• 한국초등과학교육학회지:초등과학교육
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• 제35권2호
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• pp.253-264
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• 2016

The purpose of this study was to investigate implications of self-directed learning experiments in elementary science education through understanding elementary school students' awareness of their experiences in self-directed learning experiments. Twenty students joined the school science club voluntarily and conducted self-directed learning experiments. We collected data through observation of the experiments, interviews, and questionnaires. The students who participated in the club showed high satisfaction with self-directed learning experiments. The participants were aware that their scientific interest and knowledge, and the confidence in conducting experiments were increased. The students felt positive about the inquiry process of conducting self-directed learning experiments with their own subjects. They also felt a sense of achievement in attempting their experiments in defiance of several failures. The participants realized that the self-directed inquires led to increased declarative and procedural knowledge of science. The students stated that they had some difficulties in coping with the different results contrary to expectations and preparing laboratory materials and instruments. Nonetheless, they showed the promotion of their scientific literacy during overcoming those difficulties. We suggest that self-directed learning experiments can be a more effective way in science learning to make students experience the nature of science than existing school experiments. This can be implemented through a creative experience activities such as science clubs.

• 공학교육연구
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• 제16권5호
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• pp.24-35
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• 2013

This study aims to explore self-directed learning strategies of high academic achievers majoring in engineering. The research participants were 21 fourth-year students who had attained the first or second highest cumulative grade point average in each department during the past three-year and were asked to write an essay on "my successful learning methods or techniques." The essays were analyzed by theme analysis method which is one of the qualitative methods to extract the self-directed learning strategies used by high performing students. According to the results of this study, the self-directed learning strategies of excellent students could be categorized into fundamental strategies to induce self-directed learning, preparatory strategies, implementation strategies and management strategies for marinating self-directed learning. Detail information on each category is as follow: 1) fundamental strategies refer to positive and pleasant mind, academic confidence and effort attribution, 2) preparatory strategies refer to concrete and challenging goal setting, establishment of learning strategies adjusted courses characteristics and practical learning planning, 3) implementation strategies refer to intensive learning in class, knowledge exploration, knowledge acquisition, social networking and exhaustive preparation for exams and 4) management strategies refer to time management and learning environment management.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.86-93
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• 2022

To combine the science and technology creativity necessary in the era of the 4th Industrial Revolution, it is necessary to cultivate talents who can discover new knowledge and create new values by combining various knowledge with self-directed mathematical competencies. This research attempted to lay the foundation for the curriculum for fostering future creative convergence talent by preparing, executing, and reflecting on the learning plan after learners themselves understand their level and status through self-directed learning. Firstly, We would like to present a teaching-learning plan based on the essential capabilities of the future society, where the development of a curriculum based on mathematics curriculum and intelligent informatization are accelerated. Secondly, an educational design model system diagram was presented to strengthen the self-directed learning ability of mathematics subjects in the electronic engineering curriculum. Consequently, through a survey, we would like to propose the establishment of an educational system necessary for the 4th industry by analyzing learning ability through self-directed learning teaching methods of subjects related to mathematics, probability, and statistics.

• 여성건강간호학회지
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• 제24권2호
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• pp.150-162
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• 2018

Purpose: To identify the effects of delivery-nursing simulation education using team-based learning on the delivery nursing knowledge, self-efficacy, and clinical competence of nursing students. Methods: The study used a nonequivalent, control group, quasi-experimental design. The team-based learning was applied to the experimental group, while the individual learning was applied to the control group. Data were collected from October 12 to December 7, 2016, and analyzed using the SPSS/WIN 22.0 program. Results: Comparison between the experimental and control group showed no significant difference in delivery-nursing knowledge (t=-0.33, p=.741) or self-efficacy (t=-0.65, p=.515). However, a significant difference (t=-2.09, p=.048) in the nursing-skills aspect of clinical competence was found between the experimental and control groups after the practical simulation education. Conclusion: Delivery-nursing simulation education using team-based learning was more effective in improving the nursing-skills aspect of nursing competence than was delivery-nursing simulation education based on individual learning.

• 기본간호학회지
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• 제25권4호
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• pp.259-268
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• 2018

Purpose: The purpose of this study was to identify the effects of the action learning approach on the self-confidence and knowledge of health assessment, critical thinking ability and class satisfaction in students taking health assessment courses. Methods: This non-equivalent control group pretest-posttest study enrolled 127 nursing students as participants, with 64 and 63 in the experimental and control group, respectively. These two groups attended 33 hours (2 or 4 hours per week for 11 weeks) of action learning and traditional classes, respectively. Differences in the dependent variables between the two groups were compared before and after the intervention using independent t-test. Results: The action learning group reported significantly greater self-confidence in health assessment (t=5.10, p<.001) and critical thinking ability (t=2.23, p=.027) than the control group. There was no significant difference in knowledge of health assessment or class satisfaction between two groups (p>.05). Conclusion: These findings indicate that action learning is an effective intervention for enhancing self-confidence and critical thinking ability in nursing education.

• 한국초등과학교육학회지:초등과학교육
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• 제25권2호
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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.

• 기본간호학회지
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• 제19권1호
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• pp.66-73
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• 2012

Purpose: This study was done to identify the effectiveness of a web based learning program on self efficacy, knowledge, and competence in measurement of blood pressure in college nursing students. Method: This study was an experimental research study. Data were collected from April 20 to June 1. 2011. The participants were 68 first year nursing students (experimental group 37, control group 31). The collected data were analyzed with the PASW 18.0 program, using ${\chi}^2$-test, t-test, and Cronbach's ${\alpha}$. Results: The mean score for self efficacy in blood pressure measurement in the experimental group was 61.9 and in the control group 60.7. This result was statistically significant (t=3.301, p=.002). The mean score for knowledge of blood pressure measurement in the experimental group was 11.5 and in the control group 10.8. This result was statistically significant (t=2.910, p=.005). But effectiveness of competence in blood pressure measurement was not significant. Conclusion: The study results show that the web based learning program was effective for self efficacy and knowledge in blood pressure measurement but not for competence indicating.-a need to develop strategies to improve competence in blood presessure measurement for these students.

• Perspectives in Nursing Science
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• 제9권1호
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• pp.51-60
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• 2012

Purpose: The purpose of this study was to develop a self-directed e-learning program for ICU nurses and to evaluate how the proposed e-learning program affects the level of knowledge, nursing performance and job satisfaction of ICU nurses. Methods: The e-learning program was developed with the Computer Assisted Instruction Design Model using sources of self-efficacy which included the inactive attainment, vicarious experience, and verbal persuasion of ICU nurses. The program was evaluated by experts. Following the revision of the program, it was applied to a total of 59 ICU nurses (experimental group n=29, control group n=30) from three hospitals. Four weeks later, we measured the level of knowledge, nursing performance and job satisfaction. Results: The level of knowledge significantly improved in the experimental group (t=5.691, p<.001). Moreover, the level of nursing performance significantly increased in the areas of circulatory diagnostic test (t=2.143, p=.039), EKG (t=2.911, p=.006), aortic balloon pump (t=2.491, p=.017), and nebulizer therapy (t=2.085, p=.044). Overall, job satisfaction did not significantly increase (t=1.664, p=.105); however, job satisfaction in terms of relationships with coworkers (t=2.371, p=.023) and the needs of nursing performance (t=2.940, p=.006) were significantly increased. Conclusion: The results showed that the proposed e-learning program using sources of self-efficacy from ICU nurses was an effective learning method to increase the level of knowledge and nursing performance. The propose de-learning program would be a useful teaching tool for ICU nurses improving the quality of ICU patient care.

• 컴퓨터교육학회논문지
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• 제5권2호
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• pp.91-100
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• 2002

본 연구는 웹을 활용한 자기 주도적 학습이 학생들의 학업 성취도 및 학습태도에 미치는 영향을 분석하였다. 연구대상은 전남 순천시 H고등학교 1학년 중 실험집단 33명, 비교집단 33명으로 총 66명을 대상으로 하였다. 실험집단은 자기 주도적 학습방법을 실시하였고, 비교집단은 교사 주도적 학습방법을 실시하였으며, 실험결과는 SPSS 프로그램을 이용하여 분석하였다. 자기 주도적 학습은 교사 주도적 학습보다 학생들의 학업성취도를 향상시키는 것으로 나타났으며, 학업성취도에 있어서는 원리적 지식보다 개념적 지식이 더 많이 향상되었다. 또한 자기 주도적 학습은 교사 주도적 학습보다 학생들의 학습태도를 향상시키는 것으로 나타났다.

• International Journal of Contents
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• 제8권2호
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• pp.36-42
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• 2012

This study was conducted to develop Web-based multimedia content that assists undergraduate students in a clinical practicum on adult nursing. The study examined whether students in the intervention group could obtain clinical knowledge and perform more effectively when encouraged to learn Web content as compared with students in the conventional group. Web-based multimedia content consisting of 13 learning modules was developed based on real patients' scenarios through collaboration among college professors. A total of 120 nursing students (74 for the intervention and 46 for the conventional groups) from two universities in G-city, who engaged in a 3-week long clinical practicum in the digestive and respiratory units of a university hospital, participated in the study. Students' knowledge, self-directed learning, and clinical performance ability were measured using self-administered questionnaires. Data for pre- and posttests were collected over a 2-month period, between May and June of 2009. Clinical knowledge and self-reported clinical performance scores were significantly higher in students using the Web-enhanced clinical practicum than in those in the conventional group. However, there was no significant difference in self-directed learning ability between the 2 groups. These results demonstrate that Web-based multimedia content can be an effective educational tool for enhancing students' clinical knowledge and performance.