• Journal of Korean Academy of Nursing Administration
• /
• v.12 no.1
• /
• pp.140-150
• /
• 2006

Purpose: The purpose of this study was to determine learning styles and preferred learning methods of clinical nurses. Method: Data were collected from 735 nurses at one university hospital in Seoul. Learning style inventory, a self-report questionnaire was completed by the subjects. Result: Learning styles of nurses were accommodator 35.9%, diverger 30.4%, converger 18.2%, assimilator 15.5%. Learning styles varied significantly with clinical practice area and academic background. Furthermore, RO(reflective observation) learning mode varied significantly according to the clinical practice area. AC(abstractive conceptualization) learning mode varied significantly with job position. AC and AE(active experimentation) learning modes varied significantly according to the academic background and preferred learning method. Preferred learning methods were lecture 24.8%, clinical practice 23.1%, self-directed learning 21.5%, audiovisual education 16.7%, and group discussion 13.9%. Preferred learning methods varied significantly with learning styles and career. Lecture was preferred in diverger and self-directed learning was preferred in assimilator. Clinical practice was preferred in accommodator and converger. Conclusions: This study suggested that clinical education should be applied to nurses after examining learning styles and preferred learning methods. In conclusion, to identify the nurses' learning styles could be helpful for developing the effective educational skill.

• Journal of Korean Elementary Science Education
• /
• v.19 no.1
• /
• pp.101-112
• /
• 2000

The purpose of this study was to develop the modular multimedia instructional materials emphasizing the particulate nature on the realm of matter in elementary science classes. Features of the material are as follows: 1 To be in focus on particulate model named 'phenomenal magnifying glasses' in order to change the student's belief system of continuous matter into the belief system of particulate matter . The 'phenomenal magnifying glasses' is a new instructional strategy designed to change into the view of particulate matter through facilitating the reflective thinking resulted from the simultaneous consideration of experimental phenomena(macroscopic world) and particulate model(microscopic world). 2. To introduce modular system into the instructional materials, which was consisted of 14 subunits according to the sequential instruction unit of 'molecule and molecular motion'. Each subunit was composed of 5 types of modules(module 1: motivation, module 2: experimental result, module 3: discussion, module 4: phenomenal magnifying glasses, module 5: related experiment) 3. The multimedia program was composed of 36 kinds of experimental animation and 59 kinds of computer animation materials combined with text resources, photographic materials and sounds.

• English & American cultural studies
• /
• v.10 no.2
• /
• pp.267-289
• /
• 2010

Nationalism endorses a collective movement to establish an authentic position in the international cultural and political arena. Arguably the dialectic of nationalism and geopolitics bears a reassuring similarity to the philosophical lineage going back, at least, to Hegelian dialectic of universality and particularity. This dialectic platform has been concerned with sustaining, among other things, the dynamics between the universal and the particular. In practical terms, nationalism prompts increased sensitivity to socio-political pressures coming from abroad to cancel the national particularity into geopolitical, so-called universal, anonymity. Drawing suggestively from psychoanalysis, Lacanian ethics in particular, this discussion articulates the ethics of nationalism. Recounting Kantian self-determination as a reference point for responsible morality, Lacan suggests the problematics of desire as an alternative index for ethics. As individual desire flows from the unfathomable abyss of misrecognition, Lacanian ethics dissuade individuals to unlearn the fantasy that their own real desire, a residue produced by the Symbolic process, can be satisfied with that very socio-cultural Symbolic. Subjecting nationalism to Lacanian implications, Zizek illuminates nationalism as a small screening object which obscures as much as displays the circuits to the individual desire. Psychoanalytic ethics addresses that the ethical base should be found upon the particular, individual, real desire. As far as the nationalist cause also puts emphasis upon particularity rather than universality, nationalism is logically positioned to exert reflective efforts on empowering its constitutive individuals. Lacanian ethics persuades us to challenge the universal claim and to work through to regenerate nationalism in presenting its final contribution towards individual particularities.

• Journal of The Korean Association For Science Education
• /
• v.31 no.8
• /
• pp.1092-1109
• /
• 2011

The purpose of this study was to analyze of the effects of instructional supervision emphasizing reflective thinking on science teaching of elementary teachers. The participants in this study were two teachers. This study was divided in former, middle, and later periods, and consisted of monitoring their own teaching, interviewing, journal writing, discussion with peer teachers and teacher training. Data included descriptions of nine science classes, nine interviews, seven journals and the journals of the researcher. Data analysis tools were the frameworks of the questions, feedback, teaching methods, elements of teaching behavior, and reflection levels. This study employed qualitative research, analysis of the frequency of data, and quoting of descriptions related to the result. The results of this study were as follows: First, teachers showed mainly technical reflection, but changed to show more practical reflection, and critical reflection in the later period of instructional supervision. Second, instructional supervision emphasizing reflective thinking on science teaching for elementary teachers meaningfully changed the question, feedback, teaching methods and teaching elements of teachers. From the results of this study, instructional supervision emphasizing reflective thinking on science teaching for elementary teachers can be considered an effective method in improving teaching elementary science, and instructional supervision used in this study made possible the higher level of reflection and appropriate teaching behavior.

• Journal of The Korean Association For Science Education
• /
• v.29 no.2
• /
• pp.240-252
• /
• 2009

In this study, we applied a web-based education system to the teaching-demonstrations of the pre-service teachers and identified the usefulness of the system as a method supporting constructive education for pre-service teachers. The pre-service teachers performed the web-based activities for the teaching-demonstrations, and we interviewed them after the teaching-demonstrations. On the basis of the results, we found three situations showing the usefulness of the web-based education system. First, the pre-service teachers examined the materials on the constructive teaching-learning theories and constructed the related theoretical knowledge. At this point the web-based discussion board supported the environment where they thought deeply and investigated the theories carefully. Second, they experienced interaction with others and the academic adviser in the processes of preparing the teaching-demonstrations. This interaction was supported by web-based discussion board, and they were able to form the practical knowledge related to the planning and building constructive teaching. Third, they reflected on their own teaching after the teaching-demonstrations. At this point, the web-based discussion board was able to facilitate the interaction for the reflective thinking processes. In this study, we identified that the web-based education system could provide an effective environment where the pre-service teachers could learn constructive teaching-learning methods.

• Journal of the Korean Geographical Society
• /
• v.42 no.3 s.120
• /
• pp.453-467
• /
• 2007

This study has shown that geography teachers need the professionalism in a Teaching and learning aspect. Together with the transition of epistemology and the operation of the Subject Matter-based curriculum, etc the demand for professionalism of teachers is much higher than ever. But the less discussion about what the professionalism of geography teachers based on subject traits and its components are has been mentioned. Especially the previous studies related with geography teachers usually distinguished the contents from the methods in the geography teaching in a dichotomy and tried to apply to a class model in the theoretical aspects, so they $didn't^{\circ}{\varnothing}t$ present the enough measures to improve the professionalism of geography teachers in the synthetic aspects. In this study, after I found the components of professionalism required to geography teachers in a teaching and learning, I tried to present measures to improve the professionalism of geography leathers in the macroscopic aspects. The geography teacher should be a teacher to design a region as a process than a result, and a teacher as a reflective practitioner than a technical practitioner. The improvement of professionalism should be achieved through the process of cooperation with an educational reflection in the individual aspects.

• Journal of Korea Entertainment Industry Association
• /
• v.13 no.8
• /
• pp.457-467
• /
• 2019

The purpose of this study is to find out how those taking early childhood preservice teachers experience their learning through learner-centered education and the meaning given by such experiences to grasp their values. Especially, to look into experiences of learning the project approach theory studied and directly experienced, which is one of the early childhood educational approach methods, data on participatory observation, personal interviews, personal reflective journals, activity reports and ect. were collected and analyzed by the current writer, who fully participated in the class. The meaning of early childhood preservice teacher'experiences in the project approach was analyzed from the two aspects of 'my' learning activities and 'teacher's teaching activities. In the aspect of 'my' learning activities, they got indulged through purposeful practices in the process of tackling problems that originated from personal interest and wanted to share the joy of learning they'd had with others. Aware of themselves as doers of behavior and thinking, they were found to be able to focus an 'my' own learning activities based on these learning experiences of theirs. In the aspect of 'teacher's teaching activities, project theories and practices done at the same time helped them internalize the project and they learned possible changes ign the project by experiencing actual cases. To sum up, the project approach has its meaning in that it not only helps teachers learn theoretical knowledge but also have reflective thinking through their experiences as doers of learning and form practical knowledge. Accordingly, it indicates th need for intensive discussion on the project approach as a way to educate pre-teachers or current ones.

• Journal of the Korean Society of Earth Science Education
• /
• v.7 no.3
• /
• pp.338-346
• /
• 2014

In this study, find out of recognition of the effect of science, society and ethical aspects on natural disasters and understanding degree of knowledge applying for SSI class aimed at elementary pre-service teachers by developing SSI training program of the 'Earth and Space' field. Also, after SSI class application we examined the change perceptions of elementary pre-service teachers. SSI training program was that elementary pre-service teachers participated in the SSI class of a variety of subjects in the field of 'Earth and Space' and directly joined in the decision-making process and reflectional discussion with colleagues as conducted in this class reflective discussion with the pre-primary teachers pre-service teachers. Elementary pre-service teachers were understanding of the nature of the science and to understand in more depth about the SSI class characteristics. This study, second grade 115 people who was taking 'science and teaching materials' course in B National University of Education at B city participated. In order to apply for SSI class, one semester based on 15 weeks until seven weeks were science and teaching materials and based on the nature of science, after 8 weeks we set the theme of the contents related to the Earth and space and give lesson applied for SSI. During 8 weeks, test subjects 4 classes were taking 50 minutes a week 100 minutes. First time has theoretical lessons in topics related to the 'Earth and space' and on the second week, each classes participate in the decision-making processes respectivly by dicussing and debating on the first week's topic as regarding social and moral aspects of it. We obtained the following results. First, elementary pre-service teachers were acquiring the results of 67% in the knowledge aspects of the 'Earth and space'. This result was determined that most of the elementary pre-service teachers were liberal arts in high school. Second, while participating in the SSI class, elementary pre-service teachers were concretely aware of the nature of SSI and the characteristics of the class. Third, the elementary pre-service teacher are thaught that introduction education courses about 'Earth and space' are needed but most of the students responded that this would require a lot of effort of teachers. This was derived from not familiar class form that did not fulfill in the science teaching methods until now.

• The Journal of the Korea Contents Association
• /
• v.9 no.12
• /
• pp.138-145
• /
• 2009

Humanism connotes dignity and esteem with the essential idea of human and more human. This paper has conducted a inquiry of the understanding about human and humanism represented by visual image of film. Especially, this study investigated the way to adhere to reflective attitude about human and society. It is based on theoretical discussion of formalism and auteurism and analyzed the way of constructing time-space structure of (by Lars von Trier) which is known the typical formalism film. According to the findings, appeared to appropriate the ocularcentrism aesthetic to film form and give the self-regulation to definite the idea of film art through picturesque imagination of dramatic stage. Such a result means that it converts the filmic time-space to the virtual things and practicalize the classification of the ethical doctrine of innate goodness and innate sin of human and the definition of humanism. Also it means formalism film overturns the existing institutional mode of representation.

• Journal of Educational Research in Mathematics
• /
• v.20 no.3
• /
• pp.203-219
• /
• 2010

Several studies have reported on how and what mathematically gifted students develop superior ability or creativity in geometry and algebra. However, there are lack of studies in probability area, though there are a few trials of probability education for mathematically gifted students. Moreover, less attention has paid to the strategies to develop gifted students' creativity. This study has drawn three teaching strategies for creativity development based on literature review embedding: cognitive conflict, multiple representations, and social interaction. We designed a series of tasks via reconstructing, so called Simpson's paradox to meet these strategies. The findings showed that the gifted students made Quite a bit of improvement in creativity while participating in reflective thinking and active discussion, doing internal and external connection, translating representations, and investigating basic assumption.