• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.1
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• pp.119-128
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• 2015

Purpose: This study was conducted to evaluate the effectiveness of an evidence-based nursing (EBN) course using action learning-based team learning in undergraduate nursing students. Methods: A quasi-experimental pretest-posttest control group design was employed. The participants who consented were 45 second-year nursing students (22 in the experimental, 23 in the control group) from a university in G-city, Korea. The intervention included lectures, practicals, team activities and reflection on overviewing EBN, formulating clinical questions, searching the evidence, and criticizing the research articles. At the beginning and the end of the 7-week EBN course, the participants completed self-reported questionnaires. Frequencies, $x^2$-test, t-test, and ANCOVA with the SPSS program 18.0, were used to analyze the data. Results: The experimental group showed significantly higher scores on EBN competency (F=25.80, p<001), information literacy (F=13.75, p=.001), and proactivity in problem solving (F=5.32, p=.026) than the control group. Conclusion: This study provides evidence that an EBN course improves undergraduate nursing students' EBN competencies, information literacy, and proactivity in problem solving. Team learning in EBN education can be an effective teaching strategy.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.657-670
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• 2020

The knowledge-information-processing competency is the most essential competency in a knowledge-information-based society and is the most fundamental competency in the new problem-solving ability. Data-driven science inquiry, which emphasizes how to find and solve problems using vast amounts of data and information, is a way to cultivate the problem-solving ability in a knowledge-information-based society. Therefore, this study aims to develop a teaching-learning model and strategy for data-driven science inquiry and to verify the validity of the model in terms of knowledge information processing competency. This study is developmental research. Based on literature, the initial model and strategy were developed, and the final model and teaching strategy were completed by securing external validity through on-site application and internal validity through expert advice. The development principle of the inquiry model is the literature study on science inquiry, data science, and a statistical problem-solving model based on resource-based learning theory, which is known to be effective for the knowledge-information-processing competency and critical thinking. This model is titled "Exploratory Scientific Data Analysis" The model consisted of selecting tools, collecting and analyzing data, finding problems and exploring problems. The teaching strategy is composed of seven principles necessary for each stage of the model, and is divided into instructional strategies and guidelines for environment composition. The development of the ESDA inquiry model and teaching strategy is not easy to generalize to the whole school level because the sample was not large, and research was qualitative. While this study has a limitation that a quantitative study over large number of students could not be carried out, it has significance that practical model and strategy was developed by approaching the knowledge-information-processing competency with respect of science inquiry.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.414-426
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• 2018

The purpose of this study is to conceptualize reading capital in the career context and to provide basic data for further study by exploring the components of reading capital. For this purpose, previous studies and literature were reviewed. In addition, we conducted big data analysis regarding 209 papers concerning various activities related to reading, and explored the components of reading capital. Through this study, reading capital can express personal, intangible ability such as literacy, experience, and attitude embodied through reading, and enable understanding persons, looking at the world positively, and creating personal, social and economic values. The components of reading capital are reading competency and humanistic knowledge; the former was conceptualized to be reading literacy, reading activity, reading attitude, reading ability, and the latter was conceptualized to be emotional intelligence, relationship, self-identity, creativity, adaptability, self-directedness and values. The definitions and components researched of the reading capital derived through this study are thought to be highly useful as basic data for the expansion of research between related studies.

• Journal of Korea Port Economic Association
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• v.33 no.1
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• pp.61-74
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• 2017

The aim of this study is to analyze informatization competencies of the international ship supply companies at Busan port. This study comprehensively suggests certain issues attributed to the successful implementation of total information management system for ship supply. To achieve this objective, evaluation was undertaken based on the model of the National Competency Standards (NCS). This model consisted of three evaluation areas, including 20 items. Analysis of information competencies of ship supply companies was undertaken using the Importance-Performance Analysis (IPA) method. Survey data was collected from ship supply companies located in the ship supply center at Busan port. Results found that there were significant differences between importance and performance. In addition, overall informatization competency was very low. Thus, in order to ensure successful implementation of total information management system, re-education programs for ICT usage and dedicated support organization are necessary.

• Journal of Educational Research in Mathematics
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• v.21 no.4
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• pp.399-422
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• 2011

There has been an agreement on the necessity for each citizen is to be educated, so called, to develop quantitative literacy or statistical literacy, dealing with real world data. For this reason, it is highly demanded to improve traditional statistics education. In particular, critical thought and statistical communication competency cultivation is becoming more crucial in statistics classes. In line with this reform movement in statistics education, we developed tasks facilitating statistical debate among students through inducing cognitive conflict. The tasks employed for this study resulted in playing crucial role to activate statistical debate. Including aforementioned feature about the tasks for this study, we obtained several positive results such as promoting critical thought and conceptual extension by designed teaching experiment focusing on statistical debate.

• Communications of Mathematical Education
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• v.35 no.2
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• pp.153-172
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• 2021

Various competencies such as critical thinking, systems thinking, problem solving competence, communication skill, and data literacy are likely to be required in the 4th industrial revolution. The competency regarding data literacy is one of those competencies. To nurture citizens who will live in the future, it is timely to consider research on teacher education for supporting teachers' development of statistical thinking as well as statistical knowledge. Therefore, in this study we developed and implemented a data analysis project for pre-service teachers to understand their changes in statistical knowledge in addition to their experiences of data-driven decision making process that required them utilizing their statistical thinking. We used a mixed method (i.e., sequential explanatory design) research to analyze the quantitative and qualitative data collected. The findings indicated that pre-service teachers have low knowledge level of their understanding on the relationship between population means and sample means, and estimation of the population mean and its interpretation. When it comes to the data-driven decision making process, we found that the pre-service teachers' experiences varied even when they worked as a small group for the project. We end this paper by presenting implications of the study for the fields of teacher education and statistics education.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.291-305
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• 2020

The purpose of this study is to examine whether and how the features of performance assessments implemented during integrated science classes are related to teachers' PCK. We observed and video recorded four high school teachers' performance assessment practices, interviewed them, and surveyed their PCK. An analysis of the data shows that the teachers' performance assessment practices differed in terms of assessment of process, diagnosis of student learning progress, feedback, degree of classroom interactions, and use of assessment criteria. In particular, the opportunities for students to participate in assessment actively and use of assessment for learning varied across teachers. Also, relational patterns among science teaching orientations, PCK and performance assessment practices were found. When a teacher aimed at teaching for both academic learning and scientific literacy, sophisticated PCK was shown and assessment practices were complex accordingly. When scientific literacy was emphasized PCK highlighted experiential learning and assessments were not clearly distinguished from learning activities. In contrast, when academic achievement was emphasized traditional teaching strategies and assessments were highlighted. Based on these findings a number of topics for professional development are suggested including strategies for students' active engagement in assessment, use and development of specific assessment criteria, strategies for assessing performance qualities, and intuitive assessment competency development. Further research topics are also suggested.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.605-625
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• 2012

This study examined how 132 teachers of different grade levels incorporate the key competencies identified by Korea Institute for Curriculum and Evaluation into their mathematics teaching and how they perceive of its full potential of the competency-based learning and teaching in mathematics classroom. Survey and semi-structured interview methods were used to collect data for the study. It was found that in their instruction teachers emphasized competencies such as problem-solving, literacy, creativity, communication and information-processing skills in order. Inter-personal skills, self-management, citizenship, global understanding and career-development appeared to be challenging competencies for teachers to reflect in their instruction with the reasons such as no direct connections to mathematics and insufficient instruction. Findings of the study suggest that various instructional methods, development and dissemination of related curricula materials, change of evaluation method, and change teachers' perceptions may be needed for incorporating KICE's key competencies in K-12 mathematics education.

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.500-512
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• 2019

Recently, almost all industries are focusing on improving the competency of related industry workers, and it is necessary to design a systematic educational activity plan that constructs, operates and evaluates learning experiences for knowledge, technology and literacy development required in the industrial field. This study performed a questionnaire survey on students' satisfaction with 2015 and 2014 curriculum and national competency standards (NCS)-based one which has been applied since March 2016 against those from Department of Beauty & Cosmetology, 'C' University. For data analysis, frequency analysis, qualitative analysis and SWOT analysis were conducted, and the results found the followings: The NCS-based curriculum which has been applied since 2016 is more advanced than 2015 and 2014 curriculum in terms of strength, weakness, risk and opportunity. In addition, their satisfaction with curriculum was more than average with 47.9-57.2%. Meanwhile, when asked their favorite time to decide their academic major, 79.5% answered, '2nd semester of the 1st year'. They were very dissatisfied with the fact that their academic major is decided in the second year. It is anticipated that the NCS-based 2-year curriculum for Dept. of Beauty & Cosmetology is redesigned through analysis of students' satisfaction and by reflecting their opinions. It is also expected that the reorganization of the curriculum in a more practical and systematic manner would increase students' satisfaction and generate workforce for cosmetology industry.

• International Journal of Advanced Culture Technology
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• v.10 no.2
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• pp.62-68
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• 2022

Evaluation as learning is important for the learner competency test, and the applicable method is studied. Assessment is the role of diagnosing the current learner's status and facilitating learning through appropriate feedback. The system is insufficient to enable process-oriented evaluation in small educational institute. Focusing on becoming familiar with the AI through experience can end up simply learning how to use the tools or just playing with them rather than achieving ultimate goals of AI education. In a previous study, the experience way of AI education with PLAY model was proposed, but the assessment stage is insufficient. In this paper, we propose ELAS (Experiential K-12 AI education Learning Assessment System) for small educational institute. In order to apply the Assessment factor in in this system, the AI-factor is selected by researching the goals of the current SW education and AI education. The proposed system consists of 4 modules as Assessment-factor agent, Self-assessment agent, Question-bank agent and Assessment -analysis agent. Self-assessment learning is a powerful mechanism for improving learning for students. ELAS is extended with the experiential way of AI education model of previous study, and the teacher designs the assessment through the ELAS system. ELAS enables teachers of small institutes to automate analysis and manage data accumulation following their learning purpose. With this, it is possible to adjust the learning difficulty in curriculum design to make better for your purpose.