• Title, Summary, Keyword: 성찰

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The basic theoretical research for a practice of university faculty member's teaching reflection (대학교수의 수업성찰 실천을 위한 이론적 기초 탐구)

  • Keum, Hye-Jin
    • Journal of Digital Convergence
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    • v.14 no.2
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    • pp.57-63
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    • 2016
  • The purpose of this study is to draw implications about a practice of university faculty member's teaching reflection by considering the concept, process, and content of reflection as a theoretical basis of teaching reflection. The concept of reflection is based upon 'reflection-in-action' suggested by $Sch{\ddot{o}}n$, and the process and content of reflection is explained through Korthagen's Core Reflection model. The following three implications conclude: First, a faculty member should write a reflection journal by observing and reflecting consistently one's own behavior in a context of teaching. Second, the center for teaching and learning should provide an orientation and consultation about the content and process of teaching reflection. Finally, sharing lessons with the colleague faculty member is required to make an effective reflection for each faculty member.

Effects of Collaborative Reflective Journal toward the Use of Web-based Reflective Supporting Tools in Nursing Students Taking a Fundamental Nursing Skills Course (기본간호학 실습교육에서 웹기반 성찰지원도구를 활용한 협력적 성찰일지의 효과)

  • Jho, Mi Young
    • Journal of the Korean Data Analysis Society
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    • v.20 no.5
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    • pp.2679-2693
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    • 2018
  • The purpose of this study was to analyze effects of collaborate reflective journals toward the use of web-based reflective supporting tools on academic self-efficacy and problem solving ability in nursing students. Participants were 104 nursing students taking the fundamental nursing skills course at one college in Suwon-Si, 41 in the collaborate reflective journal group and 32 in the individual reflective journal group and 31 in the control group. The course was offered from March 6 to June 8, 2018. Data were collected using pre and post tests after the intervention. Data were analyzed using chi-square test, Fisher's exact test, paired t-test, ANCOVA with SPSS Statistics version 20.0. The individual reflective journal group showed statistically significant differences in academic self-efficacy, its sub factors, self regulated efficacy. The collaborative reflective journal group toward the use of web-based reflective supporting tools showed statistically significant differences in problem clarification, sub factors of problem-solving ability. But there were no statistically significant differences between the three groups in two dependent variables and sub factors. The findings indicate that a collaborative reflection toward the use of web-based reflective supporting tools in fundamental nursing skills course is significant.

A Study on the Method for the Self-Reflection of Librarianship (사서직의 자아성찰 방안 제시에 관한 연구)

  • Lim, Seong-Gwan
    • Journal of Korean Library and Information Science Society
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    • v.47 no.4
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    • pp.511-535
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    • 2016
  • This study focuses on the fact that the awareness of problems concerning self-reflection has not been sufficiently addressed in the realm of Library and Information Science, although it has an important effect on the professional development and individual maturity of librarians. Recent research on self-reflection, which is only at the beginning stages of study, has brought up the need for additional and more in-depth analyses of factors that influence self-reflection. This study on the progress of overall research will show the current status and definition of librarians' self-reflection. The study will also illuminate and make suggestions to help direct future research along the lines of librarians' self-reflection and corresponding educational requirements.

Effect of reflection on learning in computer education courses (컴퓨터교육 전공 수업에 적용된 학습성찰의 효과)

  • Heo, Heeok;Kang, Euisung;So, Wonho
    • The Journal of Korean Association of Computer Education
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    • v.19 no.5
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    • pp.11-25
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    • 2016
  • This study aims to investigate the effect of reflection on learning outcomes in higher education. Undergraduates enrolled in 3 courses about computer education were involved in the study. They wrote reflective notes with guided questions over six times throughout a semester, and then their task value, learning engagement and academic achievement were measured followed by a survey and interviews to investigate students' responses. As a result, positive influence of the reflective activities was found in cognitive, behavioral and emotional learning engagement and learning achievement. For further studies, the development of reflective strategies for learning motivation and collaborative reflection was suggested.

The Analysis of Reflect Level according to Reflect Journal in HW Design Learning based on Online Simulation (온라인 시뮬레이션 기반 HW설계 학습에서 성찰일지 내용에 따른 성찰수준 분석)

  • Kim, Jiseon;Ryu, Jiyoung
    • The Journal of Korean Association of Computer Education
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    • v.22 no.5
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    • pp.27-37
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    • 2019
  • In this study, for the purpose of reflection level analysis of high school students in HW design learning which is based on online simulation, we carried out 5 lessons of HW learning and analyzed there reflection levels for 5 individual time of reflection content. The reflection level analysis results for each time of learning shows that the reflection level of the $3^{rd}$ time learning of D-Flip Flop is the highest score with 1.23. The correlation analysis result between the reflection contents presents that high positive correlation between learning content and task resolving method(r=.781, p<.01), and negative design correlation between task resolving method and alternative resolving method. The HW learning satisfaction survey result shows 4.2, and most of the participant students provided opinions that the HW design learning is required and current learning contents is a bit difficult to follow. We could recognize HW design learning is required to have composition of curriculum with basic and advanced contents, and on-off lines combined.

Educational impact of reflection activities using Facebook in university lectures (대학 강의에서 페이스북 기반 성찰활동의 효과)

  • Seo, Juyeon;Lee, Jeongmin
    • The Journal of Korean Association of Computer Education
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    • v.17 no.5
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    • pp.107-114
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    • 2014
  • This study aims to investigate the effects of reflection activities on using Facebook in university lectures. To accomplish the purpose of this study, an experiment was conducted with 181 students who took a large-scale university lecture. Subjects were assigned into two groups: 90 facebook group(experimental group) and 91 cybercampus group(control group). They participated reflection activities on facebook or cybercampus during 4 weeks. Independent samples t-test with in-depth interview were employed to analyze data. The results of this study are summarized as follows: there was a statistically significant difference in learning satisfaction between facebook group and control group. Learning satisfaction of facebook group is significantly higher than that of control group because reflection activities on facebook provided to gather information on reflection and to interact with peers easily. In conclusion, these findings imply that reflection activities on facebook is effective for improving learning satisfaction of large-scale university lectures.

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A Study on the Learning Satisfaction of Programming Learning Applying Reflection Journals (성찰일지를 활용한 프로그래밍 학습의 학습 만족도에 대한 연구)

  • Ahn, You Jung
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.127-128
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    • 2019
  • 컴퓨터 프로그래밍 수업에 참여하는 학습자들에게 성찰일지를 활용하여 수업에서 배운 내용을 즉시 복습하고 교수자와의 1:1 질의 응답 활동을 진행한 결과, 성찰일지를 통해 가장 도움이 받은 학습 영역과 얻은 학습 성과가 무엇인지 학습자 설문을 통해 조사하고 분석해보았다. 이 연구를 통해 프로그래밍 학습자들을 위해 효과적인 학습 활동을 지원함으로써 난이도가 높은 프로그래밍 수업에서 발생하는 학습자들의 학습 능력 차이를 줄이고 학습 만족도를 높일 수 있을 것으로 기대된다.

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A Case Study on Reflection Using Worksheets for Elementary School Students in Programming Learning (초등학생의 프로그래밍 학습에서 활동지를 사용한 성찰에 대한 사례 연구)

  • Kim, Yong-Cheon;Kim, Ja-Mee;Lee, Won-Gyu
    • Journal of The Korean Association of Information Education
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    • v.16 no.1
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    • pp.21-31
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    • 2012
  • Recently, reflection as a way of reducing the learners' cognitive burden in the programming learning process has been studied. In the present study, we examined the effects of reflection using worksheets to measure elementary students' project performance. The results of the study are that learners who have more reflective time over their learning process are performed creatively and diversely their project work. This study is significant in that it provides more learning opportunities for elementary students by reflection rather than by trial-and-error in programming learning.

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Exploring the Role of Collaborative Reflection in Small Group Argumentation: Focus on Students' Epistemic Considerations and Practices (소집단 논변 활동에서 협력적 성찰의 역할 탐색 -학생들의 인식적 고려와 실행을 중심으로-)

  • Cho, Hanbit;Ha, Heesoo;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.39 no.1
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    • pp.1-12
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    • 2019
  • This study aims to explore students' epistemic practices and considerations, which are explained as underlying epistemic thoughts that guide their epistemic practices, during argumentation in science classrooms. We also investigated how collaborative reflection facilitated the development of such epistemic considerations. Two seventh-grade classes participated in this study by engaging in argumentation activities and collaborative reflection after classes. A group with students' change in epistemic aspects and the influence of collaborative reflection clearly revealed from their practices was chosen as a focus group. We recorded their class discussions and collaborative reflections with the researchers. Transcriptions of the recordings and checklists we collected during the collaborative reflections were used for analysis. Results showed evident changes in the students' epistemic considerations and practices and four factors facilitating such developments were identified. First, the researcher facilitating the students to recognize each other as collaborators during collaborative reflection led development of epistemic considerations on "audience using the knowledge products." Second, the collaborative reflection facilitated construction of context for peer interactions where the students encouraged each other to participate in the discussion, resulting in the development of other students' epistemic considerations on "justifications in knowledge products." Third, the items provided on the checklists explicitly delineated expectations on their practices in argumentation, also facilitating development of epistemic considerations. Lastly, the students' imitation of the researcher's pattern of discourse facilitated construction of causal explanation and development of epistemic considerations on "nature of the knowledge products." This study will contribute to the construction of strategies that develop students' epistemic considerations and productive epistemic practices in argumentation.

Influence of University Students' Reflective Learning on Career Preparation Behavior and the Mediating Effect of Grit (대학생의 성찰학습이 진로준비행동에 미치는 영향과 그릿의 매개효과)

  • Hong, Ah-Jeong;Hwang, Eunhee;Jo, Yun-seong;Kim, YongJu;Choi, Miok
    • Journal of vocational education research
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    • v.36 no.4
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    • pp.1-20
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    • 2017
  • The purpose of this study is to identify the cognitive and psychological precedence factors of career preparation behaviors of university students and to clarify the structural relationships between the variables. First, the effects of reflective learning on university students' career preparation behaviors were examined and the mediating effect of grit between reflective learning and career preparation behavior was verified. The research analyzed 307 university students in the 3rd and 4th year. The results of the study have shown that the reflective learning had a significant positive relationship with all variables of grit and career preparation behavior, but non-reflective learning have an insignificance relationship with all the main variables. In addition, reflective learning has a direct positive effect on career preparation behavior, and grit has a mediating effect on the relationship between reflective learning and career preparation behavior. The results of this study indicate that the more original variables are further identified and extended to improve career preparation behaviors of university students. It is significant that they are provided with the basic data for the development of career and job preparation education programs that can be applied in the university education field. In addition, it has been confirmed that it is important for university students to improve their ability to critically reflect on themselves, their surroundings and circumstances in order to keep them engaged and to maintain their interests. Moreover, higher education institutions should provide fundamental and extensible method of practice and educational environment.