• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.694-708
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• 2011

In this study, we developed tasks including cognitive scaffolding for students to explain scientific phenomena using valid evidences in science classroom and sought to investigate how tasks influence the development of small group scientific argumentation. Heterogeneous small groups in gender and achievement were organized in one classroom and the tasks were applied to the class. Students were asked to write down their own ideas, share individual ideas, and then choose the most plausible opinion in a group. One group was chosen for investigating the effect of tasks on the development of small group argumentation through the analysis of discourse transcripts of the group in 10 lessons, students' semi-structured interview, field note, and students' pre- and post argument tests. The discrepant argument examples were included in the tasks for students to refute an argument presenting evidences. Moreover, comparing opinion within the group and persuading others were included in the tasks to prompt small group argumentation. As a result, students' post-argument test grades were increased than pre-test grades, and they argued involving evidences and reasoning. The high level of arguments has appeared with high ratio of advanced utterances and lengthening of reasoning chain as lessons went on. Students had elaborate claims involving valid evidences and reasoning by reflective and critical thinking while discussing about the tasks. In addition, tasks which could have various warrants based on the data led to students' spontaneous participation. Therefore, this study has significance in understanding the context of developing small group argumentation, providing information about teaching and learning context prompting students to construct arguments in science inquiry lessons in middle school.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.203-216
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• 2020

The purpose of this study is to explore the effects of a VR(virtual reality)-based biology class on both the cognitive and affective domains by developing and applying a VR-based biology program for 6th-grade elementary school students. For this research, we developed a VR teaching material about 'digestion' reflecting virtual reality characteristics and one hundred five students in an elementary school in an urban area participated in this study and took three VR-based lessons. To examine the cognitive effects of a VR-based biology class, the study subjects were divided into two groups. The experimental group was composed of 50 individuals who participated in VR-based biology lessons, while 55 students of a control group learned through general lessons. We collected data using drawing tasks for measuring students' modeling performance level from these groups and analyzed the cognitive effect of VR-based instruction. We also recorded 21 interviews of students after the intervention, which were transcribed to verify the students' perception of cognitive and affective effects. The key results are as follows: First, we demonstrated the possibility of applying a VR program reflecting VR characteristics (manipulation, multi-sensory, and interaction). Second, we found out that a VR-based biology class significantly enhances higher levels of thinking (spatial, abstract, and reflective thinking). Third, we examined students' perceptions on this program and came to the conclusion that VR characteristics positively affected cognitive and affective domains. This study may be able to contribute to offering guidelines on how to apply VR-programs to future science education effectively.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.217-245
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• 2007

This research work was aimed at assisting isolated children to adapt their school life having examined the process of their changes by reducing isolation level and isolative behavior through means of implementing group art therapy program. To accomplish this purpose of research, 36 participants were selected from children attending Class 6, 4th Grade of D Elementary School located in Dajeon Metropolitan City, to which researcher was served as homeroom teacher. And the participants were asked to complete a survey that included social and emotional isolation scale test which was designed by Heh Sung-hee(1993) and 4 children marked more than 96 points were designated as isolated children. The group art therapy program exercised in this research was the one that reorganized by research to suit the research purpose based on the precedent works, and survey was conducted total 12 times, two time a week, within 60 minutes per time, between 6 September and 24 October 2006, and researcher conducted group art therapy program directly at Class 6, 4th Grade of D Elementary School using extra hours after school. And following analyses were performed in relation to results therefrom: First, to analyze changes of isolation level of isolated children Quantitatively, the results from pre and post test concerning social and emotional isolation scale were comparatively analyzed. Second, to analyze changes of psychological state of isolated children, projective drawing tests were performed using Kinetic House-Tree-Person(K-HTP) Drawing and Kinetic School Drawing(KSD) and results therefrom were comparatively analyzed. Third, to analyze Quantitatively what changes have been occurred in the isolated children during the course of forming interrelationships with group members while participating in group art therapy, proceedings were summarized per each stage of the program and analyzed accordingly. Fourth, results from researcher's observation of what changes have been occurred in the isolative behavior of isolated children before and after implementation of group art therapy were compared accordingly. Followings are resulting conclusions. First, group art therapy program reduced isolation level of isolated children. Second, group art therapy program changed the isolated children's psychological state into a stable and positive fashion. Third, isolated children became able to experience positive interrelations as well as establishment of new human relationships with group members during the course of participating in the group art therapy program. Fourth, group art therapy program reduced isolative behaviors of the isolated children. Therefore, conclusions could have been reached that the group art therapy program implemented in this research reduced isolative behaviors of the isolated children, and changed their anxious and depressed mental state into stable and positive ones, also established positive interrelationships as well as new human relationships. And, it will be able to expect a greater effect if a program which has been associated with their family could be proceeded along with continuous guidance and teaching having developed objective test tools that will discern isolated children.

• The Journal of the Korea institute of electronic communication sciences
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• v.9 no.3
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• pp.285-296
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• 2014

This study was to develop a introduction program contents for first year nursing students and to verify the effectiveness of the program contents. The effects of introduction program contents for first year nursing students is to identify a career attitude maturity and self-efficacy. The study used a One Group Pre-post Test Design and the surveys were carried out form 5, March to 26, March, 2012. The participants were 129 students of nursing in K university. The data were obtained via questionnaires survey before and after taking the course. The collected data were analyzed by paired t-test using SPSS 15. As a result in analyzing the effect of introduction program contents on career attitude maturity and self-efficacy for first year nursing students, introduction program contents was appeared to influence the self-efficacy. The scores of self-efficacy(t=2.36, p=.002) showed statistically significant improvement after the education. Also there was significant increase in career attitude maturity(t=2.92, p=.004) after the education. The results of this study were the positive effects of introduction program contents on first nursing students' career attitude maturity and self-efficacy. These findings suggest that introduction program contents as a subject would be an efficient way for self-efficacy and career attitude maturity of first year nursing students. and I recommend that various professor teaching method and nursing education contents development with utilizing ICT.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.8 no.2
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• pp.63-74
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• 2013

Today's universities are adding economic development to their more traditional mandates of teaching and research. According, the need to foster student entrepreneurship has become increasingly important. The main aim of this research is to examine the effect of entrepreneurial education and various programs within the universities on students' entrepreneurial intentions and interests. The sample for this research majored mainly on the students who are attending the 18 universities, where entrepreneurship education and entrepreneurial programs were selected as the leading ones from the government. The data was obtained from the questionnaire distributed to the students of those universities. A total number of 1,000 questionnaires were distributed and 735 were retrieved back. Descriptive and chi-square analysis using the SPSS were considered most appropriate for the data analysis of the study used. The results of the analysis revealed that student's exposure to entrepreneurship education and various entrepreneurial programs have a important influence on the students' entrepreneurial intentions and interests. Examining the impact of entrepreneurial education and programs on students' entrepreneurial activities tends to raise or provide some useful insights into some theoretical issues on one hand. And on the other hand, it raises some practical implications for policy makers both in the government and universities.

• Journal of Korean Public Health Nursing
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• v.6 no.2
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• pp.70-107
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• 1992

This study was intended to assess the need of home nursing care and analyze the effect of home nursing care, and find out the problems during the performance of home nursing care for the chronic patients among the low-income people in urban area. Data collection by interview was carried out from Nov. 1991 to Jul. 1992. The main results were as follows; 1) Total subjects for the need assessment of home nursing care were 123 households wi th 488 persons in a urban poor area. Over half of households $(57.7\%)$ was teenage family. The overall living conditions were poor and the average monthly income was 580 thousands won. $74.8\%$ of subjects was covered by medical care insurance and only $4.7\%$ was covered by public assistance. The morbidity rate was $8.2\%$ among 488 subjects and $27.5\%$ of them was not treated at all, $30\%$ was treated in utilizing pharmacies or local clinics. 2) The subjects of home nursing care were 46 with Hypertension or DM who agreeded the participation of study among registered patients at a public health center in Incheon. Home visiting was performed at intervals per one month for one year. Most of them were the elder(mean age=61 years) and long term patients(7.8 years continued). Home nursing care was effective. That is, blood pressure(including systolic and diastolic pressure) was significantly reduced (t(n=22)=2.31, P=.031, t(n=24)=4.16, P=.000 respectively) and knowledge of disease(t(N=46)=-7.63, P=.000), attitude of disease (t(N =46) = -4.92, P=.000), and self-care(t(N =46) = -4.89, P= .000) were significantly improved through home nursing care. But there was no difference in blood sugar for diabetics between the beginning and the end of visits. At the beginning of visit for home nursing care, sex$(\beta=-0414,\;t=-3.012)$ and nursing need({3=.310, t=2.164) were influencing self-care, and duration of disease$(\beta=.297,\;t=2.106)$ and nursing need $(\beta=.385, t=20417)$ were influencing blood pressure, blood sugar level. Namely, the subjects who were male and had higher nursing need showed better self-care and the longer duration of disease and the higher nursing need were relationship with the better blood pressure and blood sugar level. At the end of visit for home nursing care after one year, the blood pressure and blood sugar level was influenced by age $(\beta.320,\;t= 2.242)$, duration of disease ($(\beta.352,\;t= 2.395)$ and nursing need $(\beta=.350,\;t=2.623)$ and self-care had no influencing factor. The higher age and the longer duration of disease and the higher nursing need were relationship with the better blood pressure and blood sugar level. 3) The problems that were found out during the performance of home nursing care were the absent of useful protocols for services and the clear evaluation base, and the difficulty of teaching elders who were the major part of our subjects.

• 대한공업교육학회지
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• v.34 no.2
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• pp.179-204
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• 2009

As the concern with the educational training for human resources development in organizations grows, various programs are being offered in many places. Accordingly, the issue of securing the validity of the education and the importance of its assessment at the level of continuous quality management of the programs draw our attention. The purpose of this study is to offer the basic data of evaluation criteria for human resources development which knowledge-and-information saturated society requires, and also to draw out the greater area of human resources development educational program based on CIPP(Context, Input, Process, Product) model by Stufflebeam, an evaluation model concentrated on process, through literature and case study in and out of Korea. The result of the study is as follows. First, the evaluation areas drawn out by the greater sphere of context evaluation of human resources education program are needs analysis, goal setting, and organizational environment. Second, the evaluation areas drawn out by the greater sphere of input evaluation of human resources education program are educational program strategies, human resources, and physical resources. Third, the evaluation areas drawn out by the greater sphere of process evaluation of human resources education program are educational program management, teaching-learning strategies, and educational support environment. Fourth, the evaluation areas drawn out by the greater sphere of product evaluation of human resources education program are influence, effect, durability, and transference. The author supposes that these results will be able to become the basic materials for the systematic approach to educational programs through the analysis of evaluation criteria for and the greater sphere of educational program of human resources development.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.11
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• pp.44-55
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• 2019

This study was undertaken to examine changes in the performance of nurses before and after initial cardiac arrest, and compare the performance, confidence, and satisfaction between two groups: group 1, Rapid Cycle Deliberate Practice simulation method; group 2, traditional simulation method. The participants were 122 nurses (group 1: 62, group 2: 60). Data were collected from March 18 to 29, 2019 and analyzed using the SPSS Version 23.0 program, by applying descriptive statistics, Fisher's exact test, t-test, Wilcoxon sign rank test, and Mann-Whitney U-test. Comparing the educational effects of the traditional simulation training vs. RCDP simulation training, some items of performance were significantly different (z=-2.02, p=0.044 / z=-2.42, p=0.015 / z=-3.03, p=0.002), but no difference was observed in the levels of confidence (z=0.388, p=0.699) and satisfaction (t=0.72, p=0.476) between the two groups. This study confirms that both training methods are effective teaching modules for enhancing the nurse's ability to perform resuscitation with confidence. Hence, we suggest applying the appropriate simulation method, according to the subjects included during education, and contents in the training of Advanced Life Support for nurses. Effectiveness of the modules can be ascertained by applying the RCDP simulation training method in various fields.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.291-300
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• 2018

This descriptive study was conducted to determine the influence of stress coping styles of nursing students on problem solving ability. Data were collected from 142 nursing students in the M-area from September 20, 2016, to November 30 and analyzed using SPSS WIN 21.0. The average degree of stress coping styles was $3.36{\pm}.30$ (5 point-scale), problem solving abilities was $3.42{\pm}.38$ (5 point-scale). Among the subdomains of stress coping styles, problem focusing was highest, with a score of $3.60{\pm}.42$. Additionally, among the subdomains of problem solving ability, clarification was highest, with a score of $3.50{\pm}.51$. The problem solving abilities of nursing students showed a positive correlation with stress coping styles (r=0.53, p<.001) and was positively correlated with problem focusing (r=0.66, p<.001), positive point of view (r=0.53, p<.001), and social support navigation (r=0.42, p<.001). In addition, the factor with the greatest effect among subdomains of stress coping styles was problem focusing (${\beta}=0.416$, p<.001) and positive point of view (${\beta}=0.257$, p=.002). These two factors were found to explain 54.3% of the variance in problem solving ability. Therefore, the results of this study indicate that application of teaching-learning methods has the potential to improve students' problem-solving ability through problem-oriented and positive stress coping behavior.

• Journal of Science Education
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• v.37 no.1
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• pp.203-220
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• 2013

The purpose of this study was to investigate how 'free inquiry' was implemented in middle school science classrooms. In order to do this, survey and interviews were administered. The subject of survey was 165 science teachers at 58 middle schools and interviewees were 4 teachers and 10 students. As a result, 49.6% of science teachers in school year 2010, and 34.1% in 2011 applied 'free inquiry'. Teachers applied 'free inquiry' during one semester, and they let the students select topic of 'free inquiry'. Teachers grouped students according to students' opinion or their gender and ability, and one group was consisted of 4 students. The effect of applying 'free inquiry' was that students improved the interest on science, science inquiry ability and self directed learning capability. Students were interested in doing 'free inquiry', and they wanted to do it again. Teachers claimed that it took much time and effort to apply 'free inquiry', and students lacked science inquiry skills and interest on science. The teachers who did not apply 'free inquiry' stated reasons such as the shortage of instructional time, and they didn't think that 'free inquiry' should be implemented. For the effective implementation of 'free inquiry', this study suggested that teachers should be recognized the intention of 'free inquiry', teaching-learning materials about 'free inquiry' be developed and provided, and laboratory assistants be employed.