• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.81-96
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• 2020

This study aims to identify implications for the role of home economics in consumer education in middle schools focusing on building consumer competency. To this end, the content in middle school textbooks of home economics and other subjects, written according to the 2015 revised curriculum, were analyzed. This study examined consumer education content based on the consumer competency measurement index developed by the Korean Consumer Agency, and reviewed different foci presented by subjects. This study also investigated how the knowledge, attitude and practice, which are components of consumer competency, are presented. The major findings of this study can be summarized as follows: First, consumer competency content, presented in textbooks of home economics and other subjects, were comprised of citizenship competency(65.3%), transactional competency(27%), and financial competency(7.7%). Second, in terms of content on the consumer's citizenship competency, little attention was paid to consumer rights, revealing an imbalance between responsibilities and rights. Third, despite its importance, the "utilization of information and communications technology" in transaction competency, and "consumer participation" in citizenship competency are insufficiently covered in the home economics. Fourth, social studies was the subject that most extensively covered the content of consumer competency. In terms of scope, home economics dealt with most of the sub-fields. Fifth, even when the same content of consumer competency was covered, it was presented differently by subject. Sixth, there was a lack of connection between components of consumer competency-knowledge, attitude, and practice, with a disproportionately high emphasis on knowledge. In conclusion, this study concluded that consumer education content of middle school subjects is insufficient to enhance consumer competency.

• Journal of the Korea Convergence Society
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• v.8 no.9
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• pp.93-104
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• 2017

This is a qualitative study to explore the experiences of convergence external appraisal of competency in core basic nursing skills in final year nursing students. Eight nursing students who experienced the evaluation were intentionally sampled. Data were analyzed using constant comparative and categorical content analysis after collecting data through focus group interview. The results of this study showed that nursing students sublimated mental stress such as burden and pressure of the evaluation into a positive experience that they skillfully improved their nursing skills through mind control and cooperation with peers. Therefore, this study enabled us to understand the experience of students receiving external appraisal. In addition, intervention studies to alleviate mental stress on convergence external appraisal are needed.

• Journal of Digital Convergence
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• v.21 no.3
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• pp.15-22
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• 2023

This study is a case study designed to create and implement a project-based introduction to nursing science, with the aim of analyzing students' experiences and perceptions following its implementation. The study targeted a total of 95 nursing students at G University in S City who enrolled in the introduction to nursing science course in 2021 and 2022. Data collection took place from September 2021 to December 2022, and data analysis involved examining reflective journals submitted by students after completing the project activities, using content analysis. The research results revealed four categories and nine themes. The four categories were 'Making Challenging Studies More Accessible,' 'Engaging and Enjoyable Learning Experiences,' 'Enhanced Teamwork,' and 'Presentation Limitations.' The project-based learning method was found to be effective and applicable in nursing education, demonstrating positive effects on students' attitudes and learning outcomes. However, since the study focused on students from a single university, it is suggested that future research include repeated studies and extend the application to other nursing courses to validate its effects.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.567-581
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• 2019

Service-Learning (S-L) is an experiential learning-based teaching-learning method that connects students with curriculum and school-based community service and raises students' academic ability and social responsibility awareness through the value of 'reflection' and 'reciprocity'. This study analyzed the case of S-L course of 'History of Science and Inquire Activity' for pre-service science teachers (PSTs). The S-L lectures linked to the subjects of the History of Science were conducted in terms of three stages (Preparation-Implementation-Evaluation), and S-L classes were conducted in three schools five times. The educational effects of S-L lectures were analyzed by collecting questionnaires, class observation and self-reported reflection diary. The PSTs were able to understand the school realities and improve the teaching abilities and pedagogic content knowledge through educational service activities. The PSTs who participated in the S-L course had hard time due to excessive learning time, the difficulty of preparing the class, the fear of the class, and trial and error. Nonetheless, most of the students responded that they were very satisfied (4.68) with the S-L lecture, and that they could develop self-efficacy for their future teaching career thank to this learning experience.

• The Journal of the Korea Contents Association
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• v.11 no.2
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• pp.495-506
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• 2011

Portfolio has recently come to gain more attention from school as an alternative evaluation tool and a self-reflective learning tool for learning. After literature reviews about the case studies on the use of portfolio in higher education including both universities in Korea and abroad, this study attempted, first, to analyze the current e-portfolio system running in Kyung Hee University for the undergraduate students starting from the spring semester, 2010, and then, suggested the ways the system can be more actively utilized among the students, and simultaneously, acquiring more interest and participation from both the faculty members and the school administrators. The data collected from the survey and reflective journals of the students suggested 1) more user-friendly, easy-to-edit version of the system, 2) more diverse modes and functions of the system which, therefore, are able to adjust well to the specific and unique features of subjects or majors of the students, and 3) collaborative learning environments among the students and between the students and the faculty members from which students can share, participate, interact with each other, getting useful feedback from those co-learners and faculty members. Eventually the study aimed to enhance the recognition of the participants about the importance of portfolio as a learning tool for self-reflective learning and authentic evaluation of the students.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.357-370
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• 2014

The purpose of this research was to develop the tools needed to evaluate the effectiveness of using digital textbooks and smart education. We then developed the tools to evaluate the effectiveness of smart education and digital textbook utilization, which were an identification of 1) seven essential 21st century skills, definitions of each, and prerequisite abilities; 2) five 21st century teacher competencies, definitions of each, and prerequisite abilities; To develop the questionnaire, we conducted a literature review in this area, consulted experts, observed classes, interviewed members of focus groups, and met with policy makers from the Ministry of Education and KERIS. The student questionnaire(26 Questions developed) included; creativity and innovation, critical thinking and problem solving, communication, collaboration, ICT literacy, self-directed learning, and adaptability. The teacher questionnaire(24 questions developed) included; 21st Century Skills, ICT Literacy, Rapport building with learners, Instructional design, Evaluation and reflection. The tools we developed will be able to use for evaluating the effectiveness of smart education and digital textbooks.

• Journal of Popular Narrative
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• v.25 no.3
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• pp.303-345
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• 2019

This article analyzes the multi-layered communication in the Webtoon Princess Pari, released on the Daum portal site, created (written and illustrated) by Kim Naim, through analyzing the narrative structure and comments with the qualitative / quantitative methodology. The webtoon Princess Pari is structured in an omnibus style in which unit narratives are intermittently articulated, multi-lined, and interconnected. As integrated narratives which link with unitary narratives, Pari's growth story as a shaman and a romance narrative are structured. The classical original story of the shaman was used as a prehistory corresponding to the prequel of the webtoon through a preview, and the writer restructured the narrative to overcome the contradictions of the gender asymmetry and the patriarchal ideology of the original text. The viewer then creates a conversational space by giving critical and reflective comments. According to a statistical analysis conducted through sampling, the types of comments can be classified as follows: Appreciation and criticism of the contents ≫ Emotional response ≫ Intuitive overall review ≫ Knowledge and reflection ≫ Comments on comments. In the process of creation and acceptance of the Webtoon, a multi-layered dialogue between classical and modern, content and audience, acceptance and creation has been at play. In the creation dimension, the writer used a device to fill the gap of mythical symbols of the contents. At the level of the audience, they formed a culture of sharing information, knowledge, and reflection about tradition/folk/culture through comments. This corresponds to classical and modern dialogue through the webtoon. The viewers form a sympathetic bond, attempt hermeneutical coordination, supplement the information, and search for a balanced angle through controversial conversation. In addition, by commenting on attitudes, views, and perspective, the commentators showed a behavioral pattern corresponding to meta-criticism in literature. The viewers' comments acted as feedback on the creation of the webtoons, so that the creation and acceptance itself influenced the production of the content of the webtoon. The webtoon Princess Pari, which was based on Korean classical narrative, has been reorganized onto 'moving and dynamic' content, which leads to sense, thinking, criticism and reflection through the formation of various dialogues.

• Journal of Korean Society of Disaster and Security
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• v.11 no.2
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• pp.75-82
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• 2018

The purpose of this study is designed to apply the model of the problem-based learning in the class of Disaster Psychology and then analyze the experiences that its students felt. The participants in this research are 56 undergraduates. The class of Disaster Psychology was conducted with blended learning using lecture and PBL. The PBL problem should be solved just for 3 weeks. The data collected after the class is an analysis of the PBL problem, log on group activities, personal reflection diary, Group evaluation. Then, each data should be collected and analyzed quantitatively through the repetitive comparison, and the triangle-measurement. The findings suggest that there is a remarkable educational learning experience in seven categories: acquire expertise, confidence, practical problem-solving skill, communication ability, roles of calling, efficacy, change in perspective. This study introduces a case of PBL course development and expects subsequent applications and research.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.191-201
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• 2017

The purpose of this study was to examine the learning outcome of problem-based learning as an efficient teaching method to improve the competencies of great talents for future society. A general education course of a university that was one of teaching profession courses titled "prevention of school violence and countermeasures" was provided in the form of PBL, and data were gathered, which were reflective journals, evaluation sheet and observational journals. As a result, PBL produced learning effects such as understanding and applying learning contents, fostering cooperativeness, problem-solving skills and a sense of responsibility, extended thinking and good understanding of PBL. Also, that provided a great opportunity for the students to build up their character by learning caring and by improving cooperativeness, a sense of responsibility and communicative competency, which preservice teachers should have. The findings of the study suggest that the expansion of PBL is necessary to bolster problem- solving skills, self-directed learning, cooperativeness and creativity that are competencies required in the era of the Fourth Industrial Revolution.

• Journal of Music and Human Behavior
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• v.20 no.1
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• pp.47-74
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• 2023

The purpose of this study was to develop a music teacher training program for global citizenship education and explore its effects on the participants' capacity for global citizenship. The program focused on multicultural education, including diversity and tolerance, among various topics in global citizenship education and consisted of practice to develop lesson plans for middle school music classes as well as theory about music in diverse sociocultural environments. The results showed that this program positively affected the participants' attitudes about a music teacher's role in the multicultural classroom. This program enabled participants to identify and reflect on any prejudice they may have against diversity and multiculturalism and to consider the role of music teachers in multicultural learning environments. The program also helped the participants develop greater self-efficacy as music teachers in multicultural environments and see music as a symbolic expression and a social and cultural product. Finally, the participants showed their positive attitude toward transformative pedagogy and considered various topics in global citizenship education beyond diversity and multiculturalism through multilateral understanding and exploration about music based on theory and practice in global citizenship education.