• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.872-877
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• 2018

STEAM is an acronym for Science, Technology, Engineering, Arts, and Mathematics. It is considered important to equip students with a creative thinking ability and the core competences required in future society, helping them devise new ideas emerging from branches of study. This study is about the convergence of instructional design in private finance for the life sciences, which aims to foster talent through problem-based learning (PBL). Skills like collaboration, creativity, critical thinking, and problem solving are part of any STEAM PBL, and are needed for students to be effective. STEAM projects give students a chance to problem-solve in unique ways, because they are forced to use a variety of methods to solve problems that pop up during these types of activities. The results of this study are as follows. First is the structured process of convergence lessons. Second is the convergence lesson process. Third is the development of problems in the introduction of private finance and the life sciences for a convergence lesson at Dornod University. Learning motivation shows the following results: understanding of learning content (66.6%), effectiveness (63.3%), self-directed learning (59.9%), motivation (63.2%), and confidence (63.3%). To make an effective model, studies applying this instructional design are to be implemented.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.651-658
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• 2020

The basic medical subjects are essential for the understanding of the major in the department of health science and are very important. Anatomy is one of the fundamental areas of medical education. On the other hand, the application of new teaching method is being attempted in various fields. Station rotation model, one of the blended learning, is also one of the popular teaching method. Station rotation model allows students to rotate through stations on a fixed schedule, where at least one of the stations is an online learning station. This study investigate the satisfaction of students when applying station rotation model to anatomy class. Each station in the station rotation model consisted of VR application learning, online problem solving, model observation and oral test. After applying station rotation model (2 weeks) to the 'Functional anatomy and Practice' course taken by 37 students of the'Department of Occupational Therapy'at H University, this study conducted a satisfaction survey compare with lecture class for students taking the course. At the result, station rotation model was significantly higher than lecture class in both understanding, interest, concentration and diversity degree. Based on these results, I suggest applying the station rotation model to the anatomy class because it also showed high satisfaction in that.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.73-80
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• 2023

The advancement of online technology in the 21st century has increased online courses and web-based communication in higher education. This type of education is not limited by time or location and has made it possible to expand university campuses globally and broaden the reach of university education to the general public and students from other universities. Changes such as a decrease in the school-age population and a reorganization of the university structure have also created an opportunity to change the perception of online education. In this paper, we conducted surveys on K University students, high school seniors, and the general public to assess their satisfaction with online courses, identify areas that require massive online courses, and determine students' needs for the operation of massive online courses. The survey showed that K University students are generally satisfied with online courses. However, improvements are needed to ensure a smooth online course-taking environment, increase system uniformity, and enhance the overall online course environment. High school students have a strong preference for natural science and should be offered online courses in subjects such as mathematics and physics as prerequisites to prepare for their major classes. The general public prefers the humanities, which is evident in the purpose of the liberal arts lectures.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.671-676
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• 2015

The aim of this thesis was to develop PBL(Problem-Based-Learning) problems to supply the problems to classes and to confirm the effectiveness of PBL for PBL applications to element design in engineering schools. Modern industrial society needs competent people with abilities in cooperative learning, self-controlling learning, united knowledge application, and creative problem-solving. Universities need to offer opportunities for improving the problem-solving ability and cooperative learning to learners to train competent people that society demands. PBL activity is a proper learning method for the execution of the above offer. The study subjects were 32 sophomore students in H University who took 'Engineering design 1', which is Element design. Five PBL problems were applied to the class for 15 weeks. They wrote and submitted a reflective journal when they finished the every given PBL activity. In addition, they wrote a class evaluation form after the $5^{th}$ PBL problem's activity ended. The study showed that the students experienced the effectiveness of PBL in many fields, such as the comprehension of the studied contents(71.87%), the comprehension of cooperative learning (87.5%), authentic experience, problem-solving skills (90.63%), presentation skills (96.87%), communication ability, self-directed study ability, and confidence (96.87%). The students realized that PBL learning activities are important because students could develop into future intelligent engineers that modern industrial society demands through PBL learning activities.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.59-80
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• 2022

The purpose of this study was to develop a workbook that can support the class and evaluation of the subject, 「Food safety and health」 and to verify its validity. The development direction of the workbook was set by analyzing the 「Food safety and health」 curriculum, dietary education materials, and previous studies related to the workbook, and the overall structure was designed by deriving the activity ideas for each area. Based on this, the draft was developed, and the draft went through several rounds of cross-review by the authors and the examination and revision by the Ministry of Food and Drug Safety, before the final edited version was developed. The workbook was finalized with corrections and enhancements based on the advice of 9 experts and 44 home economics teachers. The workbook consists of 4 areas: the 'food selection' area, with 10 learning topics and 36 lessons, the 'food poisoning and food management' area, with 10 learning topics and 36 lessons, the 'cooking' area, with 11 learning topics and 43 lessons, and the 'healthy eating' area, with 11 learning topics and 55 lessons, resulting in a total of 42 learning topics, 170 lessons. The workbook was designed to evenly cultivate practical problem-solving competency, self-reliance capacity, creative thinking capacity, and community capacity. In-depth inquiry-learning is conducted on the content, and the context is structured so that self-diagnosis can be made through evaluation. According to the validity test of the workbook, it was evaluated to be very appropriate for encouraging student-participatory classes and evaluations, and to create a class atmosphere that promotes inquiry by strengthening experiments and practices. In the current situation where the high school credit system is implemented and individual students' learning options are emphasized, the results of this study is expected to help expand the scope of home economics-based elective courses and contribute to realizing student-led classrooms with a focus on inquiry.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.23-37
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• 2010

The purpose of this study is to explore applicability of teaching-learning methods for creative problem solving which was designed to improve students' creative thinking and problem solving competencies. Methodology is literature review and focus group interview. The students who attended the elective course 'creative women and science' was participated during 15 weeks. Through this teaching-learning methods, students were fully aware of learning methods for creative problem solving, sought for problems, clarified problems, found solutions through discussions, and continuously examined ideas by receiving feedbacks. They could deduce creative new solutions to solve encountered problems regarding team dynamics and apply it in real situation. As the results of applying teaching-learning methods for creative problem solving to a course in University, it had the advantages of enhancing students' competencies in analyzing problems and applying derived solutions in actual field.

• Journal of The Korean Association of Information Education
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• v.16 no.2
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• pp.181-188
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• 2012

In this study, we develop a role-playing instruction model based on mind practice. The proposed model can strengthen the information and communication ethics and enhance the will to act which leads to behavioral changes. It is also designed considering methodological and procedural elements of mind education and the steps of role-playing. It has much importance on having students experience mind practice directly and indirectly through role-playing. Firstly, an instruction model for a role-playing is designed based on other researches and case studies. Secondly, it was applied to students to find out the advantages and improvements and modified the earlier version and then, it was applied to 36 sophomores in J university in J city for five weeks. They are majoring in Education and are taking Instructional method and Instructional technology. To prove the effectiveness of the model, it was also applied 5th year 24 students, 6th year 26 students and 10 teachers in an elementary school. The results show that more than 90% students respond positively about how interesting information and communication ethics after participating in a role-playing instruction model based on mind practice.

• 한국공간정보시스템학회:학술대회논문집
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• 2003.11a
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• pp.118-122
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• 2003

본 논문은 무선통신 환경에서 다양한 위치정보의 응용서비스인 위치기반서비스의 공통적인 기능을 가지는 지오코더 서비스를 설계하는 것이다. 위치기반서비스는 망이나 GPS 등의 측위기술을 이용하여 휴대 단말 등 사용자의 위치정보를 제공하는 것으로 최근 부가가치가 기대되는 서비스이다. 지오코더 서비스는 주소 등의 요청에 대해 X, Y, Z 등으로 표현되는 지리적 위치정보를 제공하는 서비스와 역으로 지리적 위치정보를 포함하는 요청에 대해 주소 등을 포함한 정규화 된 정보를 제공하는 역지오코더 서비스로 정의할 수 있다. 국내의 많은 웹 기반의 GIS 서비스들이 지형지물 등에 의해 지리적인 위치를 탐색하는 지오코딩 기능이 구현되어 있으나, 지리 정보에 대한 각각 서로 다른 인터페이스들이 사용되고 있어, 확장된 활용성에 한계를 가지고 있다. 특히, 무선통신 환경의 발전에 따른 효율적인 지리적 위치정보의 활용을 통한 다양한 위치기반서비스의 개발 및 활성화를 위하여 국제동향을 고려한 정규화 된 지오코더 서비스의 개발이 요구된다. 본 논문에서는 지리적 위치정보를 포함하고 있는 지오코더 서비스를 위하여 기술규격 범위와 요구기능 정의, 서비스를 위한 데이터의 정규화 및 인터페이스를 설계하여, 국내 무선통신 환경에서 다양한 위치기반서비스의 활용성을 높이기 위한 서비스 시스템 방안을 마련하고자 한다. 또한, 주소 정의에 있어서 국내 주소체계를 충분히 분석하여 구축하였다. 이는 본 연구자가 LBS 표준화 포럼을 통하여 작성 중인 '지오코더서비스 인터페이스 기술규격'을 수용한 것이다.적으로 분석하고, 지형정보의 체계적 관리를 위해 가장 필요한 해안습지 지형분류도를 작성하기 위해 가장 기초적인 단계인 해안습지 지형분류체계에 대한 국내외의 연구성과를 비교하여 시안을 작성 표준화를 위한 첫 단계 시도를 소개하였다.분석 결과는 문장, 그림 및 도표, 장 끝의 질문, 학생의 학습 활동 수 등이 $0.4{\sim}1.5$ 사이의 값으로 학생 참여를 적절히 유도하는 발견 지향적 인 것으로 조사되었다. 그러나 장의 요약은 본문 내용을 반복하는 내용으로 구성되었다. 이와 같이 공통과학 과목은 새로운 현대 사회에 부응하는 교과 목표와 체계를 지향하고 있지만 아직도 통합과학으로서의 내용과 체계를 완전히 갖추고 있지 못할 뿐만 아니라 현재 사용되고 있는 7종의 교과서가 교육 목표를 충분히 반영하지 못하고 있다. 따라서 교사의 역할이 더욱더 중요하게 되었다.괴리가 작아진다. 이 결과에 따르면 위탁증거금의 징수는 그 제도의 취지에 부합되고 있다. 다만 제도운용상의 이유이거나 혹은 우리나라 주식시장의 투자자들이 비합리적인 투자형태를 보임에 따라 그 정책적 효과는 때로 역기능적인 결과로 초래하였다. 그럼에도 불구하고 이 연구결과를 통하여 최소한 주식시장(株式市場)에서 위탁증거금제도는 그 제도적 의의가 여전히 있다는 사실이 확인되었다. 또한 우리나라 주식시장에서 통상 과열투기 행위가 빈번히 일어나 주식시장을 교란시킴으로써 건전한 투자풍토조성에 저해된다는 저간의 우려가 매우 커왔으나 표본 기간동안에 대하여 실증분석을 한 결과 주식시장 전체적으로 볼 때 주가변

• Child Health Nursing Research
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• v.20 no.2
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• pp.96-104
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• 2014

Purpose: Nurse educators can use film effectively to promote nursing students' motivation and indirect experiences. The purpose of this study was to develop a teaching-learning design using films based on Kolb's experiential learning model for understanding of child growth and development, and to evaluate students' satisfaction with cinenurducation according to learning type and content. Methods: Participants were seventy-four first year nursing students in the spring semester of 2013 at a private university located in Busan. In each class, participants watched film, participated in peer-to-group discussion and an educator's lecture, and wrote a composition based on Kolb's four learning stages. After class, participants filled out a questionnaire developed by the researchers. Results: Results showed a high satisfaction with cinenurducation regardless of learning type and content concerning child growth and development. Advantages of cinenurducation included it being "fun and interesting," "helpful to understand the characteristics of children," and "develop critical thinking through discussions." Disadvantages included "length of time needed," and "burdensome." Conclusion: Films are advantageous in that they provide indirect experience for nursing students. Selection of appropriate films and evaluation of learning goal achievements are important to maximize the effectiveness of cinenurducation.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.164-172
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• 2018

This study explores how to implement a learning experience-based professionalism program for a medical students and evaluates its program through effectiveness and usability test. This study aims to provide practical implications for experience-based learning in an undergraduate level. Seventy four first-year medical students enrolled in PDS1(Patient-Doctor-Society 1): professionalism, one-week block (30 hours), one-credit program based on a experience-based learning model. All of the students were given six learning themes and learning resources and supporting tools, and conducted stepwise learning activities; preparation, organization, sharing, reflection and evaluation of experiences. The effectiveness of learning was evaluated by comparing the pre and post results of student's self-assessment on 24 questionnaire items about professionalism. After the course, the students and instructors conducted a usability evaluation of the program through questionnaires or group interviews. Learners' self-assessment results of professionalism such as leadership, self-directed learning, professional attitude, and social accountability all showed significant differences between the pre- and post-test. Satisfaction of the program was distributed to 3.58~3.78 according to items. Instructors and learner interviews confirmed practical usability throughout the course design, implementation and students evaluation. The results of the study showed the feasibility of implementing learning experience-based professionalism program in medical school. This study provides practical implications to develope and evaluate the learning experience-based professionalism program in medical education.