• English Language & Literature Teaching
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• v.18 no.2
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• pp.149-170
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• 2012

The purpose of the present study is to examine the degree to which the writing instruction using animations has effects on the writing performance of $4^{th}$ year elementary school students. This study also examined the effects of the animation-based writing instruction on the interest and confidence of those students. To this aim, the present study utilized a set of writing tests and questionnaires before and after the instruction. The data were collected from 63 elementary school students. The data were then analyzed using a series of statistical analyses. The results suggested that the students who received the writing instruction using animations performed significantly better on the writing test than those who received the textbook-based instruction. The results also suggested that those who received the animation-based instruction showed more positive interest and confidence on English and English learning. Finally, limitations of the present study and suggestions for further studies are discussed at the end of the paper.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.610-618
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• 2016

This study was conducted to investigate the level of moral sensitivity, critical thinking disposition and perceived ethical confidence, as well as to identify the factors influencing the perceived ethical confidence in nursing students. The study evaluated 170 nursing students in D Province from May 16-20, 2016. Data were analyzed using a t-test, one-way ANOVA, Pearson's correlation and multiple regression. The mean score of the perceived ethical confidence was $3.54({\pm}0.51)$, the moral sensitivity was $4.92({\pm}0.59)$ and the critical thinking disposition was $3.45({\pm}0.39)$. There were positive correlations between the perceived ethical confidence and moral sensitivity (r=0.410, p<0.001) and critical thinking disposition (r=0.523, p<0.001). The significant factors influencing the perceived ethical confidence were moral sensitivity and critical thinking disposition, which explained 33.2% of the variance in perceived ethical confidence. Based on these findings, programs and teaching methods that develop moral sensitivity and critical thinking disposition are necessary for college nursing students to promote perceived ethical confidence.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.552-566
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• 2010

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.90-93
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• 2019

Recently, as SW education has been emphasized in college, interest in Computing Thinking (CT) class at the liberal level has increased. In order to effectively educate students, various methods of teaching and learning are required to reduce the burden on CT education and motivation of students. The purpose of this study is to design teaching and learning using ARCS model to improve learners' learning motivation and learning achievement in CT course as liberal arts education. In this study, the learning elements of CT were selected based on previous research on the characteristics of education in the liberal arts education of the university and analysis of the CT content. In addition, Keller 's ARCS learning motive model was selected to match the instructional tactics according to the motivational factors of Attention, Relevance, Confidence, and Satisfaction. In order to effectively teach these CT contents, detailed strategies based on the ARCS model were designed and presented weekly.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.467-473
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• 2019

The purpose of this study is to present the scale of the overall influence by way of investigating how much any sub - elements of middle school teachers' distributed leadership influences any sub - elements of teacher efficacy and teaching commitment. First, there was no statistically significant difference in perceived level on distributed leadership according to the background variables of middle school teachers, but on average, it was shown to be high in female teachers, common teachers, over 21-year-career teachers and private school teachers. Second, there was a statistically positive correlation between distributed leadership and teacher efficacy or teaching commitment. Teacher efficacy showed a higher positive correlation than teaching commitment. Third, the study statistically showed that distributed leadership overall has influence on teacher efficacy and teaching commitment(41%). In conclusion, the study revealed a meaningful positive correlation between sub - elements of distributed leadership and sub - elements of teacher efficacy or teaching commitment, specially self-regulating efficacy, confidence of sub-elements of teacher efficacy, and school love of sub - elements of teaching commitment were positively explained according to the sub - elements of middle school teachers' distributed leadership. The explanatory power of the sub-elements of the distributed leadership on the teacher efficacy and the teaching commitment was 27% in the school situation, 28% in the leadership of the school principal, 28% in the leadership of the teacher, and 28% in the teacher interaction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.148-159
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• 2021

The purpose of this study was to investigate the influence of critical thinking disposition and communication competence on the problem-solving confidence satisfaction of nursing students. The data was collected using questionnaires completed by 215 nursing students in G city from November 1 to November 30, 2019. Data was analyzed using SPSS version 22.0. The data analysis showed that the mean score for critical thinking disposition was 3.69±0.37, communication competence 3.72±0.46, and problem-solving confidence 3.56±0.41. There was a significant positive correlation between critical thinking disposition and communication competence (r=.588, p<.001). critical thinking disposition and problem-solving confidence (r=.462, p<.001), communication competence, and problem-solving confidence (r=.255, p<.001). As per the regression analysis, the factors that affect problem-solving confidence were academic achievement, critical thinking disposition, the motive for selecting nursing science, and gender with an explanatory power of about 33.8%. Conclusions: This study showed that problem-solving confidence correlated with critical thinking disposition and communication competence. Therefore, to increase the critical thinking disposition and communication competence and thus enhance the problem-solving confidence of nursing students, it is necessary to develop and apply appropriate teaching methods and non-contact education programs.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.345-359
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• 2019

The purpose of this study is to analyze the educational effects and the improvements of the 'Science Field Trips' Program which developed with the aim of fostering the prospective elementary school teachers' ability to manage science field trips. The participants were 13 senior students from a national university of education. The results of the study are as follows: First, with regard to the effectiveness in the science instruction aspect of the prospective teachers' geological field trip as an experiential activity, the responses of the participants were children's 'scientific knowledge'(69.2%), 'science related attitudes'(46.2%), and 'science inquiry'(30.8%). Second, regarding the effectiveness of the geological field trip in their management of science field trips aspects in the future, the responses of the participants were 'teaching strategies'(92.3%), 'plan implementation'(76.9%), 'teacher's science knowledge'(61.5%), 'self-confidence'(38.5%), 'enhancement of awareness of field trips'(23.1%), and 'career guidance'(7.7%). Third, with regard to the effectiveness in the science instruction aspect of their activities of planning a science field trip in their future working districts, the responses of the participants were children's 'science knowledge'(38.5%), 'science-related attitudes'(38.5%), and 'science inquiry'(23.1%). Fourth, regarding the effectiveness in their management of science field trips aspects of the activities of planning a science field trip, the responses of the participants were 'plan implementation'(92.3%), 'the identification of science field trip sites'(84.6%), 'teaching strategies'(76.9%), 'administrative affairs'(69.2%), 'teacher's science knowledge'(30.8%), 'enhancement of awareness of field trips'(23.1%), 'career guidance'(15.4%), and 'self-confidence' (15.4%). The improvements plans of the program and the suggestions for future research is also described in this study.

• Journal of Digital Convergence
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• v.18 no.4
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• pp.315-323
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• 2020

This study is a similar experimental study before and after non-equivalence control to examine the effect of fundamental nursing practice education applying reciprocal peer tutoring on confidence in performance, core nursing skills, and practice satisfaction of nursing students. Data collected by 83 people sophomore P university nursing students, the study period is from May 17 to 11 March 2019. As a results, the fundamental nursing practice education applied with the reciprocal peer tutoring method had an effect on the confidence in performance and core nursing skills of 'medium' degree of difficulty, and had a positive effect on the satisfaction of practice. In the future, this study suggests that the method of reciprocal peer teaching is extended to various practical majors and the effects of core nursing skills are tested.

• Journal of Christian Education in Korea
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• v.72
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• pp.245-271
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• 2022

The purpose of this study is to develop a nursing clinical practice education model that applies case-based learning and co-teaching to nursing students, and to secure the validity of the developed model. To verify the validity of the nursing clinical practice education model, it was applied to the subject of 'Health Response and Nursing VI (Perception/ Cognition) Practice' in the 2nd semester of 2021 at J University in Jeonju, and the instructor's response to the model was evaluated. Surveys and focus group interviews were conducted on confidence in clinical practice and teaching and learning models. After deriving the case-based learning stage and co-teaching elements through a review of precedent literature and case studies, an initial model was devised after expert review, and the devised model was reviewed for internal validity by nursing education experts, and then modified and supplemented. As a result of the learner response evaluation conducted after applying the model to the clinical practice subject for external validation verification, the confidence in clinical performance was 4.22 points and the satisfaction with the teaching-learning model was 4.68 points. Summarizing the results of the focus group interview, the importance of prior learning and the learning of selected cases based on actual cases, learning terminology and professional knowledge, eliminated fear of the practice field, felt familiar, and learned various cases. He said that he was able to think critically through the time to organize the knowledge learned in the practice field. In addition, through co-teaching, it was found that field leaders and advisors taught the theoretical and practical aspects at the same time through examples, thereby experiencing practical education closer to practice. It is expected that the nursing clinical practice education model developed through this study, applying case-based learning and co-teaching, will be an effective teaching and learning model that can reduce the gap between theory and practice and improve the clinical performance of nursing students.

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.153-162
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• 2017

This study examined elementary pre-service teachers' (PSTs') perceived preparedness of high-leverage practices (HLPs) in mathematics teaching. Eighty-one elementary PSTs who enrolled in four sections of an elementary mathematics methods course at a Midwestern University in the United States participated in a survey that inquired their self-reported confidence and competence levels on HLPs. This study specifically investigated the comparison between PSTs' perceptions of HLPs and the mathematics teacher educators' expectations. Findings show several glaring differences between the PSTs' perceptions and experts' perceptions in regards to the complexity of some HLPs. This study suggests that initial teacher training programs should include more specific investment in PSTs' insights into details of each teaching practice in mathematics by deliberate decompositions.