• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.3
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• pp.251-260
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• 2021

Purpose: This study uses a descriptive research design to identify the influence of critical thinking disposition, deep approaches to learning, and interaction between learners on the degree of nursing process confidence for nursing students. Methods: The subjects of the study were second-year students in the Department of Nursing at a university in G city. The data included general characteristics, critical thinking disposition, deep approaches to learning, learner-to-learner interaction, and nursing process confidence were analyzed utilizing an independent t-test, one-way ANOVA, and Scheffe's test to identify differences in the variables according to general characteristics. To identify the correlation between the factors related to the nursing process and nursing process confidence, Pearson's correlation was analyzed, and hierarchical regression was used to determine the factors affecting the confidence of the subject's nursing process. Results: Gender, critical thinking disposition, and in-depth learning approach were statistically significant as factors affecting the nursing process confidence of nursing students, and these factors were shown to explain 62% of nursing course performance (F=23.80, p<.001), among which in-depth learning access has the greatest influence (β=.41, p<.001). Conclusion: Critical thinking disposition and deep approaches to learning arbitration program development are necessary to improve nursing students' nursing process confidence.

• Journal of Information Technology Services
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• v.10 no.1
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• pp.151-165
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• 2011

Recently building up of u-learning oriented teaching and learning system has been expanded rapidly, However domestic junior college's challenging for adapting it might be slower than other educational body's doing, and in that result it might be paid more or be taken longer time to improve their old system effectively. Now, it is very time for them to develop and implement u-learning oriented teaching and learning system quickly. This paper offers and draws the core factors to design ubiquitous teaching and learning model systematically through investigation of worldwide recent technology and R&D, patent, service and standardization tendency related with u-learnig modeling.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.553-568
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• 2022

This study investigated the level of academic passion for elementary school teachers' science pedagogical content knowledge (PCK) and examined the factors that influence the passion. To this end, 161 elementary school teachers in Seoul were selected, and academic passion tests were then administered to evaluate their academic passion for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participating teachers. The results revealed that 'importance' and 'harmonious passion' for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. However, 'time/energy investment' and 'obsessive passion' for learning the knowledge were slightly higher or lower than normal. The 'like' for learning science subject matter knowledge was relatively high, but the 'like' for learning science pedagogical knowledge was slightly higher than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to advanced major at undergraduate than teaching career. The teachers evenly selected some factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. These identified characteristics included 'individual interest', 'high school track', 'experience in advanced major at undergraduate', 'experience in science-related graduate school', 'experience teaching science in elementary school', 'experience teaching science at the gifted education institute', 'experience in charge of science subject teacher', 'experience in science-related teacher training', 'experience in developing science-related teaching and learning materials', 'experience in charge of science or science-gifted related work', and 'experience in a science-related teacher community'. However, a slight difference was noted in the selection ratio depending on advanced major at undergraduate. Based on these results, the practical implications for improving their academic passion for science PCK are suggested.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.87-100
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• 2016

This study has examined the structural relationship among factors related to the effects of flipped learning using the structural equation modeling. Two hundred thirty-six middle school and high school students were participated in this study. This study's results are as follows. First, looking through how much the flipped learning variables affect achievement, motivation affects achievement the most, and then interaction, participation come next. Second, looking through how much the flipped learning variables affect personality, interaction affect personality the most, and then teaching attitudes come next. Third, as a result of verifying the research model, the hypothetical model indicating relationship among motivation, participation, teaching attitudes, interaction and achievement, personality is valid.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.23-52
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• 2008

The purpose of this study was to examine the Structural Equation Model (SEM) of scientific problem finding ability based on science related attitude, motivation and self-regulation learning strategy of the gifted in science. A total of 153 scientifically gifted students were selected from a university-based Sifted education center The instruments used for the study were Test of Science-Related Attitudes, Motivated Strategies for Learning Questionnaire (MSLQ), and Science Problem Finding Test. In order to examine Structural Equation Model (SEM) of scientific problem finding ability, we assumed scientific problem finding model related to science inquiry, model I (domain specific), and scientific problem finding model related to creativity, model II (domain general) The results of this research are as follows. First, the correlations between science related attitudes and MSLQ were significant; motivation and self-regulated learning strategy as sub factors were positively correlated to science related attitudes. Only scientific attitude as a sub factor of science related attitudes was significantly correlated to elaboration of creativity category in scientific problem finding ability. In other hand, self-regulated learning strategy was significantly correlated to elaboration, inquiry motivation and inquiry level in scientific problem finding ability. Second, as the results of SEM analysis, we confirmed model I and model II were the best adequate through the indices of best fit (TLI, CFI>.90, RMSEA<.08); scientific problem finding ability was directly influenced motivation and self-regulated learning strategy but science related attitudes indirectly influenced scientific problem finding ability through motivation and self-regulated learning strategy. Based on the results, the implications for science gifted education were discussed.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.167-178
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• 2006

The purpose of this study was to explore characteristics of sixth grade students' opistemological beliefs in science and the relationship to learner's characteristics: learning motivation, learning strategies, and logical thinking. The subjects were 265 sixth graders and data was collected through two types of questionnaires, translated and modified by researchers: opistemological beliefs regarding science, learning motivation & strategies. The results of this study were as follows. The students believed that the goals of science were related to activations such as 'Science is experiment', or 'Science is invention: These beliefs were connected with the emphasis of science classes or the focus of the science curriculum. However, the students' beliefs related to the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge were oriented to modern opistemological views. Moreover, the beliefs were meaningfully related to students' characteristics: learning motivation, learning strategies, and logical thinking. Among the students' characteristics, logical thinking was especially related to all of the factors of students' beliefs: the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge. However, the students who believed that scientific knowledge came from scientists, science teachers, or science textbooks had high levels of self-efficacy. Therefore, the belief that scientific knowledge is formed by self-discovery, in order to generate high self-efficacy, needs to be encouraged. From the results, it is possible to check the orientation of current science education based on the students' opistemological beliefs. In addition, the resources can be accumulated for persevering in our efforts to achieve a positive orientation for science education.

• Journal of the Korean Society of School Health
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• v.25 no.1
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• pp.95-104
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• 2012

Purpose: In an attempt to investigate the differences in the level of stress & mental health between extracurricular learning group and non-extracurricular learning group and level of stress and mental health by the extracurricular learning-related characteristics, this study was carried out in upper grade elementary students. Method: The subjects were 241 students living in 4 small towns in 4th, 5th and 6th grade elementary students. The data were collected by using the questionnaires, and analyzed by SPSS/WIN 12.0 program. Results: First, 64.7% of subjects were receiving extra-curricular learning, and extracurricular learning contents were the main curriculum and foreign language classes in many cases. Second, there were no differences in the level of stress and mental health between extracurricular learning group and non-extracurricular learning group, but also in the area of stress as physical, mental, emotional and behavioral stress. Third, extra-curricular learning satisfaction and learning effects are the major factor affecting mental and emotional stress and mental health. In other words, the group with high satisfaction and effectiveness by extra-curricular learning was less mentally and emotionally stressed and better for mental health than low group. Also, days per week for extracurricular learning affected physical stress and intention to continue extracurricular learning affected mental stress. Fourth, factors affecting whether the intention to continue extracurricular learning were the sex, decision-makers about whether they receive extracurricular learning, extracurricular learning satisfaction and duration of extracurricular learning. Conclusion: From the above results, The fact that the upper grade elementary school students receiving the extracurricular learning did not affect on the stress and mental health. In case of extracurricular group, the effectiveness and satisfaction about extra-curricular learning were major factors affecting mental and emotional stress as well as mental health.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.41-62
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• 2019

The purpose of this study was to examine how the contents and pedagogical styles of Food and Nutrition in the middle school home economics textbooks could promote constructivist learning. For this, Food and Nutrition contents of 12 current textbooks were analyzed, based upon the learning factors derived from both a practical problem-focused curriculum from the constructivist perspective, and the current home economics curriculum from the objectivist perspective. Pedagogical styles of the texts and exercises were classified into four types- neutral informative, injunctive, persuasive, and participative, out of which 'persuasive' and 'participative', in particular reflect the constructivist perspective. The major findings were as follows: First, the analysis results of Food and Nutrition contents showed that of 14 learning factors, 13 of the textbooks corresponded well to the current curriculum(92.9%). On the other hand, Out of the 26 learning factors, 18 of the textbooks corresponded to the practical problem-focused curriculum(72.4%). Classified into each stage of the practical problem solving processes, only learning factors related with 'the concepts of the valued ends' were fully covered. However, the other learning factors related with the concepts of 'the practical problem', 'the context', 'the action' and 'the consequence', that is the factors particularly related with 'the concepts of the context', were not properly addressed. Besides, learning factors were not addressed from diverse viewpoints, especially from the social perspective. Second, the analysis of pedagogical style related to Food and Nutrition illustrated that the neutral informative(59.9%) in texts, and the participative in exercises(60.4%), were most common. However, persuasive and participative were insufficient in texts(22.1%). Furthermore even though the exercises, are more likely to be described from the constructivist perspective, nearly none of the exercises was considered from the social perspective. In conclusion, this study showed that Food and Nutrition in Korean home economics textbooks need to reflect constructivist learning better.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.311-318
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• 2020

This study was done to explore the correlation among self-determination, learning commitment and learning outcomes and identify factors related learning outcomes under academic credit bank system. The survey was conducted self-report questionnaire. The data collection period was form April to November 2018. Participants were 144 registered nurses working currently under academic credit bank system. Collected data were analyzed using SPSS/WIN 24.0. Learning outcomes had a positive correlation with self-determination and learning commitment. learning commitment. Self-determination was positively correlated learning commitment. Factors affecting learning outcomes included self-determination and learning commitment. And self-determination and learning commitment accounted for 32.1% of the variance in learning outcomes. Therefore, developing learning outcomes support for improving self-determination and learning commitment. Future research will be needed to clarify the effects of learning outcomes promotion program on self-determination and learning commitment.

• Journal of Korea Society of Industrial Information Systems
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• v.28 no.5
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• pp.109-126
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• 2023

Early detection of forest fires is essential in preventing large-scale forest fires. Predicting forest fires serves as a vital early detection method, leading to various related studies. However, many previous studies focused solely on climate and geographic factors, overlooking human factors, which significantly contribute to forest fires. This study aims to develop forest fire prediction models that take into account human, weather and geographical factors. This study conducted a comparative analysis of four machine learning models alongside the logistic regression model, using forest fire data from Gangwon-do spanning 2003 to 2020. The results indicate that XG Boost models performed the best (AUC=0.925), closely followed by Random Forest (AUC=0.920), both of which are machine learning techniques. Lastly, the study analyzed the relative importance of various factors through permutation feature importance analysis to derive operational insights. While meteorological factors showed a greater impact compared to human factors, various human factors were also found to be significant.