• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.86-101
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• 2005

In this study, a brain-basrd model for science teaching and learning was developed based on the natural processes which human acquire knowledge about a natural object or on event, the major domains of science educational objectives of the national curriculum, and the human brain's organizational patterns and functions. In the model, each educational objective domain is related to the brain regions as follows: The affective domain is related to the limbic system, especially amygdala of human brain which is involved in emotions, the psychomotor domain is related to the occipital lobes of human brain which perform visual processing, temporal lobes which perform functions of language generating and understandng, and parietal lobes which receive and process sensory information and execute motor activities of body, and the cognitive domain is related to the frontal and prefrontal lobes which are involved in think-ing, planning, judging, and problem solving. The model is a kind of procedural model which proceed fiom affective domain to psychomotor domain, and to cognitive domain of science educational objective system, and emphasize the order of each step and authentic assessment at each step. The model has both properties of circularity and network of activities. At classrooms, the model can be used as various forms according to subjects and student characteristics. STS themes can be appropriately covered by the model.

• Journal of Agricultural Extension & Community Development
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• v.21 no.4
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• pp.1029-1060
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• 2014

The purpose of this study are to figure out whether there are the meaningful differences between learner's learning achievements and contents preference in accordance with the delivery strategies (instructor-focused model, learner-focused model) of learning materials suggested by Bloom in web-based instruction, and to suggest the various options on the contents delivery strategies to improve the learner's learning achievements of each learning domains. Learning domains were divided by the cognitive domain, the affective domain, and the psychomotor domain. The result of research with 182 learners showed that learner-focused model in the cognitive domain caused higher learning achievements and preference than instructor-focused model. And instructor-focused model in the psychomotor domain compared with learner-focused model caused higher learning achievements and preference. However, there were less meaningful differences in the affective domain. In other words, learner-focused model is appropriate to the feature of the cognitive domain while instructor-focused model is appropriate to the feature of the psychomotor domain. The results suggest that delivery strategies should be chosen by domains of learning contents in order to improve learner's learning achievements in web-based instruction. Learner-focused delivery strategies in the cognitive domain and instructor-focused delivery strategies in the psychomotor domain need to be considered positively. Delivery strategies should be studied and developed in order to lead higher learning achievements and preference.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.1
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• pp.68-79
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• 2021

Purpose: This study aimed to identify the educational needs of nurses and nursing students for the development of a simulation module of home visiting care for frail, elderly people. Methods: Focus group interviews were conducted with 15 home visiting nurses working in public health centers and 14 nursing students who experienced home visiting from September 10 to October 10, 2018. Results: Bloom's taxonomy of learning objectives, namely, cognitive, affective, and psychomotor domains was used as a framework for data analysis. The defined educational needs for each domain were as follows: "understanding frail, elderly people" for the cognitive domain; "intervention for mental health" and "building a therapeutic relationship" for the affective domain; and "nursing skills", "health education for healthy lifestyles", "referral to the community resource connection", "protection for visiting nurses" for the psychomotor domain. Conclusion: Based on the findings of this study, a simulation module of home visiting care for frail, elderly people can be developed and used for nursing students and nurses to strengthen the capacity for home visiting care.

• Journal of the Korean Society of Floral Art and Design
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• no.41
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• pp.155-169
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• 2019

This study aims at analyzing educational effects of the horticultural picture books, which are depending on B.S. Bloom's taxonomy of educational objectives. After collecting various horticulture-related picture books, this study classified them by the B.S bloom's educational taxonomy. There were objectives of the cognitive domain, objectives of the affective domain, psychomotor domain in plants and gardening activities. And the cognitive domain, affective domain, psychomotor domain subdivided into the sub-region can learn from the horticulture picture books to teach the unique characteristics could be found. To know the teachers' perceptions of the effectiveness of using picture books in the horticulture class, questionnaire were analyzed from the survey. As a result, by Bloom's educational taxonomy area they preferred children's books. Teacher think that fairy tale books promote the interest of the children and have the advantage of fostering creativity. In addition, an easy point to get in school, lack of hours in the effective education to help horticulture that was expected. The cognitions of most effective storytelling method of horticulture picture book was story immersion. And the effective activity after reading picture book was drawing picture. Also, the most effective teaching materials was a real-life picture.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.141-149
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• 2018

In order to analyze the educational effects of digital textbooks for elementary students, the 3~4 graded elementary students were selected and designated as panels in 2014 to conduct the longitudinal study. We conducted a questionnaire survey on students who were in grade 5 or 6 in elementary school in 2016 to evaluate their effects on cognitive domain, social domain, social domain, psychomotor domain, and learning competency. As a result, 5th grade students using the digital textbooks for 3 years showed higher educational effectiveness than 6th grade students using the digital textbooks for 2 years. In addition, the use of the digital textbooks for three years has been shown to have improved educational effectiveness in all areas except students' psychomotor domain. These educational effects were higher for students with higher scores, more times using digital textbooks, and higher teachers' smart education capacity.

• Journal of Korean Critical Care Nursing
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• v.5 no.1
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• pp.12-22
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• 2012

Purpose: This study was conducted to evaluate the learning outcomes of simulation-based practice on emergency care for patients with dyspnea in nursing students. Methods: One group pre-post experimental design with 28 nursing students was used. Simulation-based practice on the basis of SimMan Human Patient Simulator including academic lectures, simulation lab exercises and debriefing was applied for four and half hours. The learning outcomes were assessed by measuring knowledge, critical thinking, problem solving process of cognitive skills, self-confidence and learning attitudes of affective domain. Furthermore, self reported clinical performance ability of psychomotor skills was examined. Results: After the completion of simulation-based practice, there was a significant increase in the mean of following measured variables: knowledge, critical thinking, problem solving process of cognitive skills, self-confidence, learning attitudes of affective domain and clinical performance ability of psychomotor skills. Significant positive relationships were found among learning outcome measurement variables. Conclusion: Simulation-based practice is an effective method to improve cognitive skills, affective domain and psychomotor skills of nursing students. Hence, Simulation-based practice should be applied for improving current limited emergency care training for nursing students and enhancing students' competency in clinical situations.

• Journal of the Korea Convergence Society
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• v.9 no.7
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• pp.301-308
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• 2018

The study conducted a meta analysis to identify the effects of physical activity programs for the elderly with disabilities. The 14 out of 177 studies, fulfilled the process and requirement, were selected for the Hedges'g, funnel plot, forest plot, Egger's regression test, trim-and-fill, fail-safe N. There were three conclusions based on the results. First, the physical activity was effective for the elderly with disabilities and showed good effects on the psychomotor, cognitive, and affective domains. Second, the physical activity programs of fundamental exercise skill, game and sport, and fitness exercise showed positive effects on the psychomotor, cognitive, and affective domains in the elderly with disabilities. Third, the fundamental exercise skill for the psychomotor domain, the game and sport for the cognitive domain, and the fitness exercise for the affective domain were the most effective for the elderly with disabilities.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.1-10
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• 2005

Overexcitaility (OE) as a concept that is related to developmental potential, has been shown to differ by intelligence, gender, involvement in school programs and artistic interest in American populations of students. Overexitability, used to describe the five ways that people might experience developmental potential for emotional growth, are emotional, intellectual, imaginational, sensual, and psychomotor. Little is known about the profiles of groups of gifted learners outside of studies conducted in the United States. In order to better understand the emotional needs of Korean students, the purpose of this study was to determine the overexcitability profiles of students enrolled in four high schools, each with a different domain focus: math and sciences, visual and performing arts, and foreign languages. 341 subjects of this study completed the Overexcitability Questionnaire II. Multivariate Analysis of Variance (MANOVA) was conducted to determine statistical differences. The results showed that Mean scores of psychomotor, sensual and imaginational are highest in the Art High School, intellectual is highest in the Science High School and emotional is highest in the Foreign Language High School. There were significant differences among the schools. Each major also showed significant difference. The results showed that mean score of psychomotor is highest in the Dance major, sensual, imaginational and emotional are highest in the Drama majore and intellectual is highest in the Science major. The results showed that the mean scores of psychomotor, imaginational and intellectual are higher in the male students than female students. On the other hand the mean scores of sensual and emotional are higher in the female students than in the male students.

• Journal of Korean Academy of Nursing
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• v.35 no.2
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• pp.362-371
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• 2005

Purpose: The aim of this study was to design and evaluate a scale for measuring reliability and validity in the field of oriental nursing education. Method: A questionnaire was administered to 495 university nursing students using a convenience sampling method. The period of time for collecting data was from September 2003 to January 2004. Result: The derived outcome tool consisted of 6 factors and 22 inquires on the basis of a conceptual frame of three domains (knowledge, attitude, and skill), As a result of the item analysis, 22 items were selected and the internal consistency alpha coefficient was .767. The value of Cronbach' Alpha of knowledge(factor 1) was .885, attitude(factor2)was .756, and skill (factor 3) was .610. The three factors accounted for $65.110\%$ of the variance in the total scale. Addressing the explanatory variance of each domain Cognitive domain was $22.477\%$, affective domain was $20.543\%$, and psychomotor domain was $17.090\%$. Conclusion: Further studies need to be done to verify educational evaluation and apply our outcomes to oriental nursing education.

• Journal of vocational education research
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• v.29 no.3
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• pp.107-132
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• 2010

The purpose of this study was to investigate the effects of learning achievement by comparing project approach group and the control group on the unit of growing flowers and vegetables in practical arts education. For this purpose, the experimental study on the unit of growing flowers and vegetables was achieved with 63 students(5th grade 2 classes) in S elementary school. The project approach model (Chung, Sung-bong) was applied to the experimental group, and the traditional model to the control group. To verify the effects of each class, nonequivalent control group post test-only design was applied 10 times. The SPSSWIN(ver 12. 0. 1) was used for analyzing the frequency and t-tests. The results of this study were as follows ; First, there was significant effect of learning achievement(cognitive domain) in the project approach groups. In addition, learning achievement of the experimental group has been showed significant difference about intellectual function and ability but not about knowledge. Second, there was significant effect of learning achievement(psychomotor domain) in the project approach groups. In other words, there has been showed significant difference in basic skill and integrated skill for growing flowers and vegetables but not in elemental skill for planting. Third, as the post test, there existed significant effect(affective domain) in the project approach groups. In other words, there was a meaningful difference in acceptance, value, belief, actualization but not in interest. Based on these results, It is believed that the project approach model in the unit of 'growing flowers and vegetables' is more effective than the traditional learning method in learning achievement of learners' cognitive, psychomotor and affective domain.