was introduced by P. D. Hurd in 1958, it has been used as a term, representing major goals in science education. In Korea, the term 'scientific literacy' was used in the statement of the summative objective of the 2007 science reformed curriculum. But in various educational contexts m which teachers and researchers works, the definition of the term has not been used consistently. This phenomena would be interpreted as showing limits of the term describing the goals of science education. This study examined the historical change in the meaning of the term in purpose of trying to anchor the definition. In this study, the changing period was divided into before introducing the term and after. The after era was divided into the period of confusing and anchoring in the meaning, and the period of expanding the meaning. Especially, after science as intellectual ability was conceptualized in science education communities, the meaning of scientific literacy was partially confused. In current time, as the concepts of language in cognitive science influenced the use of language in science education, the trends of expending the meaning of scientific literacy has been grasped in science education community.

• Journal of the Korea Computer Industry Society
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• v.8 no.3
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• pp.147-154
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• 2007

Many studies have reported that each evaluation had a stronger effect on the development of a student's teaming ability. Nevertheless, in reality schools rely on the results of summative evaluation after the lesson only for the purpose of learning evaluation. Such a method of evaluation is a result-oriented learning evaluation, with no consideration of developing process of loaming ability of each student. Existing learning evaluation has been considered difficult to process learning performance ability in a clearer manner, as it examines teaming performance ability by diagnostic evaluation and learning ability improvement by formative evaluation, separately. Therefore, this paper proposes a learning evaluation method incorporating diagnostic and formative evaluation, using a Fuzzy inference, for a more objective assessment of performance ability. The proposed method assessed teaming ability based on different weight values, in order to reflect the level of diagnostic and formative evaluation.

• Research in Community and Public Health Nursing
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• v.15 no.2
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• pp.197-208
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• 2004

Purpose: This study was to develop an effective evaluation tool for evaluation of hypertension prevention and management program(HPMP) in community health posts (CHPs). Method: Evaluation tool composed from the literature review, the field visiting, and the in-depth interviews with the community health practitioners. Result: The evaluation tool had four domains, each with different maximum points:, hypertension prevention (35), hypertension management (40), environment of the CHPs(10), and evaluation system of the HPMP(15). The first domain was hypertension prevention with sub-domains of health education, and early detection of patients with hypertension. The second domain was hypertension management with sub-domains of management of health records of patients, education and counseling, and treatment and follow-up of patients. The third domain was the environment of the CHPs with subdomains of accessibility of CHPs to residents, accessibility of general health data to the public, and availability of health information to the public by multimedia. The fourth domain was the evaluation system of the HPMP with the subdomains of planning of program, formative evaluation, process evaluation, and summative evaluation. Conclusion: The newly developed evaluation tool will contribute not only to plan and set goals for evaluation of HPMP in CHPs.

• Research in Community and Public Health Nursing
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• v.13 no.3
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• pp.433-443
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• 2002

Objectives; The purpose of this study was to develop a framework for home care and a Home Care Need Assessment Tool. Method 1. Identifying common domains in the provision of home care. 2. Charts of 253 home care clients were reviewed to obtain a classification of the nursing diagnoses. 3. A focus group methodology was used to develop the domains. 4. The tool was applied to 439 home care clients.(Kappa value=0.460-1.000, sensitivity, 0.444-1.000: specificity, 0.743-1.000). 5. Some refinements and extractions of the defining characteristics and related factors were made based on the results of the focus group. Results Home Care Need Assessment Tool consists of three parts; -Part I : factors related to basic conditions -Part II : a screening component that enables home care nurses to assess 30 multiple domains of 53 nursing diagnoses. -Part III : summative nursing diagnoses and nursing need intensity for the clients. Conclusion This tool provides a comprehensive assessment that helps the recognition of many strengths as well as problems of the clients. It will be usefully utilized in scheduling home care nursing plans and evaluating client outcomes.

• Journal of Korean Biological Nursing Science
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• v.15 no.2
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• pp.90-98
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• 2013

Purpose: The purpose of this study was to develop a clinical practice nursing students' microbiology program based on the mastery learning model, and to evaluate the effects of the program on nursing students' knowledge, self-efficacy, performance, and satisfaction related to the nursing students' microbiology program. Methods: The program was developed by using the processes of the mastery learning model. The pre-experimental research design involved a one group pretest-posttest design. The setting was a university located in Incheon, Korea. A total of 130 nursing students participated in the program including a theoretical lecture, clinical practice, and formative and summative evaluation. Results: Using the program that was designed and developed, results for the total score of self-efficacy, knowledge, and performance in the post-test application were significantly higher than in the pre-test application (p<.05). The satisfaction of hand hygiene and disinfection/contaminated hand microbial culture and disinfection test received the highest ratings. Conclusion: The application of a clinical practice nursing students' microbiology program was effective, and can be expanded to other nursing students. Future research with other study designs was warranted in order to prove the effect of a microbiology program based on the mastery learning model.

• Research in Mathematical Education
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• v.18 no.3
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• pp.223-234
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• 2014

Research shows that formative assessment has a more powerful effect on student learning than summative assessment. This case study of an 8th grade algebra classroom focuses on how the implementation of Formative Assessment Lessons (FALs) and the participation in teacher learning communities related to FALs changed in the teacher's instructional practices, over the course of a year, to promote students' mathematical reasoning and justification. Two classroom observations are analyzed to identify how the teacher elicited and built on students' mathematical reasoning, and how the teacher prompted students to respond to and develop one another's mathematical ideas. Findings show that the teacher solicited students' reasoning more often as the academic year progressed, and students also began developing mathematical reasoning in meaningful ways, such as articulating their mathematical thinking, responding to other students' reasoning, and building on those ideas leading by the teacher. However, findings also show that teacher change in teaching practices is complicated and intertwined with various dimensions of teacher development. This study contributes to the understanding of changes in teaching practices, which has significant implications for teacher professional development and frameworks for investigating teacher learning.

• International Journal of Advanced Culture Technology
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• v.10 no.1
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• pp.1-9
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• 2022

The notion of outcome-based educational paradigm and its adaptability for higher education has become a recent growing and quite stirring trend. In the year 2017-18, this educational philosophy has been embraced by some of the higher educational institutions in Pakistan as well. This research attempts to investigate OBE and non-OBE systems in the context of students learning outcomes and academic attainment levels in engineering education in Pakistan. The study has been conducted on undergraduate students of MUET, Jamshoro, Sindh Pakistan. The students of the software engineering department are taken as the sample. Student cohorts are formed i.e., OBE and non-OBE (traditional/teacher-centered approach) cohorts. The summative assessments of semester exams are used for data analysis descriptive statistics and independent samples t-test is performed to set up the group statistic. The findings of this study show that, in terms of students' performance, the OBE system outperforms the traditional system and this transition in engineering institutions might be beneficial in the future.