• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.9
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• pp.351-361
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• 2019

The purpose of this study was to investigate the effect of a peer evaluation method on the core fundamental nursing skills competency, learning attitude, critical thinking and self-leadership of graduating nursing students. A survey using a questionnaire was administered to 326 nursing students. The data was analyzed using SAS(ver. 9.8) and AMOS(ver.20.0) The results of peer evaluation showed that the fundamental nursing skills competency was 3.77(${\pm}.62$), the learning attitude was 3.17(${\pm}.47$), critical thinking was 3.44(${\pm}.41$) and self-leadership was 3.60(${\pm}.49$). Core fundamental nursing skills competency showed statistical differences based on gender, major satisfaction, practice satisfaction, pre-learning and satisfaction with the peer evaluation. Core fundamental nursing skills competency was positively correlated with learning attitude(r=.295, p<.001), critical thinking was positively correlated with core fundamental nursing skills competency(r=.384, p<.001) and learning attitude(r=.623, p<.001), and finally, self-leadership was positively correlated with core fundamental nursing skills competency(r=.353, p<.001), learning attitude(r=.529, p<.001) and critical thinking(r=.690, p<.001). The factors affecting fundamental nursing skills competency were critical thinking and self-leadership. Core fundamental practical education programs to improve learning attitude, critical thinking and self-leadership need to be developed to increase core fundamental nursing skills.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.87-98
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• 2015

Robotics education in elementary school, It is difficult for girls to continue the motivation and willingness to learn because of a negative attitude and low recognition against the machine. In this paper, we studied method to improve the learning attitude through STEAM-based robotics education utilizing storytelling and robot smart learning system for elementary school girls. The curriculum is composed of nine themes which are selected from famous classic fairy tales for girls and we developed robot smart learning system which allows girls to enjoy robot design&control, collaborative learning, and sharing their ideas by using smart-phone. As a t-test results of learning attitude, the two groups showed statistically significant difference, the experimental group was higher average than the control group in terms of learning attitude. The robot smart learning system is effective for collaborative learning activities and maintaining learning motivation of elementary school girls.

• International Journal of Aeronautical and Space Sciences
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• v.11 no.2
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• pp.87-97
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• 2010

A fault tolerant satellite attitude control scheme with a modified iterative learning law is proposed for dealing with actuator faults. The actuator fault is modeled to reflect the degradation of actuation effectiveness, and the solar array-induced disturbance is considered as an external disturbance. To estimate the magnitudes of the actuator fault and the external disturbance, a modified iterative learning law using only the information associated with the state error is applied. Stability analysis is performed to obtain the gain matrices of the modified iterative learning law using the Lyapunov theorem. The proposed fault tolerant control scheme is applied to the rest-to-rest maneuver of a large satellite system, and numerical simulations are performed to verify the performance of the proposed scheme.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.61-74
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• 2001

The purposes of this study are to develop the mathematical performance assessment tasks and to apply them to the middle school students. And I also intend to know the students' inclination and learning attitude to mathematics. In order to satisfy this study, I developed the performance assessment tasks and the standard program of marking about the mathematical function and statistics for the first grade students at middle school. After examining the students' basic investigation, their inclination and learning attitude to mathematics, I applied these developed tasks to them After that I put both classes and performance assessment into operation in all 15 periods. I set up two classes of the first grade students (49 students) at J middle school in Kongju, Chungcheongnam-do as a model group. The results of this study are as follows: First, owing to the developed performance assessment tasks of function and statistics, the teachers can operate the assessment system as a process of teaching and learning. Second, because of the application of mathematical performance assessment tasks, we can change the students' inclination and learning attitude to mathematics affirmatively. And by using these tasks, we can help the students to think mathematically. In this way, the students will be able to realize the real value of mathematics and have a growing interest in mathematics through all these meaningful processes. Judging from this study, we can elevate the students' abilities of problem solving and reasoning and improve teaching-learning method by applying the performance assessment tasks to them. Thanks to these tasks, the students will be changed affirmatively in their inclination and learning attitude to mathematics. I think that these tasks are very good assessment method which can call forth curiosity and interest. Besides, they can also help the students realize the real value of mathematics.

• Journal of Digital Contents Society
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• v.15 no.2
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• pp.155-165
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• 2014

This study deals with the proposals and the verification of the causal relationship between improvements of corporate manager's learning attitude for enterprises productivity and managerial effectiveness, the learner's familiarity and personal character strengths that are classified as positive psychology-based theory. For this study, researchers designed the structural equation model using the AMOS analysis. And researchers conducted the interviews using a questionnaire survey of quantitative research methods. Results of the analysis are as below. First, both online and offline classes were identified as the learner's character strengths affect the positive effect to the learner's familiarity strengths. Second, the learner's familiarity affects the positive effect to improvements of learning attitude. And the last, the learner's character strengths and improvements of learning attitude are not significant effect each other, therefore researcher could be found that the role of mediating variables of the learner's familiarity strengths. In this study, researchers analyzed the relationship between familiarity strengths and improving the learning attitudes needed for a desirable curriculum development considering the learners' personality factors. These findings contribute to an ideal course of study when educator design a curriculum and contribute to a successful communication strategy.

• Journal of Korean Academy of Nursing Administration
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• v.13 no.4
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• pp.516-525
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• 2007

Purpose: This study was to explore the relationship between personality type and learning attitude and academic achievement of nursing students. Method: 91 students were sampled from freshman in nursing school. Data were collected from April 2 to October 5 2007. Analysis of the results were carried out using SPSS win 12.0 for frequency, mean and standard deviation, t-test, ANOVA, Pearson correlation. Result: The result of MBTI test was that nursing students in this study showed extraversion(52.7%), sensing(82.4%), thinking(56.0%), judging(57.1%). Academic achievement according to personality was that only feeling(F) type students had significantly higher score of English than thinking(T) type students(p=.013). Learning attitudes according to personality were that sensing(S) type students had significantly positive attitude toward their college than intuition(N) type students (p=.016). And think(T) type students had significantly higher confidence of learning than feeling(F) type students. There was significant positive correlations between learning method and score of English, Fundamental Nursing, Anatomy(p<..05). Conclusions: Diagnosing personality can differentiate student's learning attitude. It is important to develop teaching-learning strategies according to their personality, which can help them to improve their academic achievement.

• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.205-222
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• 2014

This study analyzed the effects of interactivity on the learning attitude in the tablet PC-based digital textbook environment. Most of digital textbook studies focused on comparison of learning effect between digital textbook and paper textbook. This study, instead, focused on the interaction between students and digital textbook, and examined the hypothesis that, in the digital textbook-based learning environment, interactivity factors affect learning attitude. The results showed that active control, two-way communication, and synchronicity have significant effects on the learning attitude. Those findings indicate that it's necessary to effectively realize interactivity in the process of developing digital textbooks. Also, important implication is not the fixed interactivity but how students perceive the digital textbook and make use of it. Therefore, for the interactive digital textbook, perceived user control, two-way communication, and synchronicity should be realized properly.

• The Korean Journal of Emergency Medical Services
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• v.15 no.2
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• pp.43-54
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• 2011

Purpose: The purpose of this study was to explore EMT-paramedic students' experience of simulation education and analyze the confidence before and after education, learning attitude and course evaluation. Method: Research survey was conducted on 38 EMT-paramedic students during November, 2011 and EMT-paramedic students' experience of simulation education was analyzed after applying head, spinal, and chest injury scenario. The confidence before and after education, learning attitude and course evaluation in gender were analyzed by Mann-Whitny U test and the difference of confidence before and after education was analyzed by Wilcoxon signed rank test and learning attitude & course evaluation were analyzed by evaluating frequency, percentage, mean, standard deviation by using SPSS WIN 17.0 program. Results: 1. Students experienced various advantages such as increasing interest and self-reflection on learning, critical thinking ability, and EMT-paramedic-role experience and recognition of importance of teamwork. Students also pointed out disadvantages such as gap between real situation and simulation, limit of time and equipments, and burden of demonstration. 2. The confidence between before and after education, learning attitude and course evaluation in gender were not significant different statistically. 3. Confidence mean score elevated from 5.53(before education) to 5.87(after education), but the difference in their confidence did not show significant difference statistically. 4. Total mean score in learning attitude after simulation education was 3.70 out of 5.00, which is considerably very high. 5. Total mean score in course evaluation was 3.89 with score of 3.83 in evaluation in learning environment and 3.99 in evaluation of debriefing. Conclusion: The finding of this study demonstrate that the simulation education can provide a safe and repetitive practice environment, improve problem-solving ability and critical thinking, and increase the confidence in prehospital emergency care; therefore, simulation may be the new effective EMT-paramedic education strategy.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1256-1271
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• 2004

The importance of science attitudes is more increasing in science education. Science attitudes may influence students' attainment, consistency and quality of classwork as well as their later views of science education and scientific occupations. According to the international comparative researches and longitudinal studies on Korean students' science attitudes, it has shown that the more grade, the less science attitude. This research was survey the science attitudes and learning environment variables, and then make a inquiry that causes of decline of science attitudes. To study this purpose, the participating students in this study will be selected from 3th to 11th grade. 6,925 participants were administered 3 times in questionnaires of science attitudes and learning environment variables during a year. The result of this study showed that science attitude got low after June. Science attitude was changed from 4th grade to 8th grade students. Science attitude much more decrease second semester than first semester, high school students' science attitude fell much. It was experience about science that cause the biggest effect in science attitude and other learning environment variables influence in science attitude change. Learning environment variables made different influence from students of increased and declined science attitude. As category that influence in science attitude, in elementary school were gender, area and grade, in middle school were grade and area, and in high school was area.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.14-29
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• 2022

The purpose of this study is to investigate the components of scientific attitude by some learning topics in the 3rd~6th grade science textbooks that the pre-service elementary school teachers judge to be teachable in class and the educational effects of this analysis activity for the pre-service teachers. The several results of this study are as follows: The pre-service teachers responded that, for all learning topics, they could teach diverse components of scientific attitude and the number of components expressed in their responses is more than the components specified in the teacher's guides. Among the components of scientific attitude, 'curiosity', 'open-mindedness', 'respect for evidence', and 'objectivity' showed relatively high possibility of teaching, while 'honesty', 'collaboration', 'positive acceptance of failure', 'critical mind' and 'suspension of judgment' showed relatively low possibility of teaching. The responses that pre-service teachers judged to be teachable also showed similar patterns in the number of components of scientific attitude and the rate of the components between the learning topics of the 3~4th grades and the learning topics of the 5~6th grades. In addition, this pre-service teachers' analysis activity on the components of scientific attitude by learning topics in science textbooks suggested educational effects such as 'the deep understanding of the components of scientific attitude', 'the understanding and applying the components of scientific attitude in the context of science class', and so on.