• The Journal of Korean Society for School & Community Health Education
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• v.11 no.1
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• pp.149-158
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• 2010

Background & Objectives: Rising concerns about patient safety and looming health provider shortages were generating new recognition for an old idea. Interprofessional education means that two or more professions learn with, from and about other to improve collaboration and the quality of healthcare. The University of British Columbia established the College of Health Disciplines in 2001 to examine the merits of interprofessional health education. The objective of this study was to review UBC's interprofessional health education and to introduce the theoretical framework of interprofessional education for collaborative patient-centered practice. Methods: This study was conducted with the materials relevant to the interprofessional education. We reviewed the journals and Web site for this subject and we obtained interview data from administrators in the University of British Columbia, College of Health Disciplines. Results: We introduced interdisciplinary education for collaborative patient-centered practice model. It is assumed valuable model in preparing the interprofessional education as well as theoretical framework for implementation. We preseuted the example for interprofessional education of the College of Health Disciplines, University of British Columbia. Conclusion: We need to introduce the interprofessional education at the health care departments of University or College in Korea.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.195-213
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• 2018

The purpose of this study is to verify the effect by developing and applying a new program for improvement of creative problem solving ability and collaborative ability. Development of a sewing practice program was performed through the ADDIE model. The subjects of the study were 1^st grade middle school students and the research plan of the study was pretest-posttest control group design. The study method was performed by mixing the quantitative and qualitative analysis methods. Results of this study are as follows. First, the students in the experimental group showed higher creative problem solving ability than the students in the control group, but the difference was not significant at the 5% significance level. Qualitative analysis results indicated that creative problem solving ability is closely related to learning experiences involving the 'generation of diverse ideas', 'rebirth of creative ideas', 'self-directed learning plan', 'active problem solving', 'immediate feedback'. Second, the students in the experimental group showed a significantly higher level of collaborative ability than the students in the control group. This demonstrated that the program developed in this study had an effect on fostering the collaborative ability of middle school students. It was found that collaborative ability is closely related to learning experiences involving 'forming a positive atmosphere', 'continuous interaction', and 'working together'.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.557-564
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• 2015

The purpose of this study is to examine the problems in the teaching practice of beginning science teachers who participated in the collaborative mentoring program to improve their teaching expertise. The participants were six beginning science teachers and six mentors at middle and high school levels. From each beginning science teacher and mentor teacher, journals, one-to-one mentoring records and transcripts, interviews and questionnaires, and transcripts conducted at the beginning, middle and the end of the mentoring program were collected. Seven aspects of the beginning science teachers' problems in their teaching practice were identified. The result showed that mentee teachers didn't set up specific learning objectives and they organized and presented lesson contents without considering students' proficiency level. Also, they found it hard to prepare for the lessons irrelevant to their major field of study and they tended to use convergent questions more than divergent questions. Mentee teachers tend to give teacher-centered rather than student-centered teaching. Beginning teachers' recognition of their problems in their teaching practice tends to lead changes in their teaching practice. Some of the problems that mentee teachers showed could be overcome if they recognized the problem through the collaborative mentoring program, but if not, it tends to remain throughout mentoring program.This study also highlighted the importance of reflection on beginning science teachers' practice.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.55-70
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• 2002

The influence of peer collaboration on children's analogical abilities was studied with 120 9-year-old participants. After the pre-test, which determined the analogical level of the children, each child was assigned to 1 of 4 different learning conditions: cued/non-cued peer collaborative learning, or cued/non-cued individual learning conditions. The post-test showed changes in their analogical abilities. That is, results showed that cued peer collaborative learned improved the analogical abilities of the children, but the pattern of improvement was different by prior level of analogical abilities. We explained improvement in analogical ability by the context effect of peer collaborative learning and by the interactive effect of context with basic cognitive abilities of the children. We suggested implications of the present results for educational practice.

• Journal of Mechanical Science and Technology
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• v.20 no.10
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• pp.1534-1540
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• 2006

Concurrent Engineering (CE) is a popular method employed in product development. It treats the whole product design process by the consideration of product quality, cost, rate of progress, and demands of customers. The development of computer and network technologies provides a strong support to the realization of CE in practice. Aiming at the characteristics of CE and network collaborative design, this paper built network collaborative design system frame. Through the analysis of the network collaborative design modes based on CE, this paper provided a novel network collaborative design integration model. This model can integrate the product design information, design process, and knowledge. Intelligent collaboration was considered in the proposed model. The study showed that the proposed model considered main factors such as information, knowledge, and design process in collaborative design. It has potential application in CE fields.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.233-251
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• 2007

This study explored the contents of practical knowledge about educational planning in early childhood curriculum as constructed by kindergarten teachers at early career stages and then developed a collaborative model of educational planning. Subjects were 6 teachers at early career stages. Using the ethnographic method, data were collected by in-depth interviews. Research outcomes were : (1) teachers specifically worked on 'difficulties in adapting to the teaching job', 'age of children that the teacher cares for', 'integration of theory and practice', and 'variety of actual teaching situations.' (2) A model for collaborative educational planning was constructed on the basis of review of the literature on teachers' knowledge, educational planning for early childhood curriculum, and learning of community.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.71-94
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• 2001

The purposes of this study were to design small group collaborative learning models for developing the creativity and to analyze the effects on applying the models in mathematics teaching and loaming. The meaning of open education in mathematics learning, the relation of creativity and inquiry learning, the relation of small group collaborative learning and creativity, and the relation of assessment and creativity were reviewed. And to investigate the relation small group collaborative learning and creativity, we developed three types of small group collaborative learning model- inquiry model, situation model, tradition model, and then conducted in elementary school and middle school. As a conclusion, this study suggested; (1) Small group collaborative learning can be conducted when the teacher understands the small group collaborative learning practice in the mathematics classroom and have desirable belief about mathematics instruction. (2) Students' mathematical anxiety can be reduced and students' involvement in mathematics learning can be facilitated, when mathematical tasks are provided through inquiry model and situation model. (3) Students' mathematical creativity can be enhanced when the teacher make classroom culture that students' thinking is valued and teacher's authority is reduced. (4) To develop students' mathematical creativity, the interaction between students in small group should be encouraged, and assessment of creativity development should be conduced systematically and continuously.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.77-96
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• 2022

This study investigated how collaborative reflection between novice secondary science teachers promoted the development of teaching professionalism. We intentionally selected research participants who shared sufficient rapport. Data were collected by videotaping the classes taught by participants, pre-talk, post-interviews and nine collaborative reflection processes. All data were transcribed and analyzed. Results indicated that all three teachers showed changes in teaching practice. Minyoung's practice involved a teacher-led lecture, but through collaborative reflection, she could create a learning environment to enhance students' power and ownership in her class. Emphasizing academic rigor, Soyoung used to teach content outside the scope of the curriculum, but through collaborative reflection, she became more considerate of students' understanding. Finally, in Jiyeon's classes inquiry activities and theoretical explanations were separated from each other. However, she repeated her efforts to improve her class after collaborative reflection, allowing students to construct explanations through activities. In this study, three factors that promoted the development of teachers' pedagogical content knowledge through collaborative reflection were identified. First, the different teaching orientations of the three teachers who participated in this study, promoted sharing of opinions through collaborative reflection. Second, reflection based on teaching practice enabled practical feedback on the class, which enhanced the development of teachers' pedagogical content knowledge. Third, the equal status and formation of rapport between the three teachers created an environment for productive reflection. These results suggest that future teacher education programs should target communities that can promote collaborative reflection based on teachers' teaching practice.

• School Mathematics
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• v.10 no.4
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• pp.515-535
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• 2008

As part of developmental research of a student-teaching practicum program, this research analyzed a mathematics preservice teacher's questioning. The practicum program is based on the model of reflective practice in a collaborative inquiry community for learning-to-teach. This paper describes how a preservice teacher's questioning pattern had changed on the program participation and explain how the change in discourse can be considered as an indicator for the pre service teacher's professional development. Suggestions for the future program development are discussed.

• Journal of Engineering Education Research
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• v.22 no.4
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• pp.61-70
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• 2019

As product development process becomes complex, it becomes more important for engineering students to experience collaborative product development. Especially the collaboration experience based on Product Data Management (PDM) systems is useful, since participants are likely to use the same environment for their professional product development. However, instructors have difficulties to evaluate contribution of each participant to their projects during the practices, since it is hard to trace personal activities for collaborative design processes. To solve this problem, this study suggests a data-driven objective method that analyses product data accumulated in PDM databases to evaluate numerically calculated contributions of participants to their class projects. As a result, the quantitative measures provided by the data-driven analysis with qualitative measures for project results can improve the fairness and quality of evaluation of contributions of participants to collaborative projects. This study implemented the proposed evaluation method with an information system and discussed the result of the application of the system to product development practices.