• 전자공학회논문지 IE
• /
• v.47 no.1
• /
• pp.22-33
• /
• 2010

The main purpose of this study was to develope a reflective journal and examine its effects on student's academic achievement and self-regulated learning strategies. For this study, 'a structured reflective journal' was designed through the steps of systems approach with the purpose of enhancing student's academic achievement and self-regulated learning strategies, especially meta-cognition and critical thinking. The reflective journal used in this study contained the constructive elements of (1) self-evaluation with 5 likert scale, (2) learning essay, (3) dialogue with peers, and (4) dialogue with professor. A total of 94 freshmen enrolled in one of two sections of the engineering courses(theory-based class and experiment and practice-based class) participated in the study for 8 weeks. A pre-test-post-test design was used to examine the effects of the application of reflective journal on student's achievement and self-regulated learning strategies. For the result, analysis of covariance was conducted to determine whether there were any academic achievement differences and self-regulated learning strategy differences. The results suggested that students were taking advantages of the reflective journal, and there were statistically significant differences in academic achievement in the experiment and practice-based class and self-regulated learning strategies in both classes.

• Journal of The Korean Association For Science Education
• /
• v.29 no.5
• /
• pp.564-579
• /
• 2009

The purpose of this study was to examine the change in the classes of the beginning science teachers through a cooperative mentoring program that induces the practice of reflective thinking. Participants in this study included three mentor-teachers, two teachers in doctorate or masters courses, one university professor, and three mentee-teachers who had less than four years of teaching experience. We collected data such as video recordings of mentee-teachers' classes and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor's and mentee's journals, and RTOP class observation reports. RTOP was used for the class analysis, and the cognition and changes in mentee-teachers' classes were determined from their journal entries and one-on-one mentoring interview materials. According to mentee-teachers' recognition of changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching styles, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classes through their reflective practice and improvement. Based on the result of this study, however, the teachers' reflection was not all accompanied with reflective practice even if the beginner science teachers made some partial changes in reflective practice by reflection. This means that it is hard to instill a reflective practice in mentee-teachers through mentoring in a short period. Therefore, we consider that more systematic and long-term mentoring is necessary for beginner science teachers.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.23 no.4
• /
• pp.463-473
• /
• 2017

Purpose: The purposes of study was to evaluate the effect of debriefing using reflection questions and writing on the critical thinking disposition, self-efficacy, and clinical judgement ability in simulation of post-operative care of abdominal surgery. Methods: The research method was a nonequivalent control group no-synchronized design. The study period was from August 22 to 30, 2016. The subjects were comprised of 34 people in the experimental group and 36 in the control group. In a simulation session for post-operative care of abdominal surgery, the treatment of the experimental group was to debrief for 30 minutes using Lasater's reflection questions and writing. For the control group, a typical debriefing was conducted in the same environment. Results: Critical thinking disposition, self-efficacy, and clinical judgement were significantly higher in the experimental group than the control group. Conclusion: To enhance the critical thinking disposition, self-efficacy, and clinical judgement of nursing students in simulation, it is recommended to debrief using reflection questions and writing.

• The Journal of the Korea Contents Association
• /
• v.13 no.11
• /
• pp.968-978
• /
• 2013

The purpose of this study is to explore the strategies for application of e-portfolio for improving teaching efficacy of pre-service teachers. 35 pre-service teachers wrote reflection papers and uploaded their data to their personal e-portfolio during 10 weeks. They participated in two teaching efficacy surveys which were conducted before and after using e-portfolio. Twelve participants were interviewed regarding their experience and perceptions of e-portfolio. As the result of compared-sample tests, teaching efficacy increased statistically significantly. According to the students' interview, the pros and cons of e-portfolio were identified and the strategies for application of e-portfolio were suggested for improving teaching efficacy of pre-service teachers.

• Journal of The Korean Association For Science Education
• /
• v.30 no.6
• /
• pp.719-738
• /
• 2010

The purpose of this study was to examine 'orientations toward teaching science (OTS)' of science teachers and to analyze the factors affecting OTS found in middle school science classes. For this purpose, we selected three female teachers as participants named Kim, Ryu, and Park who had various teaching experiences. Semi-structured interviews and classroom observations were gathered for data. After analysis of the characteristics of the teachers' orientations toward teaching science from the data, the factors affecting the orientation were investigated. As results, three types of orientation toward science teaching were observed: inquiry, activity driven, and didactic. These types of orientation toward science teaching were affected by internal factors rather than external factors. The internal factors found out were experience as a student, understanding of the nature of science, curiosity, and reflective thinking.

• Proceedings of the Korea Contents Association Conference
• /
• 2003.05a
• /
• pp.74-87
• /
• 2003

A model of STS (Science-Technology-Society) creativity education program for the gifted and talented children has been developed, based on GENEPLORE thinking process and Knowledge development theory. The GENEPLORE creative thinking process, developed by Finke et al. (1990, 1992), has two phases such as generative phase and exploratory phase. And The knowledge development theories of Piaget (1977) and Gallagher(1981) assume that knowledge-bases are developed on the basis of empirical as well as reflective abstraction, which could imply that knowledge-bases are crucial in creative thinking process. The creativity education model for the gifted and talented of the present study attempted to integrate 'the individual, creative thinking process, and social/scientific technology' by employing topics of the science-technology-society such as computer, network, biotech, robot, e-business, e-education, e-health, nanotech and entertainment and the structure and contents of the program are proposed

• Korean Journal of Forensic Psychology
• /
• v.11 no.1
• /
• pp.63-87
• /
• 2020

Judgment and decision-making studies have shown that people are easily influenced and biased by information irrelevant to the object of judgment. There is a great deal of research that indicates that bias exists in the legal judgment scene. One of them is a bias induced by defendants' character evidence. This study examined whether cognitive activities such as discussion, counterfactual thinking, and peer assessment could reduce the bias induced by the character evidece. In Experiment 1, 121 college students were asked to give the percentage they believed the defendant to be guilty. There was no cognitive activity for the control group. There were three different cognitive activities for the experimental group: discussion, counterfactual thinking and discussion, and counterfactual thinking and peer assessment. Results showed reduction in bias for all the experimental groups, and there was no difference between them. In Experiment 2, there were 125 participants from general population for the same procedure as in Experiment 1. Results showed reduction in bias only for the counterfactual thinking and discussion group. In general discussion, we speculated the implication of the results and the reason for the difference between the two experiments.

• Journal of The Korean Association For Science Education
• /
• v.30 no.6
• /
• pp.870-885
• /
• 2010

The purposes of this study are to examine what the participants experienced when developing Content Representation (CoRe) of "molecular motion" for the 7th grade in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher and to investigate how the participants' PCK changed in their classes after developing CoRe. The participants were one experienced chemistry-trained teacher, two physics-trained teachers, and one researcher. The participants were selected by purposeful sampling. For this study, the discussions on developing CoRe was recorded and two physics-trained participants' classes were video-taped, and constructed/semiconstructed interviews were conducted. All data were transcribed for analysis. The participants experienced reflective thinking of their knowledge and previous classes, corrected their own misconception and clarified those conception, recognized the contents and the goals of "molecular motion" class, enhanced understanding of students' preconception during the development of CoRe. Especially, the two physics-trained teacher-participants confessed that they recognized clearly the contents and the goals of "molecular motion" class and identified their deficiency in 'particle viewpoint' in their previous classes. Their recognition was realized in the course of interaction with experienced chemistry-trained teacher. Among the components of PCK, knowledge of science curriculum was most influent on two physics-trained teacher-participants' classes, and they emphasized 'particle viewpoint' and 'molecular motion' in their classes. In addition, they introduced new teaching strategies that were discussed in the course of developing CoRe. The influence on the participants' PCK was different according to their reflective thinking on their own knowledge and previous classes and their affective characteristic. The implication of this study is that, the course of developing CoRe can promote reflective thinking that is essential for increasing teachers' professionalism and significantly influence on PCK. Especially, developing CoRe in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher can identify deficiency in their classes and thereby, improve their classes. And, it takes time and effort to internalize the participant's recognition in their teaching practice.

• Journal of Korean Elementary Science Education
• /
• v.38 no.1
• /
• pp.149-162
• /
• 2019

The purpose of this study was to develop an education for sustainable development(ESD) program using community resources in Paju and to investigate the influences on ESD competencies of 6th graders. The community resources used were Unjeong lake park, environmental circulation center, environmental management center, currency museum, butterfly museum, experience center for peaceful unification, Yulgok arboretum, and Jangsan observatory. The newly developed program was related to creative-experience activity and composed of 15 sessions for 6th-grade class in elementary school, including all of the environmental, economic, and social aspects of ESD. Two classes of the 6th grade were divided into the experimental group and the control group. The results to examine the effects of the program were as follows. First, it was proven that ESD program using community resources did not help improving the perception and function competencies of learners except for the thinking abilities. Second, it contributed to the improvement of learners' attitude competencies, especially in self-reflective attitude and other-oriented attitude. Also, according to in-depth interview, the students were constantly developing their values for sustainable development, reflecting their thoughts and behaviors in a reflective way and improving their attitude toward life.

• Journal of Korean Academy of Nursing
• /
• v.54 no.3
• /
• pp.358-371
• /
• 2024

Purpose: This study aimed to analyze the experiences of new nurses during their first year of hospital employment to gather data for the development of an evidence-based new nurse residency program focused on adaptability. Methods: This study was conducted at a tertiary hospital in Korea between March and August 2021 with 80 new nurses who wrote in critical reflective journals during their first year of work. NetMiner 4.5.0 was used to conduct a text network analysis of the critical reflective journals to uncover core keywords and topics across three periods. Results: In the journals, over time, degree centrality emerged as "study" and "patient understanding" for 1 to 3 months, "insufficient" and "stress" for 4 to 6 months, and "handover" and "preparation" for 7 to 12 months. Major sub-themes at 1 to 3 months were: "rounds," "intravenous-cannulation," "medical device," and "patient understanding"; at 4 to 6 months they were "admission," "discharge," "oxygen therapy," and "disease"; and at 7 to 12 months they were "burden," "independence," and "solution." Conclusion: These results provide valuable insights into the challenges and experiences encountered by new nurses during different stages of their field adaptation process. This information may highlight the best nurse leadership methods for improving institutional education and supporting new nurses' transitions to the hospital work environment.