• Journal of Fisheries and Marine Sciences Education
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• v.26 no.2
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• pp.284-295
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• 2014

The purpose of the study was to validate the components of practical collaborative competencies by analyzing the perceptions of corporate personnel on practical collaborative competencies. The study reviewed the theories of collaborative intelligence, collective intelligence, cooperative learning, and learning communities. Based on the results of the literature review, the study derived seven categories of participative motivation for group activities, ability to share thinking and consciousness, motivation to share experiences, ability to control emotion, ability to promote interaction, creativity, and collaborative performance as the core competencies. To validate the elements, survey was conducted for 186 corporate personnels. The results showed that the personnels perceived the following elements as important collaborative competencies: participative motivation for group activities, motivation to form participatory atmosphere, ability to manage conflict effectively, ability to form relationships, ability to form positive team atmosphere.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.935-949
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• 2012

The purpose of this study was to investigate the structural relationship among the self-efficacy, self-directed learning ability, school adjustment and learning flow in middle school students by the structural equation modeling analysis. The subjects of this study consisted of 553 middle school students. The data were analyzed with descriptive statistics, Pearson correlations and structural equation modeling analysis by using the SPSS 12.0 and AMOS 5.0 statistical program. The results of this study were as followed: First, there were significant correlations among the self-efficacy, self-directed learning ability, school adjustment and learning flow. Second, the self-directed learning ability and school adjustment directly affected the learning flow. Third, self-efficacy and school adjustment variables indirectly affected learning flow. The indices of the best fit model on these variable were adequate. This study shows that the self-efficacy, self-directed learning ability, school adjustment are the significant predictor for the learning flow during adolescent.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.513-522
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• 2014

Purpose: This study identifies the influences of self-directed learning ability and metacognition on clinical competence in nursing students. Method: The subjects consisted of 290 second and third year nursing students. The data were analyzed using t-tests, ANOVA, Scheffe's test, Pearson's correlation coefficients and multiple linear regression via SPSS Statistics version 18.0. Results: On a scale of 1 (lowest) to 5 (highest), the mean self-directed learning ability score of the subjects was 3.19, mean metacognition score was 3.36 and mean clinical competence score was 3.29. A positive correlation was found between clinical competence with self-directed learning ability and metacognition. The strongest predictor of clinical competence was metacognition. Conclusion: To improve the clinical competence of nursing students, these findings indicate that increasing metacognition ability is required.

• Journal of Families and Better Life
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• v.22 no.5
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• pp.1-16
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• 2004

The purpose of this study is to identify the expectation of vocational abilities and the level of the existing abilities of the door-to-door saleswomen in the cosmetic industry, in order to provide baseline information that can be used to improve sales ability. The data were collected from 1,168 respondents to a questionnaire. Major findings were as follows: 1. The most commonly expected aptitude for the door-to-door salesperson was the ability 'to gain the confidence from customers'. The other important aptitudes were 'good attitudes', 'product information' and 'pleasant personality and patience'. 2. The overall level of the abilities according to their self-evaluation when compared with the level of expected abilities was 64.9 %. The item that received the lowest self-evaluation was 'ability in developing new market and audience'. 3. Vocational ability expectation was affected most strongly by education level. The variables that affected self-evaluation were career paths, education level, income, sales volume and position.

• Research in Mathematical Education
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• v.7 no.1
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• pp.41-58
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• 2003

This study firstly examined 18 prospective secondary mathematics teachers' understanding of the nature of definitions and the use of the dynamic geometry software Sketchpad to not only improve their understanding of definitions, but also their ability to define geometric concepts themselves. Results indicated that the evaluation of definitions by accurate construction and measurement enabled students to achieve a better understanding of necessary and sufficient conditions, as well as the ability to more readily find counter-examples, and to recognize uneconomical definitions, and improve them.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.73-84
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• 2019

Maker movement is emerging as one of the key areas of the fourth industrial revolution in recent years. The maker movement is to create and share what users need using a variety of inexpensive production tools such as open source software and hardware, 3D printers and laser cutters. We think that the effect would be enhanced if design thinking is applied to elementary and middle school (K-12) class. The purpose of this study is to develop a design thinking-based maker education program and to apply it to classroom for clarify the effect on the creative problem solving ability of elementary school students. In order to verify the purpose of the research, students in the 5th-6th grades of elementary school were divided into a controlled group and an experimental group. The general lecture maker class was applied in the controlled group, and our developed design thinking-based maker class was simultaneously applied in the experimental group. The creative problem solving ability test was conducted before and after the test, and its effectiveness was verified using statistical t-test. In conclusion, this study suggests that design thinking-based maker education program has a positive effect on elementary school students' creative problem solving ability.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.3
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• pp.269-280
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• 2022

Recently, the necessity and importance of entrepreneurship education in universities in terms of nurturing creative talents and career paths have been emphasized. This study attempted to examine the mechanism of how the effectiveness of entrepreneurship education affects career maturity by dividing it into theoretical education and practical entrepreneurship education with problem-solving competency rather than a single dimension. This study performed an empirical analysis using Smart PLS for 153 college students. The results of the analysis are as follows. First, it was found that theoretical and practical entrepreneurship education had a significant positive (+) effect on problem-solving ability. Second, theoretical entrepreneurship education had a positive (+) effect on career maturity. but practical entrepreneurship education did not have a direct significant effect on career maturity. Third, problem-solving ability had a positive (+) effect on career maturity. Finally, the mediating effect analysis revealed that problem-solving ability had mediating effects on both entrepreneurship education and career maturity of college students. In conclusion, this study has its significance in that it presents the effectiveness and direction of entrepreneurship education both in theory and practice at a time when it is urgent to foster inspiring and creative talent in universities to meet the demands of the times. In particular, it was analyzed that entrepreneurship education conducted at universities is required to upgrade the curriculum, content, methodology, and subject design of practical entrepreneurship education, and there is an urgent need for improvement so that the effect of practical entrepreneurship education can have a significant effect on career maturity.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.479-487
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• 2009

In the existing curriculum of the Elementary computer Education emphasizes students' problem-solving ability and knowledge of informatics. However, current computer education focus on using application program. In order to raise students' problem-solving ability and logical thinking ability, it is necessary to learning about computer science education. Thereupon, this study applied unplugged learning method to the elementary student. To apply the play-based unplugged learning method to the area of information representation. As a result, unplugged learning method produced higher academic achievement than the lecture model. Also it was more positive in the affective area than the lecture model.

• Journal of The Korean Association of Information Education
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• v.11 no.4
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• pp.407-416
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• 2007

This study is to examine the effects of problem-based learning on elementary school students' ability in coping with the dysfunction of information. In order to conduct research, prevention education for elementary school students using problem-based learning is designed and the designed teaching method is applied to an experimental group, but tradition teaching is conducted to a comparative group. Therefore, it is possible to understand the effects of problem-based learning on students' ability in coping with the dysfunction of information, ICT application ability and learning achievement. The study has a meaning to give correct understanding of the dysfunction of information and prevention consciousness, offering significant information to teachers for improving teaching methods for the dysfunction of prevention education.

• Research in Mathematical Education
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• v.7 no.3
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• pp.163-189
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• 2003

The purpose of this study is to develop a test, which can be used in creative problem solving ability in mathematics of the mathematically gifted and the regular students. This test tool is composed of three categories; fluency (number of responses), flexibility (number of different kinds of responses), and originality (degree of uniqueness of responses) which are the factors of the creativity. After applying to 462 middle school students, this test was analyzed into item analysis. As a results of item analysis, it turned out to be meaningful (reliability: 0.80, validity: item 1(1.05), item 2(1.10), item 3(0.85), item 4(0.90), item 5(1.08), item difficulty: item 1(-0.22), item 2(-0.41), item 3(0.23), item 4(0.40), item 5(-0.01), item discriminating power: item 1(0.73), item 2(0.73), item 3(0.67), item 4(0.51), item 5(0.56), over the level of a standard basis. This means that the test tool was useful in the test process of creative problem solving ability in mathematics