• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.19-42
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• 2020

The purposes of this study were to analyze the home economics(hereafter HE) curriculum in Victoria State, Australia, and to derive the implications for the HE curriculum in Korea. To accomplish the purposes, the contents of the curriculum were analyzed through the relevant web pages, and the actual conditions of the HE curriculum implementation were identified through e-mail and interviews with HE teachers and administrator. The results of this study were as follows. First, the HE curriculum for F-10 was one of the cross-curriculum resources based on the content descriptions and achievement standards of 'Design and Technologies' and 'Health and Physical Education' curriculum. Because the HE curriculum is competency-based curriculum and did not stipulate what was to be taught then, HE teachers had lots of autonomy in organizing and operating the curriculum, which led to the need for professionalism. Second, VCE subjects, both 'Food Studies' and 'Health and Human Development', which are HE elective curriculum for 11th and 12th graders, require students to take written tests produced by the VCAA. Because there are no specific details to be taught in the curriculum, the HE teacher had the need to devise and operate various classes to foster problem-solving skills, critical thinking skills, etc. Third, HE teachers had the discretion to create all the subject names, contents to deal with, and evaluations to prepare for the school curriculum, and thus were exerting their professionalism. This was due to the fact that the system was well equipped and VCE subjects were audited, even though teachers' performances were related to their individual competencies.

• Communications of Mathematical Education
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• v.33 no.1
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• pp.1-19
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• 2019

This study deals with the case of student-centered discrete mathematics class with cyber lab. First, we provided lecture notes and cyber labs we developed. In particular, discrete mathematics is a course that covers the principles of algorithms. The purpose of this study is to provide students with basic mathematics, aiming to actively participate in the learning process, to improve their abilities and to reach the ultimate goal of student success with confidence. Second, based on interactions, students were able to prepare for the lectures, review, question, answer, and discussion through an usual learning management system of the school. Third, all the students generated materials through one semester, which were reported, submitted, presented and evaluated. It was possible to improve the learning effectiveness through the discussions and implementation of using some easy open source programming language and codes. Our discrete math laboratory could be practiced without any special knowledge of coding. These lecture models allow students to develop critical thinking skills while describing and presenting their learning and problem-solving processes. We share our experience and our materials including lecture note and cyber lab as well as a possible model of student-centered mathematics class that does not give too much of work load for instructors. This study shares a model that demonstrates that any professor will be able to have an individualized, customized, and creative discrete education without spending much of extra time and assistant, unlike previous research.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.959-968
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• 2016

In this study, the Delphi Method was conducted to extract variables as effects of integrated education. Forty-six experts engaged in both the integrated education and research fields participated in this study. The Delphi survey was conducted for three rounds. In the first round, an open questionnaire was given asking variables possibly considered as effects of integrated education. In the second round, variables induced from analysis of the first survey results were given and the degree of agreement for each variable was determined according to the Likert scale. In the third round of the survey, mean, standard deviation, and the first and third quartile calculated using the results of the second survey were given to experts to determine their degree of assent. In addition, categories for variables were suggested. The degree of agreement for appropriateness of categorization and relative importance were determined As a result, a total of 18 variables were chosen except for career awareness. They were categorized according to their definition and properties into five categories: 'creativity' (flexible thinking, associative thinking, intuitive thinking, creative thinking), 'problem solving' (meta-cognition, problem recognition and solving, critical thinking, decision making ability, ability of knowledge application, knowledge and information processing skills), 'integrative perception and sensitivity' (concern and interest in various disciplines, understanding and acceptance of difference, integrative thinking), 'interpersonal relations' (communication skills, cooperation), and 'disciplinary literacy' (humanistic imagination, basic knowledge and literacy of each discipline, academic motivation). The degree of agreement was high in variables included in 'creativity' and 'problem solving' categories and the frequency of choosing the importance was high in variables included in 'integrative perception and sensitivity'. The educational implication related to implementation and practice of integrated education were discussed on the basis of results.

• The Journal of Korean Association of Computer Education
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• v.13 no.5
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• pp.51-70
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• 2010

The purpose of this article is twofold; first, investigates the relations between the cyber deviant behaviors and the reasons it causes in details and second discuss the measure to prevent cyber deviant behaviors and its recurrence. The findings of the study are; First, the factors which influence more to the cyber deviant behaviors are subjective norm, social identity, and self-control in a row. Second, identified such factors, anonymity (+), consciousness on public order (+), learning experience on information norms (-), and social identity have influences on the subjective norm that both factors of internet addiction (+) and anonymity (+) have significant impacts on self-control in negative perspectives. In conclusion, to prevent cyber deviant behaviors will provide a lot of opportunities to develop self-reflections and critical thinking and the ethics of accountability, and ability of sympathy. This study suggests the so-called reflexive practice-oriented process of education on Information as a strategic teaching-learning procedure. The process framework consists of four stages including problem identification, risk analysis, self-reflexive, and practice & evaluation that have a spiral structure, repeats a life-cycle.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.4
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• pp.304-310
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• 2017

This study is a methodological research study that tests the validity and reliability of the NCRC (Nurse Clinical Reasoning Competence scale), an instrument developed by Liou and his colleagues as the basic data for enhancing the clinical reasoning competence of nurses, by translating it into Korean and checking the similarity of the sentence structure and meaning (between the two versions?). This study verified its validity and reliability by examining 166 nurses working in four tertiary hospitals located in Seoul and Busan. An analysis of the content validity by experts showed that all of the items have a content validity higher than CVI 0.8. From the exploratory and confirmatory factor analysis, it was found that the instrument includes a total of 15 items consisting of one factor. In addition, the correlation with the Korean version of the Nurse Clinical Reasoning Competence scale is confirmed to test the concurrent validity, by using a measurement tool of nurses' critical thinking dispositions and clinical decision-making abilities (correlation coefficient =.55-.64(p<.001) and Cronbach's ${\alpha}=.93$). Thus, the Korean version of the NCRC may be a useful instrument for evaluating the clinical reasoning competence of Korean nurses and providing the basic data for assessing their clinical reasoning competence and developing their promotion strategies.

• Journal of the Korean Applied Science and Technology
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• v.40 no.1
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• pp.59-70
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• 2023

This study is a meta-analysis study to comprehensively investigate the effects of flipped learning teaching applied to nursing students in Korea through systematic review. Data collection was conducted by a team of two researchers from November 20 to December 20, 2022. A total of 129 papers were searched through the domestic database, and duplicate papers were removed and the final 9 studies were selected. Flipped learning improved critical thinking disposition of nursing students 0.91(Z=8.36, p<.001), learning self-efficacy 0.35 (Z=2.62, p=.009), self-directed learning ability 0.81(Z=6.53, p<.001), academic achievement 0.60(Z=5.18, p<.001), and self-efficacy 0.66(Z=4.79, p<.001). Based on the results of this study, it was confirmed that flipped learning is an effective teaching method applicable to the domestic nursing education field, and an objective basis was presented for the direction of flipped learning class design. In the future, we suggest repeated studies that comprehensively analyze the effects of various outcome variables that have a positive effect on flipped learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7635-7647
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• 2015

The purpose of this study is modeling nursing competencies and reasoning out the core competencies, the ability for 20% of important actions for nursing jobs which can manage the rest 80% so that the competency-based nursing curriculum can be developed. A literature review of the vast studies regarding competencies was done to understand the concepts of competency-based curriculum, competency, and nursing competencies, identifying the relationships among each nursing competency categorized in accordance with those concepts. An exemplified concept map of core competencies for the competency-based nursing curriculum is suggested based on a thorough review of various competency modeling methodologies. The core competencies consist of base competency (theoretical/practical nursing knowledge and skills), practical competency (clinical judgment, patient education, communication, etc.), and personality competency (leadership, sense of responsibility, cooperation, etc.). The circular relationship among them can remain consistent through self-directed learning and critical thinking. Therefore, a nurse who have those core competencies is a knowledge worker, a self-directed learner, and also an effective, professional communicator. Further studies which solidify the concept of nursing competencies should be done, as well as the feedback procedures which evaluate the program outcomes and then reflect the evaluation results in the curriculum should be followed continuously.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.467-480
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• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.

• Journal of Science Education
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• v.33 no.2
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• pp.353-364
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• 2009

The purpose of this study was to develop 'the problem situations' for the Problem Based Learning(PBL) and to examine it's effects on the science achievement and the attitude towards science learning. Also the students' perception on the PBL model was examined. The topics of the problem situations developed were 'the future energy for reducing the green house effect' and 'the Indonesian forest fire and the El Nino'. The coaching strategies for the PBL were designed and implemented to 10th grade high school students in the science classes, the results are follows; First, the science achievement of the group of PBL is significantly higher than those of group of traditional teaching. Second, the scores of the test of attitude toward science learning of the group of PBL is significantly higher than those of group of traditional teaching. Third, the students' perception of the PBL was positive. Many students have interests and motivations in PBL, some students have difficulties in learning on the PBL. In the students' personal reflection notes the step of a problem statement is the hardest one of the PBL model. Therefore, this study suggests that developing the problem situations based on real context is of great importance for implementing a problem based learning model continuously.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.83-88
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• 2019

This study examines the effects of student-centered project-based learning for the development of creative problem-solving skills, communication skills, critical thinking skills, and cooperation. A college students' creative personality test was used and pre-and post-test were performed. and TOEIC Speaking practice test by Educational Testing Service were selected to measure the English communication skills. The SPSS 18.0 was used and validated at a significance level of 5%. The result of this study shows that in the case of 'independence', the post-test average of the experimental group was statistically significant at the significant level (p<.01), which also showed statistically significant difference. There was statistically significant difference between the control group ($M=127{\pm}08.2$) and in the experimental group ($M=132{\pm}18.7$) applying project-based and problem-based convergent learning to English class were positively changed.