• Stress
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• v.26 no.4
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• pp.268-276
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• 2018

Background: The purpose of this study is to evaluate the effects of the Motivational Interviewing (MI) based communication training for third-year nursing students. Methods: This study use a quasi-experimental design with pre and post-test to evaluate a 4-hour MI based communication training. This training was offered to 35 third-year nursing students who were participating in elective psychiatric nursing clerkship course. Each student completed pre and post questionnaire which includes assessment of motivational interviewing skills as measured by Helpful Response Questionnaire (HRQ). Also confidence (5 items) in using MI based communication knowledge and core skills were included. Data were independently analyzed by two coders and blindly rated the pre and post HRQ self-reported responses. Data were analyzed using paired t-test, descriptive analysis. Results: Nursing students showed increasing use of reflection (4.10~5.67, p<.001), decreasing use of closed-ended question (2.00~0.73, p<.001), road blocks (2.94~0.64, p<.001), and improve in depth of reflection (12.79~20.86 p<.001). But they did not show significant changes in open-ended question (2.01~2.33, p=.257). Confidence in the interview has increased overall, except for reflecting. The overall satisfaction with the training was quite high, and the most helpful training method was group and individual feedback. Conclusions: This study provides evidences that 4 hour-training is effective in core skills such as reflection and depth of reflection, and also confidence in interviews. It is necessary to develop step-by-step training modules to enhance undergraduate communication skills. It is necessary to develop an effective training strategy focused on students' confidence in open-ended questions and reflection.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.212-221
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• 2006

The purposes of this study were to examine the characteristics of teacher help in small group Thinking Science(TS) activities and analyze the way students respond to teacher help. For this study, twenty-four 5th grade and twenty-four 7th grade students were selected, to undertake TS activities. Out of the 8 activities students participated in, the verbal interactions in activity 4 and 6, by students in four small groups, which incorporated relatively active argumentation was analyzed. Students' cognitive level was identified through a science reasoning task and the students were grouped heterogeneously according to their cognitive level. This study showed that teachers predominately used simple confirmation questions in preference to metacognitive question. Also, teacher help varied according to one's personal traits, work experience and degree of activity recognition. It was discovered that when the teacher provided student appropriate metacognitive questions and sufficient feedback, students actively engaged in argumentation. On the other hand, when the teacher asked simple confirmation questions and interfered in the activity, students did not participate in argumentation actively.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.55-62
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• 2018

The purpose of this study was to examine the pre-service elementary teachers' views on the necessity of science learning. The eighty five student teachers in their second year of studies were participated in this study. The participants freely wrote their thoughts on a question'Why should students learn science?' The results of the study are as follows: (1) The participants' responses were very diverse, so their responses contained almost all kind of values or arguments about the science learning suggested by researchers, and there was no difference in their response ratio between views of focusing on intrinsic values and views of focusing on extrinsic values; (2) About 30% of the participants had the biased conceptions on the necessity of science learning and they would be likely to explain their biased conceptions to their future students. The educational implications and the suggestions for further studies are also presented in this paper.

• Journal of Korean Ophthalmic Optics Society
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• v.8 no.2
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• pp.105-109
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• 2003

This study surveyed the family relations of glasses wearer who were 80 primary student among 1321 students. They live in Iksan city, Jeon buk Province. The questionnaire of this study were the first wearing time, relations with parents, relations with brother and sister, and changing visual acuity. The question about when they were the first wearing glasses was answered 26% of all answerer at first grade, each 20% at second grade and third grade, 16.2% at preschool, 15% at fourth grade, and each 1.2% fifth and sixth grade. The Question was the relations between students' wearer and their parents about wearing glasses, 37.5% of wearer answered their parents didn't wearing glasses, 32.5% for mother was glasses wearer, 20% for mother and father were wearer, and 10% for father was wearer. In case of the relations between students' wearer and sister or brother about wearing glasses, 33.7% of wearer answered their brother or sister wearing glasses but the others only wearing glasses oneself. Visual acuity of the students' wearer was checked during wearing glasses. 58.7% of wearer answered their visual acuity didn't change, 35% for worse and 6.2% better visual acuity.

• Journal of the Korea Fashion and Costume Design Association
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• v.15 no.4
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• pp.195-207
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• 2013

The purpose of this study is to observe the rapidly changing men's fashion style in the contemporary society and to analyze the features related to the major-subject groups, male university students. This information could be used for clothing companies to plan commodities, divide markets, and develop designs. The results are as follows. First, several opinions were varied among students' majors. For the opinion about the male students focusing on their external appearance, the students from all majors said that it depends on individual preference. For 4 reasons of external appearances, students from all majors frequently said that they should adjust their external appearance for employment. For the opinion about what is considered the most in the purchase of clothing, most of the students considered about the design of the cloth. For the opinion about influences on the purchase of clothing, major of the students were influenced by their friend or colleague. on the other hand, the students from artistic talent and physical education mentioned other opinion that it depends that it depends on situation and own intention is most important. Second, for the question about clothing behavior, with regard to monthly average shopping control expense, the students from all majors mentioned the amount less than KRW 50,000. For the opinion about the number of shopping, most student mentioned once a season. For the opinion about the store to purchase dress, most students mentioned the use of large shopping mall but the students from business administration and economy mentioned the use of discount store. Third, for the question about preferred style and preferred brand, with regard to the opinion about usual style, the students from all majors have worn casual style. For the opinion about the preferred style, most students mentioned casual style. For the opinion about man's accessory wearing, the students from all majors mentioned that it is good and for the opinion about coordination item, most students mentioned bag.

• The Journal of the Korea Contents Association
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• v.15 no.3
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• pp.57-67
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• 2015

The aim of this study was to categorize and analyze the patterns of the observation type in the experiential learning through the science museum for elementary gifted students in science. Ten science-gifted students were included and analyzed in this study and during experiential learning in the science museum, the participants freely expressed their observation of their own languages and all observations and dialogue were recorded. The results are listed below. The cognitive aspect, especially question and response activity without their personal opinion, was the most frequently used item. Among the affective aspects, item for 'recommendation' was often used. In accordance to observation type, most participants overall observed single object independently of time. Also, participants mostly observed objects visually using qualitative method without manipulation. Therefore verbal interaction through question might have a positive effect on frequency and diversity of observation. Project learning, such as particular exhibition hall, exploratory time of concentration by students, or study paper will be capable of creating a effective observation learning in order to induce a variety of observation of science gifted students in the experiential learning through the science museum.

• Journal of Digital Convergence
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• v.17 no.2
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• pp.413-421
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• 2019

This study examined the mediating effect of optimism on the relationship of middle school students' stress and happiness at school. 264 middle school students in Seoul were surveyed. The data were analyzed using descriptive statistics, t-test, correlation and multiple regression analysis. The results showed that: (1) The question means of stress and optimism were in the 'average' and 'slightly high'. The question mean of happiness at school was in the 'not happy' and 'slightly happy'. Females experienced higher level of stress than males. Males showed higher levels of happiness at school and optimism than females. (2) The stress, happiness at school and optimism were correlated. (3) The effect of stress on happiness at school was fully mediated by optimism. This study demonstrated that enhancing optimism is an effective strategy for improving the happiness at school. Finally, the findings were discussed from the convergence perspective.

• Journal of the Korean earth science society
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• v.25 no.2
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• pp.53-62
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• 2004

For teachers to develop new beliefs regarding science teaching and learning, they must undergo a process similar to what they are trying to provide their students. Seventy-one Korean secondary school teachers including 20 earth science teachers have participated in such process. In the four-week long summer workshop hosted by University of Iowa, science teachers were exposed to several activities and lectures wherein they experienced student-centered lessons by playing the roles of both teachers and learners. This study examined the influence of such experience on the teachers’ beliefs about science teaching and learning. Changes in teachers’ beliefs were found in seven question items on the subjects of goals of science learning, the roles of science teachers and students, and classroom practices after workshop participation; it was found that teachers’ beliefs of science learning and teaching shifted from teacher-centered to student-centered. Although this shift does not denote a complete shift from one extreme to the other, it is meaningful to note that teachers’ beliefs after attending the workshop were interpreted to be either anti- or contrary to teacher-centered. One of the possible factors for making such positive changes may have been teamwork or the teachers’ cooperative learning experience.

• Journal of vocational education research
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• v.37 no.2
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• pp.167-190
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• 2018

This study examines based on Cultural-Historical Activity Theory, graduate school student-workers' learning and developmental transfer in school and work. For this purpose, a question is raised. how do components of activities in school and workplace impact on learning and developmental transfer? For this study, based on the results of In-depth interview, questionnaire was designed and quantitative research has been conducted. This study analyzed 288 graduate school student-workers. As a results, First, the components which have an effect on learning were analyzed and the results show that among the components of the school activity system, the competitiveness reinforcement from object, the role of academic major from division of labor, and the interaction with professors from community are significant variables. Second, in case of developmental transfer, the activeness of class participation from tool, the role of academic major from division of labor, and the interaction with professors from community are significant variables of the school activity system and the self realization from object, the role in the workplace from division of labor, the interaction with supervisors from community, and the systemization of work from rule are significant variables of workplace activity system. On the basis of the findings, implications of the study and suggestions for further research are discussed.

• Journal of Korean society of Dental Hygiene
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• v.18 no.1
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• pp.139-151
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• 2018

Objectives: This study was to compare the self-evaluated outcomes of communication competency in dental hygiene process of care in the students of a dental hygiene department with the teaching evaluation, and to confirm the difference of communication competency by the evaluator. Methods: This study attempted to confirm the value and usefulness of self-evaluation and teaching evaluation on the communication competency. The subjects of this study were 43 junior students who took a course of dental medical communication at the dental hygiene department of a university located in 'A' city, and the self-evaluation and teaching evaluation were conducted using the evaluation paper which was modified from the communication evaluation tool in the previous studies. The collected data were subjected to the correspondence sample t-test to compare the difference between the communication competency self-evaluation before and after the education, and after communication education, while an independent sample T-test was conducted to compare the differences between the evaluators. Results: The student's self-evaluations before and after the education showed the statistically significant difference, moreover, the post-education competency scores were improved mostly in all the items more than the pre-education competency scores. The score of self-evaluation was higher than that of the teaching evaluation in all items except one question in the case of history-information collection stage. Conclusions: It is confirmed that there is an effect to allow the students to improve their communication competency in the dental health communication education in the dental hygiene department. To evaluate the student's communication competency, the mutual complement of self-evaluation and teaching evaluation should be confirmed in parallel each other.