• 제목/요약/키워드: Team Activity Competence

검색결과 9건 처리시간 0.019초

공과대학생의 팀워크 역량과 사고양식의 관계 (Relationships between Teamwork Skills and Thinking Styles in Engineering Students)

  • 황순희
    • 공학교육연구
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    • 제20권2호
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    • pp.39-49
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    • 2017
  • This research aims to explore the relationships between 'teamwork skills' (often called team activity competence) and 'thinking styles' of engineering students in Korea, and to provide an explanation for the application of team-based environment as well as for the increase of teamwork skills. Teams and team activity are pervasive in today's organization and there has been relatively much research on teamwork skills and its related factors. However, to date, little attention has been paid to the teamwork skills, essential factor in team-based environment and its relationships with thinking styles. This study was conducted with 383 engineering students at P University, and students' teamwork skills as well as thinking styles have been measured before and after team-based learning class (hereafter TBL). Our findings show that firstly, there was a significant increase of teamwork skills between before and after TBL class. Second, team activity competence was found to have a higher correlation with most of creativity generating styles (i.e. legislative, judicial, hierarchical and global styles). Third, hierarchical style was found to influence team activity more than other components, and also legislative, external, global and judicial styles contributed to team-based activity. These findings are expected to provide an explanation for the application of thinking styles in team-based environment and will be useful for the improvement of related courses in engineering school.

PBL기반 팀활동 수업에서 대면·비대면 학습에 따른 학습역량 분석 (Analysis of Learning Competence according to the Contact·Untact Learing in the Team-activity Class based on PBL)

  • 이재경
    • 공학교육연구
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    • 제26권2호
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    • pp.45-53
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    • 2023
  • This study conducted and evaluated the PBL-based team activity classes in contact and untact learning. Appropriate subject (Engineering communication) was also selected and evaluation methods were improved. In the qualitative evaluation results, in contact learning, similar score ranges were formed for each task, and the variability of scores for each task was not large. In untact learning, the difference in scores for each task was rather large, and the variability of scores for each task was large, indicating a large difference between teams that performed well and teams that did not. In the quantitative evaluation, contact learning showed a little low grades, but untact learning showed relatively high grades, but there were limitations in showing the conclusion that the untact learning effect was very good. As a result of the survey, there were more positive responses to the degree of understanding of the class conducted online, the degree of help to improve competence, and the team activity. However, if untact learning continues, it was analyzed that it is necessary to prepare appropriate measures to enhance learning effects and efficiently conduct team activities.

초등예비교사의 교수역량 증진을 위한 팀 기반 프로젝트 학습 실행 및 효과 (Performing and Effects Team-Based Learning Program for improving of Teaching Competencies of Pre-service Elementary School Teachers)

  • 류현아
    • East Asian mathematical journal
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    • 제33권2호
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    • pp.217-233
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    • 2017
  • This study expects that Team Based Project Learning can act positive role to improve pre-service elementary teachers' teaching competence from previous studies. So designing and executing Team Based Project Learning program, I can provide some suggestions to the teaching method for teacher training education. In this study, Team Based Project Learning focuses on the use of history of mathematics in school mathematics. Also from organizing the team to evaluation, I conduct team activity systematically both inside and outside the classroom. The result of this study shows that pre-service elementary teachers' teaching competence has improved and I could identify the positive response about the value of using the history of mathematics and effect of Team Based Project Learning in mathematics learning.

경계연결리더십이 조직구성원의 자기효능감, 역할 외 활동, 그리고 흡수역량에 미치는 영향 (The Effect of Boundary-spanning Leadership on Self-efficacy, Extra-role Behavior, and Absorptive Capacity)

  • 권정언;우형록
    • 지식경영연구
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    • 제20권1호
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    • pp.133-153
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    • 2019
  • Due to the uncertainty of dynamic business environment, modern organizations have been giving attention to dynamic capabilities beyond traditional notion of core competence. Among them, absorptive capacity and boundary-spanning activity are considered the most important. The former refers to activities regarding acquisition, assimilation, transformation and exploitation of internal and external knowledge. The latter is composed of boundary-loosening and boundary-tightening activities to detect internal or external information and then to preserve, protect, or acquire resources. Thus, both have achieved wide recognition as a potential source of change and innovation. This study investigated the cross-level relation between boundary-spanning leadership at team level and absorptive capacity at individual level. We also explored self-efficacy and extra-role behavior that can affect employees' absorptive capacity. To test multi-level analysis, the survey data were collected from 862 members in 137 teams of different firms. Results revealed that boundary-spanning leadership had the positive cross-level impact on absorptive capacity in the team context. Moreover, absorptive capacity was positively associated with self-efficacy and extra-role behavior at individual level. Based on these findings, we provided theoretical and practical implications to address rapidly changing environments and discussed limitations of this paper for further research.

학생주도 창의융합 프로젝트 교육 모델 개발 (Development of Learner-centered Hybrid Project Learning Program)

  • 신선경
    • 한국실천공학교육학회논문지
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    • 제4권2호
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    • pp.53-59
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    • 2012
  • 본고는 학생주도 창의융합 프로젝트식 교육 모델의 설계와 시행을 통해 21세기에 요구되는 창의적 공학인재 양성을 위한 교육의 새로운 방법론을 제시하고 그 성과에 대해 고찰하는 것을 목적으로 한다. 이를 위해 먼저, 공학적 창의성에 대한 개념과 R&D 3.0 및 교육3.0의 구체적 내용을 검토하였다. R&D 3.0과 교육 3.0의 내용검토를 통해 기술과 인문을 융합할 수 있는 융합 역량과 국제 협력 역량 강화를 지향하는 학생 주도의 프로젝트식 교육의 필요성을 확인하였고, 공학적 창의성에 대한 논의를 통해 기술의 사회인문학적 맥락을 읽을 수 있는 인문사회적 소양 교육과 경험 중심의 현장 교육 및 집단적 창의성을 함양할 수 있는 팀 기반 교육의 필요성을 도출하였다. 이를 바탕으로, 학생주도 창의융합 프로젝트인 공학도를 위한 Global Engineering Project(이하 GEP) 프로그램을 설계하고 이를 3차에 걸쳐 시행한 후, 시행 결과를 바탕으로 프로그램의 성과와 기대 효과를 정리하였다.

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본태성 고혈압 환자의 자기실현 및 욕구구조에 관한 연구 (Manifest Weeds and Self-Actualization of Patients with Essential Hypertension)

  • 강익화
    • 대한간호학회지
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    • 제8권1호
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    • pp.163-180
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    • 1978
  • Much of a person's energy is spent in the effort of becoming a productive member of to-day's complex society. This activity may cause tension, and chronic unrelieved tension is an influential factor in blood pressure elevation. The problem of this study was to identify manifest needs and self-actualization of patients with essential hypertension, and to analyse and compare their manifest needs and selt-actualization with the selected general characteristics of We, sex, religion, occupation and level of education with a control group of patients with normal blood pressure readings. The purpose was to contribute to the planning of nursing interventions toward reducing the impact of complex psycho-somatic factors on the anxiety of patients with essential hypertension. The instruments used included selected items from the Edwards (1959) Personal Preference Schedule (EPPS) as adapted by Hwang (1965) and from the Personal Orientation Inventory (POI) (Shostrom 1964, 1974) adapted by Kim and Lee (1977) to measure manifest needs and self-actualization. The convenience sample was chosen from 149 persons who presented themselves for general physical examinations at Ewha University Medical Centre and 41 patients diagnosed with essential hypertension at three general hospitals in Seoul during June 1 and August 31, 1977. Forty-nine persons from the Ewha group with blood-pressure readings exceeding 150/90 were added to the experimental group. Data were analysed by the S.P.S.S. computer programme using t-test and tests for statistical significance. Statistically significant findings were as follows: A. Blood Pressure and Manifest Needs. 1. with the exception of Autonomy, patients with hypertension had significantly high scores on all variables Abasement, Achievement, Affiliation, Aggression, Dominance, Emotionality, Exhibitionism and Sex. 2. When mean scores of normal persons were compared by age groups, normal persons had higher scores in the following order on Abasement (50's, 40's, 20's, 30's), Achievement (50's, 30's, 40's, 20's), Affiliation (50's, 40's, 30's, 20's), Dominance (50's, 40's, 40's, 20's) and Exhibitionism (30's, 50's, 40's, 20's). In each case, there was a significant difference between the first and last age group scores. 3. When the mean scores of normal persons were compared by sex, normal men had higher scores than women on Achievement, Affiliation, Aggression, Dominance, Exhibitionism and Sex. Male patients had higher scores than female patients on Achievement, Dominance, Exhibitionism and Sex, but female patients scored higher in Emotionality. 4. Normal persons had higher scores related to religion in the following order on Achievement (Buddhism, no religion, Christianity). Hyper tensive patients had higher scores on. Exhibitionism (no religion, Christianity, Buddhism). 5. Normal persons had higher scores related to occupation in the following order on Achievement and Exhibitionism (unemployed, office workers, teachless, businessmen), Emotionality (office workers, unemployed, businessmen, teacher) and Sex (office workers, unemployed, teachers, businessmen). Hypertensive patients had higher scores on Achievement and Aggression (teachers, businessmen, office worker, unemployed), Dominance and Exhibitionism (businessmen, teacher, of ace workers, unemployed) and Sex (teachers, office worker, businessmen, unemployed). 6. Normal persons had higher scores related to level of edification in the following order on Abasement, Emotionality and Autonomy (secondary school graduation, university). Hypertensive patients had higher scores on Abasement (no education, primary, university, secondary), Achievement (no education, secondary, university, primary) , Dominance (university, no education, secondary, primary), Exhibitionism (university, secondary, no education, primary), and Sex (university, secondary, primary, no education). B. Blood Pressure and Self_Actualization 1, Patients with hypertension had significantly lower scores on all variables. 2. Normal persons had higher scores related to age groups in the following order on Existentiality (20's, 30's, 40's, 50's). Hypertensive patients showed no significantly different scores. 3. Normal women had higher scores than men on Time Competence. Normal men had higher scores on Feeling Reactivity. Male patients had higher scores than women on Self-Actualizing Value and Self-Regard. 4. Normal persons ha 1 higher scores related to religion on spontaneity (Buddhism, no religion, Christianity). Hypertensive patients had higher scores on Time Competence and Nature of Man (Buddhism, Christianity, no religion). 5. Normal persons had higher scores related to occupation in the following order on Existentiality (teachers, office workers, businessmen, unemployed) and Self-Regard (unemployed, office workers, teachers, businessmen). Hypertensive patients showed no significantly different scores. 6. Normal persons had higher scores related to level of education in the following order on Existentiality and Self-Acceptance (university, secondary). Hypertensive patients had higher scores on inner-Director (university, secondary, no education, primary) and Existentiality (university, secondary, primary, no education). Recommendations for nursing interventions with hypertensive patients with emotional problems or low self-actualization were made. 1. The nurse should encourage the patient through her interactions with other members of the medical team to accept counselling and health education. 2. Through her therapeutic interpersonal relationships with the patient, the nurse should help him discover the causes of his emotional tension. 3. Through her health teaching with the family, the nurse should encourage them to participate with the medical team in the patient's therapeutic plan and in providing him with the minimum possible emotional support. 4. Through frequent counselling with the obsessive-thinking and inflexible patient, the nurse should reevaluate the patient's behaviour and her interventions. 5. Seriously ill patients should be given needed reeducation by members of the professional medical team.

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예비수학교사들의 디자인 사고(Design Thinking) 기반 교육실습 활동 경험 분석 (Analysis of Pre-Service Mathematics Teachers' Experience on Design Thinking based Teaching Practicum)

  • 이지연;김훈주
    • 한국수학교육학회지시리즈E:수학교육논문집
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    • 제34권3호
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    • pp.235-256
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    • 2020
  • 본 연구는 예비수학교사의 교육실습 현장수행 역량을 높이기 위해, 디자인 사고 프로세스를 활용한 대학수업과 학교 현장의 교육실습 연계형 프로그램을 운영하고 참여한 예비수학교사들의 경험을 분석하는 데 목적을 두었다. 이를 위해, 2019학년도 1학기 교육실습 대상자인 예비수학교사 8명이 참여한 대학 전공 수업에 디자인 사고 5단계 프로세스를 적용한 후, 참여자 집단 및 개별 면담 자료와 디자인 사고 활동 결과물 등 질적 자료를 수집 분석하였다. 자료 분석에 따른 연구결과는 다음과 같다. 첫째, 대학수업에서의 디자인 사고 1~4단계를 통해 참여자들의 인식은, 초기에 공감 단계의 혼돈과 막연함에서 시작하였으나 시간의 흐름에 따라 프로그램 활동에 대해 보다 적극적인 변화를 보였다. 둘째, 교육실습 중, 디자인 사고의 5번째 단계인 평가단계에서는, 참여 예비수학교사들이 이전단계에서 생성한 프로토타입의 적용성을 확인하는 활동을 적극적으로 수행하였다. 다만, 일부 현장의 허용적이지 않은 상황으로 인해 프로토타입의 적용에 어려움을 가진 사례도 있었다. 셋째, 교육실습 후, 대학수업에서의 평가 및 성찰 과정에서 참여자들은 디자인 사고 활동의 필요성에 긍정적으로 공감하였다. 끝으로, 대학수업과 학교현장의 교육실습 간 융통성 있는 연결을 위해 두 영역의 긴밀한 연계가 전제될 필요가 있음이 확인되었다.

간호학생의 임상실습 간호활동시간 분석 (Analysis of Nursing Care Activities of Nursing Students in Clinical Experience)

  • 이정희;성영희;정연이;김정숙
    • 한국간호교육학회지
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    • 제4권2호
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    • pp.249-263
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    • 1998
  • The competence of newly graduated nurses is based on various clinical expriences gained when they were students. Therefore, instructors of nursing students, professors in nursing schools or directors in hospitals must play a critical role in assisting them to obtain various knowledge and experienced nursing skills. The purpose of this study was to investigate nursing care activities and nursing care hours practiced by nursing students in a general hospital. The subject students were total 214 nursing students, 2nd graders(sophomores) and 3rd graders(juniors) from 5 Junior Nursing Colleges in Seoul and they practiced at S general hospital to gain clinical experience. The data were collected for 4 days. The tools for this study were the direct nursing care activity list consisted of 15 nursing areas and the indirect nursing care activity list consisted of 9 nursing areas. The subject students were supposed to record their own score. The results of this study are ; 1. The nursing care hours per nursing student 1) The average total nursing care hours a day per each nursing student are 362.65 mins(6.04hr), the direct nursing care hours per each nursing stuent are 202.09 mins(direct nursing care rate 56.0%) and it is higher than the indirect nursing care hours, 159.75mins(indirect nursing care rate 44.0%). The direct nursing care rate of each student by a team approach in the evening shift(56.3%) is higher than that in the day shift(55.8%). 2) The hours of checking vital signs are the longest(47.35mins) among the direct nursing care activites and next is in order of counseling 8l emotional support, nurse rounds, and accompaning a patient during examination. The hours of reporting are the longest(32.39mins) among the indirect nursing care activites, and next is the activities related to education such as reviewing chart, looking up references, etc. 3) The freqency of checking vital signs practiced by nursing student is the highest(the average of 55.7 times) among the direct nursing care activities and next is in order of nurse rounds, assistance of feeding, and counseling & emotional support. The required time for nursing students to accompany their patient during examination is the longest(20.7mins) and next are in order of restriction on patient' activity, orientated by a head nurse, skin care, sitz bath, bathing & hair shampoo, and assisting with patients' exercise. 2. The nursing care hours per grader 1) The average hours of total nursing care per a nursing student are 369.2mins(6.2hrs) to 2nd graders, 355.9mins(5.9 hrs) to third graders. The direct nursing care rate per each nursing student to 3rd graders(59.3%) was higher than that to End graders(52.8%). 2) For 2nd graders, the highly marked nursing activities are teaching associated with direct nursing care activities such as drawing up papers, looking up references, reviewing charts, and being orientated by staff nurses. For 3rd graders, measurments, observations, and nurse rounds in indirect nursing care activities are taken highly 3) The most frequent practice of the nursing care activites is checking vital signs : 65 times to 3rd graders and 46.5 times to 2nd graders. Our suggestions based on the results of this study are : 1. It is recommanded to repeat the same designed study in a variety of clinical fields for further study. 2. It is recommanded to collect data not by self-record method but by observated method. 3. It is needed for nursing instructors in Nursing Schools and in hospitals to develop the guidelines and check-list of clinical practice courses.

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공동주택 건설사업에서 조경 감리의 품질관리 현황과 개선방안 연구 (A Study on Current Status of Landscaping Supervision Quality Control and Improvement Measures in Apartment House Construction)

  • 김정철
    • 한국조경학회지
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    • 제49권1호
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    • pp.1-18
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    • 2021
  • 본 연구는 공동주택 조경현장에서 조경식재 및 시설물의 품질개선, 하자저감을 위한 조경 감리활동의 적정성과 수행과정에서 발생하는 문제점을 파악하여 공동주택 조경 감리제도의 개선 방안을 제시하고, 현재 추진 중인 공동주택 조경 감리원 배치의무화 법령 개정을 위한 입법 활동의 근거자료 제공을 목적으로 하였다. 연구는 2010년대 준공된 공동주택의 최종 감리보고서에서 조경시공분야 시공관리 및 품질관리 내역을 추출하고, 공동주택 조경분야 감리/감독 지침에 의거한 시공 및 품질관리 활동이 진행되었는지에 대해 비교분석하고 계량화하였다. 분석결과, 1,500세대 미만의 공동주택 단지는 조경 감리원이 배치되지 않았고, 조경 공정은 전체 공정의 19~46%를 차지하였으나, 토목 감리원이 조경 감리를 병행 수행하여, 조경분야 시공품질 관리를 위해 집중할 수 없는 상황이었다. 조경식재 분야 시공품질 관리업무는 조경 감리원이 배치되지 않은 단지에서는 토목 감리원의 역량과 경험에 따라 품질관리에 차이가 있었고, 조경시설물의 공통자재 시공분야는 토목감리 업무와 연계하여 시공품질관리 업무가 충분히 진행되었으나, 단위시설물 설치분야는 조경 감리원이 배치되지 않은 공동주택에서는 놀이시설안전관리법 등 법령에서 정한 시설품질기준 및 설치안전기준 부합 여부에 대한 현장검측을 생략하거나 서면으로 대체하는 것으로 나타났다. 공동주택 조경 감리활동 지수 분석 결과, 공동주택 A가 72.0, 공동주택 B는 70.4이었고, 공동주택 C~G는 38.7~46.9 수준으로, 조경 감리원의 배치 유무에 따라 품질관리, 공정관리, 기술지원의 차이가 시공품질, 하자발생에 영향을 미치는 것으로 파악되었다. 조경감리원 배치 기준을 기존의 1,500세대 이상에서 300세대 이상으로 확대하고, 공동주택 건설현장에서 조경분야 기술인력의 확대 배치를 통한 조경공정의 품질관리 증진, 건설 현장의 원가관리, 공정관리가 원활하게 되며, 하자 발생율도 현저히 줄일 수 있을 것으로 생각되었다. 본 연구를 통해 공동주택 건설에서 조경분야의 시공품질의 질적 개선과 조경 기술인력의 활동영역 확대, 조경분야 감리 인력의 배치 활성화, 조경업역의 제자리 찾기를 통한 조경산업의 진흥에 도움이 될 것으로 기대되었다.