• 한국보육지원학회지
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• 제9권5호
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• pp.321-334
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• 2013

본 연구는 아버지 언어통제유형과 유아의 자아효능감, 사회적 유능성, 상호작용적 또래놀이의 관계를 알아보기 위해 수행되었다. 연구대상은 만 3, 4, 5 세 유아 195명과 유아의 아버지였다. 자료수집은 설문지와 교사평정, 연구자 면담을 통해 이루어졌다. 수집된 자료는 빈도, 평균 및 표준편차, 상관관계분석을 통해 검증하였다. 연구결과는 다음과 같다. 첫째, 아버지 언어통제 유형은 지위지향형, 인성지향형, 명령지향형 순으로 나타났다. 둘째, 아버지 언어통제유형은 유아의 자아효능감 에서는 자아인지, 자아정서와 사회적 유능성에서는 지도력, 유능성, 불안정성과, 상호작용적 또래놀이에서는 놀이단절, 놀이방해, 상호작용적 또래놀이 변인들과 관계가 있었다. 본 연구는 아버지를 대상으로 하는 연구가 많지 않은 상황에서 수행된 연구라는 점과 유아의 전인발달 도모에 중요한 변인들과의 관련성을 살펴보았다는데 그 의의가 있다.

• 영어어문교육
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• 제12권2호
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• pp.1-18
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• 2006

This study investigates the types of interactional modifications employed by Japanese and Korean university students during text-based chats. In particular, this study focuses on the role of a network-based medium on the use of interactional modifications, which have been claimed to facilitate interlanguage development. The results show that students use a variety of features of interactional modifications. The most used strategies were the use of paralinguistic features, framing, overt indication of understanding/agreement, and clarification checks, which reveals inconsistent results with findings from research on the negotiation of meaning in face-to-face interaction. Results suggest that the computer-mediated communication (CMC) environment requires the above mentioned strategies and students are able to adapt to this new context by employing alternative strategies. The majority of negotiations were generated by content and lexical items either to resolve communication problems or to better manage interactions, and very few negotiations occurred in terms of grammar. The findings suggest that text-based synchronous chats can be an effective tool for promoting interactive competence, but their effectiveness on grammatical development is uncertain.

• Human Ecology Research
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• 제52권2호
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• pp.111-125
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• 2014

The purpose of this study was to examine how an undergraduate family diversity course supported students to enhance undergraduate students' understanding of diversity issues and cultural competence that are necessary to work with diverse families and children as future family science professionals. We collected qualitative research data from 108 students who were enrolled in five sections of an undergraduate-level diversity course, Working with Diverse Families and Children , using nine open-ended questions. In the current study, we specifically focused on four questions in relevant to what undergraduate students learned and what they desired to learn more about diversity issues in families grounded in Hollinger's developmental model of ethical reflection. Using inductive and deductive iterative processes and triangulation, we conducted thematic analysis. Overall, our findings showed that undergraduate students understood the core concepts of diversity and cultural competence. However, they understood these issues at different stages of Hollinger's model of ethical reflection after taking the course. Most undergraduate students accomplished their cognitive and empathetic understanding of diversity and were primarily in Stages 1 and 2. We suggest interactive and reflective teaching strategies that may be effective for undergraduate students to challenge their own biases, practice ethical decision, and prepare for social actions as family science professionals.

• 아동학회지
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• 제29권3호
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• pp.303-318
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• 2008

Participants in this study of the validity and reliability of PIPPS (Penn Interactive Peer Play Scale; Fantuzzo et al., 1998) for Korean children were 248 5-to 6-year - old children and 11 teachers. Instruments included the Peer Rating Scale(PRS; Singleton et al., 1979), Social Competence and Behavior Evaluation (SCBE; LaFreniere & Dumas, 1995), and Preschool Behavior Questionnaire (PBQ; Behar & Stringfield, 1974). The structure of PIPPS resulted in 3 factors, 'play disruption', 'play interaction', and 'play disconnection' with 30 items similar to the original PIPPS factors. Validity was evidenced by inter-correlations among sub-factors and by correlations between PIPPS and criterion measures. PIPPS scores were validated by ratings from PRS, SCBE and PBQ sub-areas scores. Cronbach's a reliability of PIPPS factors ranged from .88 to .92.

• 대한공업교육학회지
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• 제30권1호
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• pp.1-18
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• 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.

• 비교문화연구
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• 제29권
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• pp.413-452
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• 2012

The purpose of this study is to examine and apply Blended Learning to Chinese reading class and give some suggestions for Chinese reading class for realizing the interactive model for reading. For learner's improvement in Chinese reading level, various teaching methods need to be applied to Chinese reading class. Among teaching methods, this article tried to apply Blened Learning in terms of interaction, because Blended Learning can follow the general trend that all of people use laptop, smartphone, etc., and also can be contribution to reading as performance in foreign language learning. As a result, Blended Learning can make learner prepare class for giving online contents, and can make teacher and learner have more chances of interaction in class for improving reading competence.

• 한국간호교육학회지
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• 제30권1호
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• pp.29-38
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• 2024

Purpose: This study aimed to investigate student nurses' satisfaction by type of clinical practicum and to determine predictors of clinical competence in pediatric nursing. Methods: A total of 189 Junior and Senior student nurses across seven colleges in the Busan Metropolitan City were enrolled in the study. The participants completed a structured questionnaire containing items about their learning satisfaction with different types of pediatric nursing practicums and their clinical competence. Data were analyzed using the mean, standard deviation, independent t-test, ANOVA, and multiple regression analysis. Results: Regarding satisfaction with each type of clinical practicum, the mean satisfaction score (out of 10) was 8.18±2.26 for on-site clinical rotations and 7.35±2.20 for alternative practicums. Among the different types of alternative practicum approaches, those with a satisfaction score of 7 or higher included fundamental nursing skills, watching videos, simulation etc., while those with a satisfaction score of less than 6 were virtual simulation and problem-based learning. The predictors of clinical competence in pediatric nursing were learning satisfaction with practice, school year, and alternative practicum, accounting for 35.0% of the variance in clinical competency. Conclusion: It would be helpful to combine on-site clinical rotations with alternative practicum approaches and to develop various alternative practice programs using simulation practice, virtual reality, immersive interactive systems, and standardized patients to enhance students' clinical competency.

• 영어어문교육
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• 제15권3호
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• pp.283-300
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• 2009

The purpose of this paper is to suggest a model for an English learning web-site using Korean folktales to stimulate the interest of beginners learning English, (elementary and early middle school ages) and suggest an integrated way of teaching 4 skills. The study first reviews the theoretical and historical backgrounds of storytelling using Korean folk tale, WBI (Web Based Learning), and learner-centered learning. Storytelling using Korean folk tale is an interactive way of teaching English through the use of words and actions from Korean traditional culture. The students can take pride in their own culture while learning a foreign language since they are familiar with the stories and the culture. Nowadays multicultural education is one of the big features of global education. Therefore there are benefits of studying English through Korean folktales. The websites can help students learn English ubiquitously with a learner-centered focus. For the study, we analyzed several digital English storytelling websites. The paper concludes that digital English story books need to improve their interactive ways of teaching for more effective learning. The authors created an integrated English learning website model using Korean folktales for beginners. We hope to introduce this type of learning through the website for higher level students in middle school. Further study should be conducted in order to make the websites more meaningful and useful for Korean students learning English.

• 인지과학
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• 제31권3호
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• pp.55-76
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• 2020

사회성은 인간 삶의 고유 영역이자 종합적인 능력으로서 중요한 가치를 지닌다. 일반 통념상 사회성 부족이 게임 이용의 대표적인 문제점으로 지적되는 가운데, 본 문헌 고찰에서는 비디오 게임 중 온라인 비디오 게임을 대상으로 사회적 역량과의 관계를 살펴본 연구들을 분석했다. 해당 분야에는 현재 온라인 게임 안의 관계가 실제 관계를 대체하거나 보완하여 사회성 발달을 저해할 것이라는 견해와 온라인 비디오 게임이 직접적으로 사회성에 악영향을 미치지 않으며 오히려 사회적 학습의 공간을 제공함으로써 유익한 결과를 낼 수 있다는 주장이 팽팽하게 맞서고 있다. 또한 온라인 게임 이용과 심리특성 및 사회적 역량을 측정한 대규모 설문 조사에서도 게임 이용과 사회성 저하 간의 뚜렷한 관계성이 관찰되지 않았다. 이에 본 문헌 고찰 연구를 통해 온라인 게임 플레이가 사회성 저하를 초래한다는 고정관념에서 벗어날 것과 관련 연구의 타당성을 높이기 위한 노력이 필요함을 제안한다.

• 정보교육학회논문지
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• 제21권5호
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• pp.487-495
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• 2017

플립 러닝은 학생들이 기본적인 개념을 집에서 짧은 비디오를 통해 학습하고 학교에서는 교사와 학생들 간의 상호작용과 효과적인 연습을 가능하게 해주는 거꾸로 된 학습 모델이다. 그러나 교실 밖에서의 스스로 하는 학습이 자기통제의 미숙함으로 인해 많은 학생들이 스스로 학습하는 학습내용을 이해하는데 많은 어려움을 겪고 있다. 본 논문에서는 초등학교의 수학과목에서의 능동적인 플립 러닝을 위한 인터랙티브 앱을 개발한다. 또한, 초등학교 4학년 수학의 개념을 이해하는 수준이 다른 학습자 그룹을 대상으로 제안한 능동적 플립 러닝의 효과를 조사한다. 사전사후 조사결과 인터랙티브 앱을 활용한 플립 러닝 기법이 전통적인 플립 러닝 기법 보다 성적향상에 효과가 있었다.