• Asian Journal for Public Opinion Research
• /
• v.5 no.2
• /
• pp.84-103
• /
• 2018

This paper is built upon an attempt to answer the question: "What can be done to facilitate social integration between the elderly of Bagac, Bataan and the communication students of St. Paul University Manila?" The research was designed as a qualitative inquiry that involved an outreach activity by 24 dominantly female students of Development Communication to the senior citizens of Bagac, Bataan (Philippines) and a reflection period involving the students. The students were tasked to pay special attention to the digital engagements and/or disengagements of the elderly to allow them to learn more about the difficulties and potential of using social media in development-related projects involving senior citizens. The actual two-hour encounter involved socialization between the elderly and the students. The students, prior to the encounter, were tasked to generate the funds, use them to acquire and prepare the gifts, develop the program during the actual encounter based on research-based guidelines, and photo document the entire activity. They were given guide questions for reflections a week after. The reflections were thematically analyzed and revealed that in order to facilitate greater social integration between the elderly and the communication students. The university should address the health and digital aversion issues that intensify the sense of isolation of the elderly experience daily. This can be done by enhancing the communication skills of the communication students in 16 areas.

• 대한공업교육학회지
• /
• v.30 no.1
• /
• pp.1-18
• /
• 2005

The purpose of this study was to development a model of problem solving instruction for improving practical skill-competence in technical high school. For the study, various literature researches were reviewed intensively about problem solving process, laboratory instruction's approaches and learning principals. The problem solving instruction process was composed with identifying problems, generating alternative solutions, investigation and research, choosing a solution, acting on a plan, modeling of problem solving, testing and evaluating, redesigning and improving. The skills schema combines a four domain of skilled activity, that is, cognitive skills, psychomotor skills, reactive skills and interactive skills. The problem solving instruction was composed with five major learning systems-emotional, social, cognitive, physical, and reflective-that can be used extensively as generic lesson plashing. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem with think aloud, assume responsibility for their learning and move from teacher-centered to student-centered education.

• The Journal of Sustainable Design and Educational Environment Research
• /
• v.12 no.2
• /
• pp.43-52
• /
• 2013

This study aims to theoretically examine the educational and living elements that are needed for social education in the school system and suggest an approach to apply this result to the environmental aspects of the space in schools. To do this, characteristics of space in exemplary middle school oversee were analyzed. Also, the characteristics and status of the school space environment that foster socialization were examined. In order to increase students' social skills, the following community space should be considered. 1) teaching and learning spaces facilitating a variety of teaching methods, such as lecture, discussion, seminar classes, 2) open-spaces for communication among students, such as home base, hall, library, museum, and restaurant, 3) open-spaces for STEM education, 4) transparent windows located in the boundary wall between classrooms and hallways, 5) a large performance stage for presentation of student activities and experiences, 6) smart-learning spaces for fluent ICT system in classes and in public spaces, 7) restaurants and libraries located in the middle space of the school, and 8) ecological environments for student learning.

• Journal of the Korean Home Economics Association
• /
• v.43 no.3 s.205
• /
• pp.233-249
• /
• 2005

The aim of this study was to construct a pre-parent education program for unmarried university students on theological, practical, and psychological bases. Literature related to this subject was reviewed. and the social needs of pre-parent education, the developmental-psychological needs of university students, and the satisfaction of a pre-parent education program were investigated. A pre-parent education program consisting of 3 thematic areas was identified for future parents: the need to improve knowledge, attitudes, and skills. The program content areas were; self awareness, family life-cycle and parental role and social issues arising from dysfunctional family behavior. Multiple instructional strategies were used such as lectures, video tapes, reflective thinking, discussions, debates, role-plays, group presentations, and personality inventories over the course of 16 weeks. The assessment also identified 3 thematic areas and demonstrated improvement of knowledge, altitudes, and skills in the 3 areas.

• Journal of Industrial Convergence
• /
• v.20 no.3
• /
• pp.89-97
• /
• 2022

The purpose of this study is to understand the effect of volunteer activities and self-development activities of elementary school students on subjective happiness and to verify the mediating effect of leadership life skills based on this. The subjects were surveyed in 2018 by the Korea Youth Policy Institute, and out of 2,739 elementary school students, unresponsive and missing values were removed and the final 1,978 were selected. As a result of the analysis, it was found that leadership life skills were completely mediated in the relationship between volunteer work and subjective happiness of elementary school students. For the analysis method, SPSS 25.0 program was used to achieve the purpose of this study. And to verify the mediating effect, a 3-step mediating effect analysis was performed by Baron & Keeny(1986). It was confirmed that leadership life skills were completely mediated in the relationship between self-development activities and subjective happiness. Based on these research results, in order to increase the subjective happiness of elementary school students, measures were discussed to develop practical skills that can improve communication and organizational management skills, which are leadership life skills.

• Advances in nano research
• /
• v.14 no.1
• /
• pp.93-101
• /
• 2023

This research aims to explore the influence of early entrepreneurial education on cognitive and non-cognitive abilities of male sixth-grade primary school pupils using a randomized pretest-posttest control group design. A total of 45 students were randomly allocated to experimental, active-control, and control groups using a multi-stage random selection procedure. The experimental group was taught entrepreneurship using the Bizworld entrepreneurship education package. The active control group did not get entrepreneurship education but was instructed on a non-entrepreneurship-related issue (hygiene). The Control group received no instruction. The findings revealed that early entrepreneurial education skills impacted noncognitive abilities (such as risk-taking propensity, creativity, self-efficacy, persistence, and need for achievement). Early entrepreneurship education seems to be an effective technique for developing children's non-cognitive abilities in the late years of primary school. As a result, entrepreneurship education may be taught in primary schools, emphasizing the development of non-cognitive abilities, which will affect children's individual, educational, social, and vocational futures and can have long-term advantages for students, families, and society.

• The Journal of Korean Philosophical History
• /
• no.29
• /
• pp.375-396
• /
• 2010

The aim of this paper is to suggest some ways of moral education for the building of children's social awareness and relationship skills as social and emotional competencies. Based on the social and emotional learning(SEL), this paper is tried to provide the effective ways to develop children's social awareness and relationship skill. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Moral education and social and emotional learning have emerged as two prominent formal approaches used schools to provide guidance for students' behavior. social awareness and relationship skills are necessary for succeeding in school, in the family, in the community, in life in general. Equipped with such skills, attitudes and beliefs, young children are more likely to make healty, caring, ethical, and responsible decisions and to avoid engaging in behaviors with negative consequences such as interpersonal violence and bullying.

• Journal of Internet Computing and Services
• /
• v.23 no.1
• /
• pp.69-76
• /
• 2022

Education systems have made efforts to prepare students by providing technical and nontechnical courses. With video games, however, there is the potential to develop dedicated metaverses that can help teach soft skills even during casual pastimes. The research conducted will propose a set of design practices for metaverse and game development to promote soft skills. While there are many soft skills people can acquire, this paper will focus on certain aspects based on specific games and studies. There will be some information collected from the information to support the design model and arguments. This paper will provide developers with a starting point for imaginative game creation and impart users with soft skills to assist in their professions and social life.

• Korean Medical Education Review
• /
• v.26 no.2
• /
• pp.140-154
• /
• 2024

A physician's empathy plays a crucial role in patient-centered care, and in modern medicine, patients, their caregivers, and society demand a high level of empathy from healthcare providers. The conceptualization of clinical empathy, which has emphasized cognitive empathy since the mid-20th century, has been widely accepted in medical schools and the healthcare industry without much critical ref lection. This study provides an overview of the ongoing debates on empathy versus sympathy and cognitive empathy versus affective empathy to clarify the concept of empathy. Based on recent research findings, clinical empathy is proposed to encompass three components: cognitive empathy, affective empathy, and empathic motivation. It is suggested that fully demonstrating these components requires empathic communication skills. Additionally, the cognitive characteristics of medical students and the features of the academic environment demonstrate the need for education to strengthen their empathy skills. Considering this, proposed intervention methods that medical schools can consider include utilizing tutoring programs and debriefing processes for team activities, which can facilitate problem-solving as a coping strategy for stress. Learning communities can create an environment where students can receive social support and recover from stress. Medical schools can contribute to the development of students' professional identities as practicing clinicians who embody empathy and respect by cultivating professors as positive role models. Additionally, utilizing scales to assess the empathic nature of doctor-patient communication or incorporating patients and caregivers as evaluators can actively improve empathic communication skills.

• International Journal of Knowledge Content Development & Technology
• /
• v.8 no.4
• /
• pp.7-18
• /
• 2018

Information Literacy (IL) is considered as an important aspect of everybody's life. In today's information society possessing IL skills is more significant than ever as information is available in many forms and formats. Schools are the primary places where these skills are imbibed in students. Organizations like UNESCO, IFLA, ALA, AASL, & ACRL have formulated IL Standards and Guidelines/Models at the international arena. Though the Government of India is making efforts in providing information literacy skills yet there are no set of standards/guidelines devised by any agency/organization at the school level. This paper gives a brief account of IL initiatives and highlights the trends and developments of IL programmes in Indian School Libraries. It recommends the nation to form a national level advisory committee to develop IL framework for Indian school Libraries. Further, it suggests that librarians should work in close collaboration with teachers for better results. A moderate attempt has been made to provide feasible solutions for effective implementation of IL programmes in school libraries.