한국간호교육학회지 (The Journal of Korean Academic Society of Nursing Education)

  • 제21권2호
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  • Pages.266-275
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  • 2015
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  • 1225-9578(pISSN)
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  • 2093-7814(eISSN)
한국간호교육학회 (The Korean Academic Society of Nursing Education)
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학습자 질문 중심 교수법의 효과: 보건학부를 중심으로

Lesson with Students Generated Questions: Based on a Department of Health Science

  • 안영미 (백석대학교 보건학부, 간호학과) ;
  • 황수진 (백석대학교 보건학부, 물리치료학과)
  • Ahn, Youngmi (Department of Nursing Science, Division of Health Science, Baekseok University) ;
  • Hwang, Sujin (Department of Physical Therapy, Division of Health Science, Baekseok University)
  • 투고 : 2015.01.06
  • 심사 : 2015.05.10
  • 발행 : 2015.05.31
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초록

Purpose: The aim of this study was to evaluate the effect of student question-centered lessons for bi-directional faculty-student communication. Methods: This study performed one-group pretest-posttest design; participants were university students majoring in health science (nursing 58, physical therapy 45) in city C. Data was collected and the program was conducted from March 3 to June 14, 2014. Measurements employed were the ARCS model of motivational design, self-assertiveness, learning satisfaction, and interpersonal relationship. Data was analyzed through frequency statistics, descriptive statistics, and repeated measurement of one-way analysis of variance with the SPSS 19.0 program. Results: In this student question-centered lesson participants exhibited significant enhanced satisfaction in terms of learning motivation, learning satisfaction, self-assertiveness, behavioral assertiveness, general assertiveness, and sensibility regarding interpersonal relationships. Conclusion: The results suggest that student question-centered lessons are applicable to a variety of subjects. Also, for comparative purposes, a faculty-centered lesson will be undertaken.

키워드

참고문헌

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피인용 문헌

  1. The Relationship among Questions Level, Questions Process, and Hesitation Factor of Questions of University Students vol.15, pp.12, 2015, https://doi.org/10.5392/JKCA.2015.15.12.336
  2. 공학생의 문제해결력 향상을 위한 질문생성 전략 활용 플립러닝 수업 설계 vol.8, pp.2, 2016, https://doi.org/10.14702/jpee.2016.075
  3. The Effect of Student-Generated Questions Partially Applied in a Pathology Course on Learning Motivation, Communication, and Problem Solving of Nursing Students vol.17, pp.3, 2019, https://doi.org/10.14400/jdc.2019.17.3.331
  4. 보건계열 대학생들의 학습전략 영향요인 vol.17, pp.5, 2015, https://doi.org/10.14400/jdc.2019.17.5.407