• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.3
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• pp.181-188
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• 2017

Purpose: Competency in physical assessment is an important component of nursing practice. However, some physical assessment skills are not being utilized within the current teacher-centered, content-heavy curriculum. This study was conducted to identify the effects of student-centered, self-directed learning in the physical assessment class. Methods: An experimental study with a post-test only control group design was used to compare an intervention group that was provided self-directed learning classes and a control group that was provided traditional lecture and practice classes. Competency in physical assessment, academic self-confidence, and learning satisfaction were evaluated. Collected data were analyzed using $x^2$-test (Fisher's exact test) and independent t-test. Results: Competency in physical assessment was significantly higher in the experimental group. However, academic self-confidence and learning satisfaction were not significantly different between the groups. Conclusion: The findings in this study indicate that self-directed learning can improve nursing students competency in physical assessment and that self-directed learning is a good education method to improve nursing students' competency in physical assessment during clinical practice and perform quality patient care by making active use of physical assessment skills.

• Child Health Nursing Research
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• v.26 no.2
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• pp.140-153
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• 2020

Purpose: This mixed-methods study was conducted to compare and analyze the perceptions of children and their parents regarding the meaning of the children's life. Methods: First, children's and parents' perceptions of the meaning of life were analyzed using a quantitative approach, and the cognitive differences between children and parents were then confirmed through a qualitative approach. We integrated the collected data comprehensively. Results: Ten significant differences (awareness of strong points, recognizing oneself as a precious being, relationships with friends, happy memories, liking people, experiencing difficulty, dreams and goals, experiencing love, appreciating life, helping people who are poorer than me) were identified between children and parents. The results of the content analysis of the qualitative data were divided into two variables: children's experiences of the meaning of life (78 significant statements, 32 sub-themes, and 10 themes) and parents' perceptions of the meaning of life of their children (89 significant statements, 36 sub-themes, and 10 themes). Conclusion: Based on these results, we propose developing meaning-centered intervention programs for children and parents and applying them for educational purposes. By doing so, we expect that meaning-centered education for elementary school students will become more active.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.627-634
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• 2005

In this paper, we proposed software design and construction methods along with instructional design theories in computer education. This research support a unified view of construction for starting instructional design. Ideas of concept mapping have been included in plans for software design based on these theories. Instructional design strategies are developed to allow teachers to easily form instruction plans and get an overview of the flow of the lesson content. We also analyzed the validity of these instructional design strategies.

• Human Ecology Research
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• v.54 no.4
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• pp.351-363
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• 2016

This study examined in depth what teachers experience in a practical problem-based home economics class. This study established the research question, "What do teachers experience in the practical problem-based home economics class?" and selected three teacher participants who had steadily performed a practical problem-based home economics class to directly observe classes and conducted intensive interviews with the class performing teachers. The three research participants performed the practical problem-based class as a method of practicing their educational beliefs and based on a problem consciousness that textbook centered classes focusing on concepts cannot manage. They also tried to make efforts to reconstruct the textbook centered with practical problems to promote the critical thinking abilities of students. In practicing the practical problem-based class, the research participants recognized that it was important to show the present problems in reality to the students, teach broad value concepts, and establish rapport with students. They tried to make class content correspond to class evaluation. They felt awarded in how they influenced the development of students and the perception of home economics subjects in a positive way as well as experienced various actual difficulties in performing the practical problem-based class. The three research participants examined themselves through the agony and reflection of the class, and integrated the class with daily activities by applying problem solving methods of practical problem-based classes to their lives.

• Cartoon and Animation Studies
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• s.32
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• pp.363-381
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• 2013

In this paper, on the web, offline mobile learning content to reinforce the learning of the video frame-by-frame necessary for re-learning area to capture only the important areas. The frame of the captured image and the image in the form of advanced training time saved and also a description of the notes feature to store. The area needed for the capture area re-learning the learner to learner-centered custom systems can be applied. In order to capture the learning program, regardless of the configuration of the selected frame by frame in order to capture the user-centric storytelling-based learning can be applied. Capture the full effect of the system compared to learning and learner-centered learning time-saving reconstruction of the frame according to the customized learning to play a positive role in improving effectiveness.

• Journal of Engineering Education Research
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• v.20 no.1
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• pp.53-62
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• 2017

This paper explored how university students viewed flipped learning from their own perspectives. Using qualitative research methods, 5 students from a Computer Graphics course at a mid-scale university in Seoul were interviewed for this purpose. Researchers collected data about their learning experiences, emotions, and reflections about flipped learning in general and its components such as online materials, in-class activities, and instructor guidance. Research findings indicated that students were not so much conscious about the unfamiliarity of the class, the increased work load, nor the online lectures. They rather prioritized 'what they could actually learn' from the course, and thus defined flipped learning as a method which enabled students to constantly check and fill in the gaps in their learning through team-based activities and prompt feedback from the professor. A combination of students' positive attitude and active participation in team-based activities, the overall atmosphere of the department which supported interactivity and collaboration, the professor's emphasis on learning-by-doing and student-centered learning appeared to form their notions of flipped learning. The use of technology did not appear to heavily impact students' conceptions of flipped learning. Researchers suggest that pedagogical beliefs of the professor, culture surrounding the learner, and the good match between the course content and instructional strategies are central for designing a successful flipped learning class.

• Journal of the Korea Furniture Society
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• v.26 no.2
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• pp.112-121
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• 2015

Concept based Design-Art is a flow formed while focusing on works not dividing boundaries with concept on top in a transition to content-centered communication methods from medium-centered communication methods so far dividing design genres. This movement begins in a try to create upper-level concepts before works and products come into being in pure art and design respectively. This thesis draws out the definition of Concept based Design-Art through its researches, diagnoses directionality of Concept based Design-Art by analyzing Concept based Design-Artists' works and considers their social duties and roles. Outcome of this study will help working authors, designers, and Design-Artists grasp the changing phases of design and art, establish their own directionality, and predict how the Concept based Design-Art market will change in the years ahead. Besides, it will be a good reference by which for them to build their own 'concept,' consider their relationship to the society and check where they are.

• Journal of the Korean Society for information Management
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• v.20 no.2
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• pp.263-283
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• 2003

This study explores a user as a customer and analyzed a customer centered contents service based on the customer value and customer satisfaction. This study showed that revisit of the site and content purchase are strongly affected by contents quality, service, and cost. Especially, the ratio of satisfaction of the complaint-response time and customer support system in comparison to the quality and cost factors was low. Therefore, library and information center need to improve the contents service in terms of customer relation.

• Carbon letters
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• v.23
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• pp.9-16
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• 2017

This paper introduces a nitrogen-doped ordered mesoporous carbon (NOMC) derived from glucosamine with hybrid capacitive behaviors, achieved by successfully combining electrical double-layer capacitance with pseudo-capacitance behaviors. The nitrogen doping content of the fabricated NOMC reached 7.4 at% while its specific surface area ($S_{BET}$) and total pore volume reached $778m^2g^{-1}$ and $1.17cm^3g^{-1}$, respectively. A dual mesoporous structure with small mesopores centered at 3.6 nm and large mesopores centered at 9.9 nm was observed. The specific capacitance of the reported materials reached up to $328Fg^{-1}$, which was 2.1 times higher than that of pristine CMK-3. The capacitance retention rate was found to be higher than 87.9% after 1000 charge/discharge cycles. The supplementary pseudocapacitance as well as the enhanced wettability and conductivity due to the incorporation of nitrogen heteroatoms within the carbon matrixes were found to be responsible for the excellent capacitive performance of the reported NOMC materials.

• Hwankyungkyoyuk
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• v.17 no.2
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• pp.38-49
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• 2004

In recent years there has been a growing recognition that presenting principally environmental issues in environmental textbooks is a form of local, national, regional, and global issues. The environmental textbook in the 7th environmental curriculum is to be composed of contents that could encourage the inquiry of value and change of attitude to take part in environmental preservation on the foundation of the comprehension about ecosystem. Therefore, the present study analyzed the difference of the contents of the environmental issues between the 7th national curriculum and textbooks in the middle school environmental education. The analytical results of this study are as follows: Firstly, there are total 4 sections related to environmental issues in environmental curriculum of middle schools. The content areas that are included ‘Environmental Preservation and Development’, ‘Getting the Hot Earth’, ‘Decreasing Forest and Increasing Desert’, and ‘Pleasant Surrounding and Quality of Life’. Secondly, an environmental textbooks that are used in school education edited for direction that coincide in motive that is ‘real life-centered education’ that is presenting in the 7th environmental curriculum. Specially, introduction to local environmental issues coincides the intent of the curriculum revisions that are ‘environmental education within everyday life’ and ‘contents of local-centered environmental education’. These findings have implications for teaching about environmental issue in school environmental education.