• Journal of Digital Contents Society
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• v.11 no.3
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• pp.349-356
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• 2010

This study was to develop improving vocational basic skill program and content which are basic of instruction-learning ability for the vocational education substantiality. To pursue this goal, 'self-development capability' among vocational basic skills was developed through the research methodology and procedure. The interpersonal relation capability was selected as one of vocational basic skill areas when it was more effective by e-learning contents through literature review, expert conference etc. The self-development capability can be self-control and development under performing business tasks. In this study, self-development capability was programmed a interpersonal scheme, a cooperative capability, a leadership capability, a conflict management, negotiation capability, and a customer service capability. Especially this program was developed as a form of e-Learning contents focusing on improving problem solving under real case using multimedia strategies such as movies, simulation, game.

• Journal of the Korean Society of Radiology
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• v.13 no.1
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• pp.103-110
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• 2019

The objective of this study was to prepare the baseline data for vocational key competence of radiologists by analyzing the communication skills, problem-solving skills, self-development capability, interpersonal skills, and vocational ethics, which are required by NCS job descriptions for radiologists, of college students majoring in radiology. This study surveyed 79 sophomore and junior college students majoring in radiology at S University from Nov 19 to Nov 30, 2018, using questionnaires and analyzed the levels of vocational key competencies. The analysis results of vocational key competences levels showed that the level of interpersonal skills was the highest (71.2 points for juniors and 74.9 points for seniors). The levels of problem-solving skills and self-development capability were low. Conflict management capability, which is a sub-domain of interpersonal skills, was 77.5 and 80.5 points for juniors and seniors, respectively, which were the highest, while leadership ability was the lowest. When the sub-domains of self-development capability were analyzed, self-recognition capability was the highest (70.0 points for juniors and 74.8 points for seniors) and the career development capability was the lowest. Colleges are required to develop a customized regular curriculum that is well-linked to the clinic in order to improve the vocational key competencies required by the NCS job description to prepare for the blind hiring process. Colleges also put efforts to educate radiologists who can actively cope with rapidly changing medical environment by running various non-regular programs.

• Proceedings of the Korean Vacuum Society Conference
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• 2016.02a
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• pp.196.2-196.2
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• 2016

The design and development procedures of SF6 gas circuit breakers are still largely based on trial and error through testing although the development costs go higher every year. The computation cannot cover the testing satisfactorily because all the real processes arc not taken into account. But the knowledge of the arc behavior and the prediction of thermal plasmas inside SF6 interrupters by numerical simulations are more useful than those by experiments due to the difficulties to obtain physical quantities experimentally and the reduction of computational costs in recent years. In this paper, in order to get further information into the interruption process of a SF6 self-blast interrupter, which is based on the combination of thermal expansion and arc rotation, gas flow simulations with a CFD-arc modeling are performed during the whole switching process such as high-current period, pre-current zero period, and current-zero period. Through the complete work, the temperature of residual arcs as well as the breakdown index after current zero should be a good criterion to predict the dielectric capability of interrupters.

• Journal of Families and Better Life
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• v.29 no.4
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• pp.89-107
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• 2011

The purpose of this study was to develop Parent Education Program for Learning Coaching which enhances parent's learning-support behaviors, as well as, children's self-Efficacy and self-regulated learning capability, and to implement and evaluate the program for the families with school aged children. The results of this study were as follows. First, the contents of the experimental model of 'Parent Education Program for Learning Coaching' were specified as five factors namely; offering options, offering democratic rules, pursuing appropriate results, offering school-related information, offering self-regulated learning skills for children. Second, significant differences in the experiment group were found in pre- and post-test scores of parent's learning-support behaviors and children's self-efficacy and self-regulated learning capability, but not for the control group. Thus, based on these findings, a modified model of 'Parent Education Program for Learning Coaching' was presented as a conclusion.

• Journal of Korean society of Dental Hygiene
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• v.15 no.2
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• pp.303-310
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• 2015

Objectives: The purpose of this study was to examine the influence of cooperative learning on the learning attitude and self-directed learning capability of learners. Methods: The subjects were 50 sophomores enrolled in cooperative learning for 12-week period from March to June, 2014. A self-reported questionnaire was completed by the subjects. The instruments were 16 questions of learning attitude, 32 questions of self-directed learning, academic achievement, and 12 questions of satisfaction with instruction by Likert 5 scale. Cronbach's alpha was 0.84 in the previous study and 0.78 in this study. Self-directed learning was modified by Yoo and Cheong. Cronbach's alpha of self-directed learning was 0.86 in this study. Academic achievement was assessed by before and after the cooperative learning class. Cronbach's alpha was 0.95 in this study. Their learning attitude and self-directed learning capability were evaluated before and after the cooperative learning, and their satisfaction with the instruction and academic achievement were assessed by the written examination. Results: The score of learning attitude increased from 2.89 in the pretest to 3.38 in the posttest. The self-directed learning of the students increased from 2.98 in the pretest to 3.48 in the posttest. The academic achievement of students also increased from 82.0 in the pretest to 85.2 in the posttest. The satisfaction with instruction was 4.24 of Likert 5 scale. There were significant differences in satisfaction with instruction, cooperative learning and academic achievement. Conclusions: It is important to develop the cooperative learning program linked to self-directed learning for the dental hygiene students continuously. This study will provide the basic data and information for the development of new teaching methods for the dental hygiene.

• Journal of Korean society of Dental Hygiene
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• v.16 no.6
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• pp.1067-1078
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• 2016

Objectives: The aim of this study was to investigate the effect of cardiopulmonary resuscitation (CPR) education in dental hygiene students. Methods: A self-reported questionnaire was completed by fifty dental hygiene students in May 2016 before and after CPR education. The questionnaire consisted of knowledge, attitude, confidence, and performance of CPR skill. Performance test by professionals was measured to evaluate capability of skill after CPR education. Results: Scores of the knowledge increased from 4.35 to 12.24 after education (p<0.001). Scores of attitude increased from 51.86 to 58.92 (p<0.001). Scores of confidence changed from 56.66 to 85.02 (p<0.001). Scores of self-capability of skill increased from 44.90 to 74.02 (p<0.001). 5. The average score of capability of skill by professional test was 24.47. Conclusions: CPR education improved the knowledge, attitude, confidence and capability of skill in dental hygiene students. The development and education of CPR program will make the students perform bystander CPR in the emergency situation actively.

• Journal of Families and Better Life
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• v.10 no.1 s.19
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• pp.15-25
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• 1992

This article introduces the conceptual framework of self-efficacy and reviewes recent research articles which are related to development of self-efficacy in children. Self-efficacy means personal judgement about one's capability to organize his behavior in a specific situation. Perceived efficacy can have diverse effects on behavior, thought patterns and affective arousal. People acquire their efficacy information from their performance accomplishments, vicarious experiences, verbal persuasion and their physiological states. In this paper, I argue that two factors, psychological and environmental factor, contribute to the development of children's self-efficacy. Specifically reward, attributional feedback, social comparision and goal setting are classified to psychological factor and home environment, school environment and social environment belong to environmental factor. Since not many studies have been done in this area, in this paper I also suggest some directions for future research.

• Journal of the Korean Society of Systems Engineering
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• v.8 no.2
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• pp.27-36
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• 2012

In modern systems, the operational capability of the system to the user needs is expanding rapidly to accommodate the size of the system, functionality, and interfaces are becoming increasingly complex. Accordingly, the systematic practice of project management and systems engineering in the system development process, as an important element in successful systems development is recognized. EIA/ANSI 632, ISO/IEC15288, the leading international standard for systems engineering and is the leading international standard on project management PMBOK. CMMI is also contains information about the activities of project management and systems engineering and worldwide basis to assess the maturity of an organization's ability to develop system being used. But CMMI model is too complex of structure and there are many overlap parts of contents. So there are many problems for members of organization understanding all of CMMI model, applying organization and, achieving improvement activity. In this study, through the analysis and integration between the model and the related standard coverage activities essential for successful systems development in organizations that require systems engineering and project management capabilities(SEPMC) for self-assessment and continuous improvement activities to provide useful reference guideline.

• The Korean Journal of Emergency Medical Services
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• v.16 no.1
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• pp.31-51
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• 2012

Purpose: This study was to develop PBL packages geared toward fostering the problem-solving ability, self-directed learning capability and communicative competence of emergency medical technician students and to give some suggestions on the development of PBL packages of the approach based on the evaluation results of the packages by experts. Methods: First, real clinical situations that learners would be exposed to after graduation should be provided as examples when the packages are developed. Second, a variety of learning-facilitating tools should be offered to facilitate their understanding, because they don't yet gain plenty of clinical practice experiences. Third, they should be encouraged to have an energetic discussion in small group when the developed packages are applied. Conclusion: First, the packages developed in this study were just incorporated into some areas of a single course. In the future, the integration of an entire course or the development of a new course is required to attain the multiple learning objectives in the provided clinical situations. Second, this study attempted to develop the PBL packages to boost the problem-solving ability, self-directed learning capability and communicative competence of emergency medical technician students, and follow-up research should be implemented to finalize the packages based on the suggestions of the experts who evaluated them and to determine the effects of the packages.

• Human Ecology Research
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• v.59 no.4
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• pp.433-448
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• 2021

The purpose of this study was to analyze two subject competencies (practical problem-solving capability and independent life capability) reflected in the activity tasks included in the 'home life and safety' area of 12 middle school technology-home economics textbooks in accordance with the 2015 revised curriculum. The analysis criteria were sub-elements of two subject competencies. Seven sub-elements were derived from each competency. Frequency analysis was performed to determine how often the sub-elements were reflected in the activity tasks. The results were as follows. First, with regard to the sub-elements of 'practical problem-solving capability', 'value judgment' was reflected most frequently in the activity tasks followed by 'exemplification of solution', 'logical thinking', 'critical thinking', 'decision-making', 'practical reasoning', and 'evaluation of solutions'. Secondly, the sub-elements of 'independent life capability' were unevenly distributed in the activity tasks. The 'capability to perform conscious living' was reflected most frequently followed by 'development and self-identity', 'time, money, and leisure management', and 'reasonable consumption and resource utilization'. For teachers wanting to teach activity-oriented classes and student participatory classes, the results pinpoint the materials necessary to develop learners' subject competencies by using textbooks from different publishing companies.