• Fashion & Textile Research Journal
• /
• v.23 no.1
• /
• pp.1-12
• /
• 2021

The field of design requires creative thinking in the era of the Fourth Industrial Revolution. Advanced educational process are needed to develop creative human resources. The ability to creatively develop or cope with new things is also seen as an important core competency. Therefore, this study develops a creative fashion design process and verifies its effect on core competencies in the era of the Fourth Industrial Revolution. For this, 29 college students majoring in fashion design were selected to form an experimental group, a comparative group, and a control group. A creative fashion design program was applied in the experimental group. However, the existing fashion design program was applied to the comparative group. The corresponding sample t-test was applied as an analysis method. The analysis results are as follows. In the experimental group, creative self-efficacy, self-efficacy for group work problem solving ability, and communicative ability improved. However, only communicative ability improved in the comparative group. There was no change in the control group. We proved the value of the study based on collected results. In addition, the results of this study can be used as a basic strategy for subsequent research.

• Journal of The Korean Association For Science Education
• /
• v.35 no.6
• /
• pp.985-995
• /
• 2015

This study examines the effects of the introduction of artistic and technological factors on science problems for the activation of creative and integrated thinking. We developed problems consisting of STA(problems that introduced technological and artistic factors on the College Scholastic Ability Test) and TA(problems that introduced artistic factors in a technological context). Subjects of the study included 60 high school senior students in Daegu. Their problem solving processes for STA were examined. Four students were interviewed using the retrospective interview method. Also, after finishing TA, the problem solving processes of four students were examined. The results of the study are as follows. First, students selected scientific context more than artistic and technological contexts. It was found that students preferred short length problem in order to solve problems in a short time. Second, students were more interested in artistic and technological contexts of STA than scientific context, but felt that they were more difficult. Moreover, students were more interested about the context of TA than scientific context. Third, irrespective of the given contexts in STA, students have a tendency to solve problems through relatively brief ways by using core scientific knowledge. This can seem to mean that there is a possibility to stereotype the problem solving process through repeated learning. Logical thinking and elaboration were observed, but creativity was not conspicuous. In addition, integrated thinking was not observed in all contexts of STA. Fourth, science related problems of TA showed similar results. However, in problems related to everyday life, students made original descriptions that they based on their daily lives. Particularly, in creative design, original ideas and integrated thinking were observed.

• Journal of Advanced Technology Convergence
• /
• v.2 no.3
• /
• pp.33-41
• /
• 2023

This study aimed to improve the quality of classes through the application experience analysis after applying the adult nursing simulation practice modules with PBL. Quantitative and qualitative data such as from satisfaction, validity, self-reflection, and lecture evaluation in 68 nursing students were analyzed after the semester. Satisfaction was 4.64 points out of 5 points, and 'I want to recommend this class to other friends' was the highest. It was appropriate for the validity as 64.7% to 100% positve answer. From the qualitative data analysis of lecture evaluation, it was categorized into 5 thematic groups : 'increased immersion related to a lively class environment', 'growth of knowledge and skills through learners' active participation', 'improvement of mutual collaboration skills through team-based problem-solving process', 'Improvement of problem-solving ability through situational crisis coping process' and 'Improvement of individual comprehension through close teaching'. The continuous development of PBL learning strategies and development of various scenarios are required in the future.

• Journal of Korean Academy of Nursing Administration
• /
• v.22 no.1
• /
• pp.80-90
• /
• 2016

Purpose: The purpose of this study was to analyze students experiences during clinical practice in nursing management. Methods: Assessing through computerized databases, self-reflection reports of 57 students were analyzed. Text network analysis was applied to examine the research. The keywords from each student's reports were extracted by using the programs, KrKwic and NetMiner. Results: The results of the keyword network analysis of what students learned in the nursing process included 27 words. The keyword network analysis of what students learned from the problem solving process included 23 words and the keyword network analysis of improvements in Clinical Practice of Nursing included 31 words. Conclusion: Studies related to clinical practice have been increasing, and themes of the studies have also become broader. Further research is required to investigate factors affecting clinical practice specifically in nursing management. Further comparative studies are necessary to define differences in clinical practice systems related to improving nursing students competency.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.12 no.2
• /
• pp.151-161
• /
• 2006

Purpose: The purpose of this study was to assess the needs of RN-BSN students concerning the RN-BSN curriculum and make suggestions for improvement in the curriculum based on the needs of the students. Method: A descriptive survey study was used. Data were collected from 707 RN-BSN senior students in 21 universities. The research instrument, which was developed after in-depth interviews with 13 RN-BSN students, consisted of 10 curriculum objectives, 34 cultural courses, 48 major courses, three questions on clinical practicum, and teaching methods for 5 required courses. Result: The curriculum objectives selected by the RN-BSN students were problem solving, clinical applicability, critical thinking, creative thinking, and decision making. They wanted cultural courses such as English, understanding of human behavior, social welfare, women's studies, psychology, nutrition science, leadership, recreation, computer applications, exercise and health. They wanted major courses to include the nursing process, nursing research, health assessment, advanced adult nursing, infection control, spiritual/hospice nursing, and nursing of cancer patients. They responded that a clinical practicum was not necessary. They wanted to experience various teaching methods according to particular characteristics of subject being taught. Conclusion: This study suggests some recommendation for improvement of the curriculum based on the needs of RN-BSN students.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.22 no.3
• /
• pp.308-317
• /
• 2015

Purpose: The aim of this study was to examine the effects of case-based learning (CBL) on clinical decision making and nursing performance. Methods: This research was conducted between September, 2011 and January, 2012 as a nonequivalent comparison group design. The participants were 55 third year nursing students who were enrolled in a college of nursing in a university in Korea. The intervention was the CBL procedures which involved role-play practice videoed by camera and watched on the computer by the students. Questionnaires were used before and after the intervention to measure clinical decision-making. Nursing performance tests were done after the intervention. Results: Statistically significant group differences were observed in clinical decision-making. Nursing performance was significantly higher in the CBL group than in the control group. Conclusion: CBL focused on the solving problem process and clinical cases which are based on clinical setting allowing students to develop efficiency in clinical practice and adaptation to the clinical situation.

• Communications of Mathematical Education
• /
• v.32 no.2
• /
• pp.131-146
• /
• 2018

Differentiation with integration is an important subject which is widely applied in mathematics, natural science, and engineering. Derivative is an important concept of differentiation. But students don't understand its concept well and concentrate on acquiring only the skill to solve the standardized calculus problem. So they are poor at understanding of the concept of differentiation. In this study, after making a survey of differentiation on college students, we try to analyze errors which appeared in solving differentiation problem and investigate mathematics process of limiting process inherent in the derivative and historical development about derivative. Thus, we try to analyze the understanding of differentiation and present the results about this.

• The Journal of the Korea Contents Association
• /
• v.18 no.5
• /
• pp.525-538
• /
• 2018

Action learning is a teaching method that is taught through the process of finding real problems and finding solutions. The purpose of this study was to examine the effectiveness of action learning for the college course 'media education for children' which was offered by the Department of Child Psychology and Education at S university in Seoul. According to the process of action learning suggested by Marquardt(2000), college students developed the problem of children's news literacy education and set the purpose, goal and contents of news literacy and developed teaching and learning method for the 6th grade elementary students and applied it to the education field. The college students' evaluation about the action learning lesson were collected by questionnaire and verbal. They found that active and voluntary problem-solving and field application through action learning helped to achieve the goals of the children's media education class. Finally, the importance of close cooperation with the educational field and of appropriate feedback were discussed as a necessary condition of action learning teaching method.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.26 no.2
• /
• pp.111-122
• /
• 2020

Purpose: In the Fourth Industrial Revolution, nursing education will change in a different way than before. The purpose of this study was to analyze characteristics of qualitative research on learning experiences for nursing students, and to suggest directions for nursing education geared to the needs of the future. Methods: An integrative review method was used. Based on Whittemore & Knafl's approach, five steps were applied. Results: Eleven papers met the selection criteria and had above average ratings in quality appraisals. Three characteristics related to the learning experiences of nursing students were derived: (1) overcoming difficulties in the learning process and concentrating on problem-solving, (2) improving self-efficacy through experiencing achievement in the learning process, (3) establishing nursing professionalism, (4) identifying the importance of self-directed and self-reflected learning, and (5) developing teamwork. Conclusion: This review found that various learning experiences were conducted for practical experience and learner-oriented learning. Nursing students overcame difficulties to achieve their learning outcomes, and developed their professionalism. Further study is required to comprehensively explore research including other countries, and the experiences of instructors.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.5
• /
• pp.366-372
• /
• 2018

The purpose of this study was to investigate the effects of educational evaluation with the application of flipped learning on undergraduate students' self-directed learning ability (cognitive domains, motive domains, conductive domains) and cognitive learning competency (knowledge and thought, creation, problem solving). An educational evaluation class, which applied flipped learning designed on the basis of pre-class, in-class, and post-class, was taught to 57 undergraduate students for twelve of the sixteen weeks of a semester. It was held each week on Thursdays for two (Ed- I don't understand 'for two'). The study results showed that, applying the flipped learning educational education class for undergraduate students improved self-directed learning ability (motivation domains, behavior domains) and cognitive learning competence (higher order thinking, metacognition, creativity tendency, problem-solving process). This study provides meaningful suggestions on exploring instructional design and effective teaching and learning methods applied to flipped learning.